You may not know me well enough to evaluate me in terms of my moral character, but I take it you believe I can be evaluated: it sounds strange to say that I am indeterminate, neither good nor bad nor intermediate. Yet I argue that the claim that most people are indeterminate is the conclusion of a sound argument—the indeterminacy paradox—with two premises: (1) most people are fragmented (they would behave deplorably in many and admirably in many other situations); (2) (...) fragmentation entails indeterminacy. I support (1) by examining psychological experiments in which most participants behave deplorably (e.g., by maltreating “prisoners” in a simulated prison) or admirably (e.g., by intervening in a simulated theft). I support (2) by arguing that, according to certain plausible conceptions, character evaluations presuppose behavioral consistency (lack of fragmentation). Possible reactions to the paradox include: (a) denying that the experiments are relevant to character; (b) upholding conceptions according to which character evaluations do not presuppose consistency; (c) granting that most people are indeterminate and explaining why it appears otherwise. I defend (c) against (a) and (b). (shrink)

I argue that central to Aristotle’s account of vice is a distinction between two varieties of vicious person: those for whom character change is possible (the curable), and those for whom it is not (the incurable). Recognizing this distinction and drawing out the ideas which ground it shows why Aristotle’s discussions of vice in EN vii and ix 4 are not inconsistent.

Some philosophers have argued that Aristotle’s view of habituation gives rise to a ‘paradox of moral education.’ The inculcation of habit, they contend, seems antithetical to the cultivation of virtue. I argue that this alleged paradox arises from significant misunderstandings of Aristotle’s view. Habit formation need not be at odds with the development of the kinds of intelligent, reflective capacities required for virtue. Indeed, Aristotle seems right to insist on an important role for habit in the cultivation of virtue. I (...) suggest that habit formation is part of the story of how the virtuous come to see the world aright. (shrink)

One of the most striking and controversial features of Aristotle's moral exemplar, the megalopsychos, is his tendency to be contemptuous. Not surprisingly, modern scholarship has found this attribute of the megalopsychos particularly unappealing. This article probes the question about the targets of the contempt of the Aristotelian megalopsychos and explores the forms that this contempt might take. I argue that the primary targets of the megalopsychos are people who claim superiority on the wrong grounds (their external prosperity and social status). (...) The megalopsychos, who prioritizes virtue over external goods as a criterion of individual worth ( axia), rejects the self-image these people claim for themselves and refuses to grant them the appraisal respect they are accustomed to receiving, and think they deserve. (shrink)

In this paper I discuss some problems with Aristotle’s characterization of lucky events as events which are “for the sake of something”. I argue that there is no special sense of the phrase “for the sake of something” when applied to lucky events. Qua event, a lucky event has come about for the sake of something and thus unqualifiedly belongs among things that come about for the sake of something. But qua lucky event, it has not come about for the (...) sake of that thing it has come about qua event, but it nevertheless is, or turns out to be, for the sake of something. (shrink)

At EN VII.6 1149a24-b3, Aristotle offers an argument for the conclusion that akrasia due to thumos is less shameful than akrasia due to epithumia. The reasoning in this argument is obscure, for Aristotle makes two claims in particular that are difficult to understand; first, that in some way thumos “hears” reason when it leads to akrasia, and second, that thumos responds to what it hears “as if having syllogized” to a conclusion about how to act. This paper argues that previous (...) attempts to understand these two points have failed. It offers an account of the first difficult claim, but concludes there is not enough material in the text to determine what Aristotle means when he says thumos responds “as if having syllogized”. Nevertheless, the paper ends by offering an account of this remark that is Aristotelian in inspiration, even though it admittedly goes beyond anything that can be gleaned from the text. (shrink)

This paper is a discussion of Aristotle’s account of actions that come about because of ignorance as found in his Nicomachean Ethics 3.1. I argue that such actions do not originate in the agent, bu...

Moral particularism is often conceived as the view that there are no moral principles. However, its most fêted accounts focus almost exclusively on rules regarding actions and their features. Such action-centred particularism is, I argue, compatible with generalism at the level of character traits. The resulting view is a form of particularist virtue ethics. This endorses directives of the form ‘Be X’ but rejects any implication that the relevant X-ness must therefore always count in favour of an action.

