Situationist research in social psychology focuses on the situational factors that influence behavior. Doris and Harman argue that this research has powerful implications for ethics, and virtue ethics in particular. First, they claim that situationist research presents an empirical challenge to the moral psychology presumed within virtue ethics. Second, they argue that situationist research supports a theoretical challenge to virtue ethics as a foundation for ethical behavior and moral development. I offer a response from moral psychology using an interpretation of (...) Xunzi—a Confucian virtue ethicist from the Classical period. This Confucian account serves as a foil to the situationist critique in that it uncovers many problematic ontological and normative assumptions at work in this debate regarding the prediction and explanation of behavior, psychological posits, moral development, and moral education. Xunzi’s account of virtue ethics not only responds to the situationist empirical challenge by uncovering problematic assumptions about moral psychology, but also demonstrates that it is not a separate empirical hypothesis. Further, Xunzi’s virtue ethic responds to the theoretical challenge by offering a new account of moral development and a ground for ethical norms that fully attends to situational features while upholding robust character traits. (shrink)

The purpose of this study is to explore early Buddhist ethics in comparison with classical Confucianist ethics and to show similarities. The study suggests that the popular belief that the two ethical systems are radically different from each other needs to be reconsidered. When a focus is given to the development, transformation, and realization of the self, a similar framework is revealed in the two ethical systems. Furthermore, this study intends to reject the popular thesis: early Buddhism is only self-liberation-concerned (...) soteriology and classical Confucianism is only society-concerned thought requiring self-effacement. ;My understanding of the core virtue of self-transformation is as compassion in early Buddhism and benevolence in classical Confucianism. So this study is focused on the analysis of compassion and benevolence by examining their metaphysical grounds, their functional mechanisms, their applications, and their meta-ethical nature. ;The metaphysical groundworks of morals are explained in terms of the rebirth and kamma theory, and the theory of Mandate of Heaven. For a person to develop and achieve these core virtues, this study shows the significant role of self-restraining or self-overcoming, the principle of extension from near to far, self-oriented motivation for the core virtue, both-regarding position , and the important role of both sympathetic feeling and reason. In the domain of social interaction, compassion and benevolence appear in the area of education and politics as tools for achieving happiness for both oneself and others. In politics, the paradigmatic model is adopted: a ruler as an embodiment of the virtue rules a country by being a moral example to the people. ;The analysis of the core virtues in terms of moral objective shows the inseparability of factual knowledge from moral practice, the universal acceptability of the virtue, and the possibility of maintaining objectivity by taking both-regarding action. (shrink)

This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of li necessitates and promotes critical thinking in at least two ways. First, the observance of li requires the individual to exercise judgement by applying the generalised knowledge, norms and procedures in dao to particular action-situations insightfully and flexibly. Secondly, the individual's judgement, to qualify as an instance of li, should be underpinned and motivated (...) by the ethical quality of ren that testifies to one's moral character. Two educational implications arising from a Confucian conception of critical thinking are highlighted. First, the Confucian interpretation presented in this essay challenges the perception that critical thinking is absent from or culturally incompatible with Chinese traditions. Secondly, such a conception advocates viewing critical thinking as a form of judgement that is action-oriented, spiritual, ethical and interpersonal. (shrink)