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  1. The Linguistically Informed Virtue-Novice as Precocious: A Reply to Stichter’s The Skillfulness of Virtue.Mara Neijzen - 2021 - Ethical Theory and Moral Practice 24 (2):587-597.
    Stichter’s The Skillfulness of Virtue provides an original and contemporary discussion of virtue-acquisition from an interdisciplinary standpoint. By equating virtues to skills, he offers an empirically informed progression towards virtue expertise. With the focus on gaining proficiency, there is little room to analyse the status of the virtue-novice, who is equated to a novice in any other skill: an agent consciously following simple rules, gaining experience in order to respond to normatively-laden situations with more automaticity in the following stages of (...)
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  • On the Platonic Pedagogical Methodology: An Alternative to the Aristotelian Theory of Education.Alkis Kotsonis - 2021 - Ethics and Education 16 (4):464-477.
    ABSTRACT My aim in this paper is to challenge the neo-Aristotelian tradition, currently dominant in contemporary theories of virtue education, by proposing the Platonic pedagogical methodology for virtue cultivation as a worthy alternative to the Aristotelian theory of education. I highlight that, in contrast to Aristotle’s limited remarks concerning virtue education, Plato conceptualizes and develops a rigorous educational theory in the Republic that considers many different facets of education – i.e. moral character education, intellectual character education, exemplarism and educational corruption. (...)
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  • Educating for Collaboration: A Virtue Education Approach.Alkis Kotsonis - 2022 - Ethics and Education 17 (3):311-323.
    ABSTRACT Given the instrumental value of good collaborations for societal flourishing, educating for good collaborators should be one of the fundamental goals of contemporary education. Still, fostering the growth of dispositions needed for successful collaborations is not explicitly considered to be a first-rate pedagogical goal in most contemporary virtue education programs. To remedy this omission, I propose a virtue-based method for developing good collaborators through an education that involves a mixture of three complementary educational techniques: i) collaborative problem-based learning, ii) (...)
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  • Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory.Johan Dahlbeck - 2020 - Studies in Philosophy and Education 40 (1):1-21.
    This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration–emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives. This will set the stage for the next part, looking (...)
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  • Educating for Intellectual Pride and Ameliorating Servility in Contexts of Epistemic Injustice.Heather Battaly - forthcoming - Educational Philosophy and Theory:1-14.
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  • The Phronimos as a Moral Exemplar: Two Internal Objections and a Proposed Solution.N. Athanassoulis - forthcoming - Journal of Value Inquiry:1-20.
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