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  1. Guest Editors’ Preface.Maria Silvia Vaccarezza, Michel Croce & Angelo Campodonico - 2019 - Journal of Moral Education 48 (3):275-279.
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  • Admiration, Attraction and the Aesthetics of Exemplarity.Ian James Kidd - 2019 - Journal of Moral Education 48 (3):369-380.
    The aim of this paper is to show that an aesthetics of exemplarity could be a useful component of projects of moral self-cultivation. Using some in Linda Zagzebski's exemplarism, I describe a distinctive, aesthetically-inflected mode of admiration called moral attraction whose object is the inner beauty of a persn - the expression of the 'inner' virtues or excellences of character of a person in 'outer' forms of bodily comportment that are experienced, by others, as beautiful. I then argue that certain (...)
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  • Educating for Inquisitiveness: A Case Against Exemplarism for Intellectual Character Education.Lani Watson - 2019 - Journal of Moral Education 48 (3):303-315.
    ABSTRACTOne natural application of Linda Zagzebski’s exemplarist moral theory is found in the context of moral and intellectual character education. Zagzebski discusses this application in her recent book, commenting that ‘exemplars can serve as a guide for moral training’ and endorsing ‘the learning of virtue by imitation’. This theme has been pursued compellingly by authors working at the intersection of virtue ethics and education, contributing to an emerging case for exemplarist-based approaches to character education. I focus on intellectual character education (...)
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  • Exemplarism in Moral Education: Problems with Applicability and Indoctrination.Michel Croce - 2019 - Journal of Moral Education 48 (3):291-302.
    This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is to show (...)
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  • Exemplarity, Expressivity, Education.Carsten Fogh Nielsen - 2019 - Journal of Moral Education 48 (3):381-392.
    This paper proposes that Catherine Elgin’s and Nelson Goodman’s work on exemplification is relevant for discussions within moral philosophy and moral education. Generalizing Elgin’s and Goodman’s account of exemplification to also cover ethics the paper develops a two-factor account of moral exemplarity. According to this account, instantiation and expressivity are individually necessary and jointly sufficient conditions for someone or something to function as a moral exemplar. Applying this two-factor account of exemplarity to discussions within the philosophy of moral education the (...)
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  • The Dark Side of the Exceptional: On Moral Exemplars, Character Education, and Negative Emotions.Maria Silvia Vaccarezza & Ariele Niccoli - 2019 - Journal of Moral Education 48 (3):332-345.
    ABSTRACTThis article focuses on negative exemplarity-related emotions and on their educational implications. In this article, we first argue for the nonexpendability of negative emotions broadly conceived by defending their instrumental and intrinsic role in a good and flourishing life. We make the claim more specific by focusing on the narrower domain of NEREs and argue for their moral and educational significance by evaluating whether they fit the arguments provided in the previous section. We go on to propose three educational strategies (...)
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  • Exemplars and Nudges: Combining Two Strategies for Moral Education.Engelen Bart, Thomas Alan, Alfred Archer & van de Ven Niels - 2018 - Journal of Moral Education 47 (3):346-365.
    This article defends the use of narratives about morally exemplary individuals in moral education and appraises the role that ‘nudge’ strategies can play in combination with such an appeal to exemplars. It presents a general conception of the aims of moral education and explains how the proposed combination of both moral strategies serves these aims. An important aim of moral education is to make the ethical perspective of the subject—the person being educated—more structured, more salient and therefore more ‘navigable’. This (...)
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  • Moral Understanding, Testimony, and Moral Exemplarity.Michel Croce - 2020 - Ethical Theory and Moral Practice 23 (2):373-389.
    While possessing moral understanding is agreed to be a core epistemic and moral value, it remains a matter of dispute whether it can be acquired via testimony and whether it involves an ability to engage in moral reasoning. This paper addresses both issues with the aim of contributing to the current debates on moral understanding in moral epistemology and virtue ethics. It is argued that moral epistemologists should stop appealing to the argument from the transmissibility of moral understanding to make (...)
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  • Teorie dei vizi. Un'analisi critica.Michel Croce - 2020 - Ethics and Politics 22 (1):577-598.
    This paper offers a critical analysis of the current debate in vice theory. Its main aim is to provide the reader with the conceptual and methodological tools to navigate the discussion among reliabilist, responsibilist, and obstructivist approaches to moral and epistemic vices. After a brief exploration of the reasons underlying the recent flourishing of vice theories (§2), the responsibilist account is introduced (§3) and several critical remarks are offered to ensure that this view can accommodate the cases of malevolent and (...)
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  • Following the Wrong Example: The Exclusiveness of Heroism and Sanctity.Simone Grigoletto - 2018 - Etica and Politica / Ethics and Politics 10 (2):89-104.
    Are ordinary moral agents able to follow the moral lead of heroes and saints? In her Exemplarist Moral Theory Linda Zagzebski provided an exemplarist account to morality grounded on admiration. She focused her research on three possible kinds of exemplar: the saint, the hero and the sage. In this paper, I hold that there are at least two possible ways of following an exemplar (inference and strict emulation). Furthermore, I will try to show that when we take morally exceptional agents (...)
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  • Il potenziale educativo degli esemplari intellettuali.Michel Croce - 2018 - Ethics and Politics 20 (2):143-162.
    This paper explores the educational potential of epistemic exemplars, namely those individuals who possess intellectual virtues to an exceptional degree. It purports to do so by applying the exemplarist framework proposed by Linda Zagzebski in her Exemplarist Moral Theory (2017) to the domain of intellectual virtues. After a brief summary of the main features of her view, I explain how the exemplarist dynamics can apply to the intellectual domain. Then, I introduce the basics of an exemplar-based account of education and (...)
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  • Connecting Virtues: Introduction.Michel Croce & Maria Silvia Vaccarezza - 2018 - Metaphilosophy 49 (3):191-203.
    This article introduces the special issue “Connecting Virtues,” which aims to advance virtue theory by bringing into a conversation works on the virtues in epistemology, ethics, and political philosophy. The collection covers several key themes within virtue theory. It includes ground‐breaking articles offering original solutions to long‐standing issues in virtue theory, such as the plausibility of different lists of virtues, the relationship between virtues and their opposing vices and the connection between moral and intellectual virtues. In addition, the collection offers (...)
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