In Nicomachean Ethics 2.4 Aristotle raises a puzzle about moral habituation. Scholars take the puzzle to concern how a learner could perform virtuous actions, given the assumption that virtue is prior to virtuous action. I argue, instead, that Aristotle is concerned to defend the necessity of practice, given the assumption that virtue is reducible to virtuous action.

In Nicomachean Ethics 2.4 Aristotle distinguishes between virtuous action and acting virtuously: a virtuous action counts as virtuously performed if done with knowledge, chosen for its own sake, and from a stable character. Since the ‘same’ action can be performed virtuously or non-virtuously, interpreters have concluded that these ‘agential conditions’ are indifferent incidental features with no bearing on the virtuous character of the action. I propose that they are instead ‘perfections,’ i.e., constitutive features of virtuous action as such, admitting of (...) degrees. Unlike the alternative interpretation, my proposal fully harmonizes with three important Aristotelian doctrines: that action from virtue is prior to action merely in conformity with virtue; that character virtue is a perfection of human beings; and that practical life is not properly characterized in transitive, productive terms. My proposal still allows for a generic sense of ‘sameness’ in which the ‘same’ action may be virtuously or non-virtuously performed. (shrink)

Moral virtue is, for Aristotle, a state to which an agent’s motivation is central. For anyone interested in Aristotle’s account of moral development this invites reflection on two questions: how is it that virtuous motivational dispositions are established? And what contribution do the moral learner’s existing motivational states make to the success of her habituation? I argue that views which demand that the learner act with virtuous motives if she is to acquire virtuous dispositions misconstrue the nature and structure of (...) the habituation process, but also obscure Aristotle’s crucial insight that the very practice of virtuous actions affords a certain discovery and can be transformative of an agent’s motivational states. Drawing attention, in Aristotle’s account, to an asymmetry between the agential perspective and the observation of others, I consider what the agential perspective affords the learner, and offer a novel interpretation of the role a learner’s existing motives play in her habituation. (shrink)

The specific role of empeiria in Aristotle’s ethics has received much less attention than its role in his epistemology, despite the fact that Aristotle explicitly stresses the importance of empeiria as a requirement for the receptivity to ethical arguments and as a source for the formation of phronêsis.1 Thus, while empeiria is an integral part of all explanations that scholars give of the Aristotelian account of the acquisition of technê and epistêmê, it is usually not prominent in explanations of the (...) acquisition of phronêsis.2 The abundant mentions of empeiria in Aristotle’s ethical treatises are often eclipsed in the secondary literature... (shrink)

Aristotle famously distinguishes between merely doing a virtuous action and acting in the way in which a virtuous person would. Against an interpretation prominent in recent scholarship, I argue that ‘acting virtuously,’ in the sense of exercising a virtue actually possessed, is prior to ‘virtuous action,’ understood generically. I propose that the latter notion is best understood as a derivative abstraction from the former, building upon a reading of a neglected distinction between per se and coincidentally just action in Nicomachean (...) Ethics 5, and thus shed light on the meaning and philosophical significance of the priority of acting from virtue. (shrink)

The view of happiness that I propose in this article and derive on the basis of Aristotle’s and Henri Bergson’s ideas recommends that we must first understand life as an activity – not as a sum of accumulated experiences and things; nor a set of projects; nor fateful or haphazard events that befall us, but as a formative activity in which we play a key role. Ἐνέργεια or de l’action are at the core of life and it is by getting (...) a hold of this creative core that we stand to live happily (Aristotle) or joyously (Bergson). For both thinkers, the possibility of happiness and joy comes to the fore, to no small extent, as a certain orientation in our thinking, i.e., as φρόνησις and θεωρία, for Aristotle, and as philosophy for Bergson. Our thoughts inform our choices and actions as well as our view of the world, grounding our sense of meaning, purpose, and value of action. It is by reckoning with the ever-unfolding act of life and with our own actions in it (actions which can be vicious, senseless, and unexamined or creative and constitutive of a life well-lived) that we also take hold of the possibility of happiness and joy. (shrink)