This paper adopts the philosophical approach of Stoicism as the basis for re-examining the cognitive and ethical relationship between Homo sapiens and Neanderthals. Stoicism sets out a clear criterion for the special moral status of human beings, namely rationality. We explore to what extent Neanderthals were sufficiently rational to be considered “human”. Recent findings in the fields of palaeoanthropology and palaeogenetics show that Neanderthals possessed high-level cognitive abilities and produced viable offspring with anatomically modern humans. Our discussion offers insights for (...) reflecting on the relationship between humans and other forms of natural life and any moral obligations that result. (shrink)

Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the article, it is argued that the (...) Aristotelian categories of the ‘morally indifferent’, ‘un-self-controlled’, ‘self-controlled’ and ‘properly virtuous’ can be interpreted as the successive stages or levels of a comprehensive developmental model. For each stage, it will be made clear whether people are committed to virtue, whether they act virtuously or not, whether they act with pleasure or pain, and which desires and reasons they have for acting. The article closes with suggestions about what needs to be done if the proposed Aristotelian account of moral development is to become psychologically more realistic and educationally useful. (shrink)

This paper argues that a proper evaluation of the notion of efficiency in business ethics requires that we separate efficiency qua human good from the originally value-neutral sense of the term. The adverse consequences of hyper-efficiency consist in paradoxically causing greater inefficiencies (‘perversity’) as well as a negative impact on the human capacities to pursue various forms of excellence (‘jeopardy’). In contrast to its negative consequences, the precious good of efficiency can be formulated in terms of Alasdair MacIntyre’s influential practice-institution (...) framework. The paper proposes that efficiency be defined in terms of the kind of success towards which it aims; while it never quite reaches the status of an internal good, efficiency fluctuates between being an external good proper and what we call a paradoxical good, with attributes of both internal and external goods. The archetype of a paradoxical good is the good of success qua victory in the domain of sports, which shares attributes of internal goods (since it is defined as a necessary and desirable goal by the practice itself) and external goods (since victory for one implies the defeat of another, a zero-sum logic). The paper fleshes out the consequences of this paradox in MacIntyre’s framework by proposing a three-stage model of success and efficiency for various practices. (shrink)

The research project described in this report represents one of the most extensive studies of character education ever undertaken, including over 10,000 students and 255 teachers in schools across England, Scotland, Northern Ireland and Wales. Research techniques consisted of a mixture of surveys, moral dilemmas and semi-structured interviews. This report explores: - The current situation in character education, both in the UK and internationally - How developed British students are with respect to moral character and the extent to which they (...) are able to understand and apply moral virtues, especially those aged 14 and 15 - How teachers in the UK understand their role in terms of students’ moral and character development - What helps or hinders the development of children’s characters according to teachers in UK schools. (shrink)