This book presents a novel interpretation of Aristotle's account of how shame instils virtue, and defends its philosophical import. Shame is shown to provide motivational continuity between the actions of the learners and the virtuous dispositions that they will eventually acquire.

The debate over the value of pleasure among Eudoxus, Speusippus, and Aristotle is dramatically documented by the Nicomachean Ethics, particularly in the dialectical pros-and-cons concerning the so-called argument from contraries. Two similar versions of this argument are preserved at EN VII. 13, 1153b1–4, and X. 2, 1172b18–20. Many scholars believe that the argument at EN VII is either a report or an appropriation of the Eudoxean argument in EN X. This essay aims to revise this received view. It will explain (...) why these two arguments differ in premises, contents and purposes, and why these distinctions matter for a proper assessment of Aristotle’s understanding of pleasure and pain in general and his dialectical art in particular. (shrink)

According to Aristotle, the medical art aims at health, which is a virtue of the body, and does so in an unlimited way. Consequently, medicine does not determine the extent to which health should be pursued, and “mental health” falls under medicine only via pros hen predication. Because medicine is inherently oriented to its end, it produces health in accordance with its nature and disease contrary to its nature—even when disease is good for the patient. Aristotle’s politician understands that this (...) inherent orientation can be systematically distorted, and so would see the need for something like the Hippocratic Oath. (shrink)

In this paper, I argue that what I call ‘gratitude for being’ can capture the distinctive sort of gratitude that we typically owe to our intimates, such as parents and close friends. Instead of specific actions or beneficial objects, the benefactor herself and her relationship to the beneficiary are considered as the grounds of gratitude. I argue that people who have consistent and particularized care for us deserve our gratitude for being, rather than gratitude for doing.

Aristotle's account of external goods in Nicomachean Ethics I 8-12 is often thought to amend his narrow claim that happiness is virtuous activity. I argue, to the contrary, that on Aristotle's account, external goods are necessary for happiness only because they are necessary for virtuous activity. My case innovates in three main respects: I offer a new map of EN I 8-12; I identify two mechanisms to explain why virtuous activity requires external goods, including a psychological need for external goods; (...) and I show the relevance of Aristotle's distinction between wishing and choosing. On the view I attribute to Aristotle, our capacity to choose virtuously requires, first, that we wish for external goods (because virtue requires the right attitudes of evaluation) and, second, that these wishes are generally fulfilled (because the social consequences and psychological pain of unfulfilled wishes undermine our opportunity to act virtuously and to take pleasure in acting virtuously). I close with discussion of how Aristotelians should defend this approach. (shrink)

In Nicomachean Ethics II 4 Aristotle famously raises a puzzle concerning moral habituation, and he seems to dissolve it by recourse to the analogy between moral virtue and skills. A new interpretation of the chapter is offered on the basis of an important evaluative dissimilarity then noted by Aristotle, one almost universally disregarded by interpreters of the chapter. I elucidate the nature of the dissimilarity in question and argue for its paramount importance for understanding Aristotle’s conception of moral agency. I (...) also show that it is the particularly intricate and puzzling character of the chapter that has prevented scholars from noticing such a dissimilarity and from integrating it to the interpretation of the chapter. (shrink)

Aristotle takes practical wisdom and arts or crafts to be forms of knowledge which, we argue, can usefully be thought of as ‘empiricist’. This empiricism has two key features: knowledge does not rest on grasping unobservable natures or essences; and knowledge does not rest on grasping logical relations that hold among propositions. Instead, knowledge rests on observation, memory, experience and everyday uses of reason. While Aristotle’s conception of theoretical knowledge does require grasping unobservable essences and logical relations that hold among (...) suitable propositions, his conception of practical and productive knowledge avoids such requirements and is consistent with empiricism. (shrink)

I argue that a study of the Nicomachean Ethics and of the Parva Naturalia shows that Aristotle had a notion of attention. This notion captures the common aspects of apparently different phenomena like perceiving something vividly, being distracted by a loud sound or by a musical piece, focusing on a geometrical problem. For Aristotle, these phenomena involve a specific selectivity that is the outcome of the competition between different cognitive stimuli. This selectivity is attention. I argue that Aristotle studied the (...) common aspects of the physiological processes at the basis of attention and its connection with pleasure. His notion can explain perceptual attention and intellectual attention as voluntary or involuntary phenomena. In addition, it sheds light on how attention and enjoyment can enhance our cognitive activities. (shrink)

