For Aristotle, virtues are neither transcendent nor universal, but socially interdependent; they need to be understood chronologically and with respect to character and context. This paper uses an Aristotelian lens to analyse an especially interesting context in which to study virtue—the state’s response when social order breaks down. During such periods, questions relating to right action by citizens, the state, and state agents are pronounced. To study this, we analyse data from interviews, observation, and documents gathered during a 3-year study (...) of riot policing in the U.K. In doing so, we contribute by joining a number of other conversations within JBE, suggesting detailed empirical examination of this context is useful in opening up considerations relevant to ‘virtue’ elsewhere. This extreme context helps us raise interesting and empirically informed questions that can encourage future theoretical and empirical contributions to virtue in business ethics. One such question is on the role of habituation in virtue, which is not just the inculcation of a reflex or automaticity, but can also refer to a trained and developed tendency to behave in the right way, for the right reasons, at the right time. Whilst we stop short of a simplistic alignment of habituation and virtue, we show ways in which it can inform understanding of both courage and phronēsis. (shrink)

This article explores the values that should be promoted in civic education for democracy and also how the promotion of values can be non-coercive. It will be argued that civic education should promote the values of reasonableness, mutual respect and fairness, but also that only public, political reasons count in attempting to justify the content of civic education. It will also be argued that the content of civic education may legitimately be broader than this, including but not restricted to the (...) values of autonomy, integrity, magnanimity, truthfulness and generosity. At the same time, if civic education is seen merely as a means to shape and form future citizens, then the promotion of values in civic education will be a coercive imposition on children and young people. If the promotion of values instead is to be non-coercive it must be defended with reasons that children and young people should be able to accept. (shrink)

Thought: A Journal of Philosophy, EarlyView.

This is a thesis in three parts. It concerns the normative capacity of attributive goodness. Specifically, it critically evaluates Attributivism, the theory that attributive goodness is fundamentally normative, or that the distribution of that property determines when, whether, and in what way agents ought to act. The first third develops, refines and defends Attributivism. Doing so is, in part, a ground-clearing exercise. I distil that theory from the arguments of many other philosophers. In doing so I isolate and precisify its (...) core commitments. I defend it from a number of objections. The second third analyses fundamental normativity. I stipulate that a standard or property is fundamentally normative if its distribution alone can ground normativity. I argue that for anything to be so fundamentally normative, it must minimally meet two criteria. It must be both authoritative and regulatory. The final third evaluates whether or not attributive goodness satisfies the established criteria, and so whether or not Attributivism is correct. I argue that in its canonical form it isn’t. I then develop a revised view of Attributivism that can satisfy the criteria. I argue, however, that the revised view is unsatisfying in almost every respect. Attributivism, revised or otherwise, should be rejected. (shrink)