This paper faces the problem of how to determinate the framework in which, according to Aristotle, the deliberation and his results can be assessed: the decision and the consequent action. The problem emerges mainly because of what Aristotle calls “indetermination of deliberation,” since, in situations whose options about what to deliberate are blurred, it is difficult to determinate which is the framework that can be used to determinate if the decision resulting from the deliberation is accurate or not. To face (...) this problem, in the first place, we distinguish between technical and moral deliberation. The distinction is framed in terms of the ends because in technical deliberation the end is extrinsic to the action itself, and for this reason it is possible to offer different assessments of the actions achieved. In moral deliberation, the ends are only intrinsic to the action, and they are determined only in behalf of their connection with good deliberation. So, it is only possible to establish an adequate normative framework to assess each deliberation based upon a “good deliberation model”, established by practical wisdom, and extended also for the community from which the subject takes part. (shrink)

In this paper, I reconstruct the reasons why Aristotle thinks that musical education is important for moral education. Musical education teaches us to enjoy appropriately and to recognize perceptually fine melodies and rhythms. Fine melodies and rhythms are similar to the kind of movements fine actions consist in and fine characters display. By teaching us to enjoy and recognise fine melodies and rhythms, musical education can train us to recognize and to take pleasure in fine actions and characters. Thus, musical (...) education can, up to a point, lead us toward the actions and character dispositions a virtuous life requires. (shrink)

There is a current debate about the grammar of intention: do I intend to φ, or that I φ? The equivalent question in Aristotle relates especially to choice. I argue that, in the context of practical reasoning, choice, as also wish, has as its object an act. I then explore the role that this plays within his account of the relation of thought to action. In particular, I discuss the relation of deliberation to the practical syllogism, and the thesis that (...) the conclusion of the second is an action. (shrink)

I argue that Aristotelian decisions (προαιρέσεις) cannot be conceived of as based solely on wish (βούλησις) and deliberation (βούλευσις), as the standard picture (most influentially argued for in Anscombe's "Thought and Action in Aristotle", in R. Bambrough ed. New Essays on Plato and Aristotle. London: Routledge, 1965) suggests. Although some features of the standard view are correct (such as that decisions have essential connection to deliberation and that wish always plays a crucial role in the formation of a decision), Aristotelian (...) decisions sometimes must include non-rational desires such as appetite. Consequently, any exegetical account of Aristotle’s notion of decision must be able to accommodate this feature. (shrink)

This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle's Politics, drawing on both the wider Aristotelian corpus and on examination of continuities with Plato's Laws. Part I: The paper opens with the question of why Aristotle would say that no one will doubt that education should be the concern of the legislator, and Sections I–III identify the nature of his enterprise in the Politics, the audience he wishes to address, the (...) conclusions he seeks to establish in VIII. 1, and what public education would amount to for him. An important conclusion reached is that the first of Aristotle's two conclusions in VIII.1 has been routinely misidentified. (shrink)

The responsibilities of the manager have been examined through several lenses in the business ethics literature: Kantian (Bowie, 1999 ), contractarian (Donaldson and Dunfee, 1999 ), consequentialist (Friedman, 1970 ), and virtue ethics (Solomon, 1992 ), to name just four. This paper explores what the ethical responsibilities of the manager would look like if viewed through an evolutionary lens. Discussion is focused on the impact of evolutionary thinking on the process of moral reasoning, rather than on the sources or the (...) substance of morality. The conclusion is reached that the evolutionary lens supports the view that moral luck plays an important role in how we assign ethical responsibilities. (shrink)

Something Aristotle calls ‘right logos’ plays a crucial role in his theory of virtue. But the meaning of ‘logos’ in this context is notoriously contested. I argue against the standard translation ‘reason’, and—drawing on parallels with Plato’s work, especially the Laws—in favor of its being used to denote what transforms an inferior epistemic state into a superior one: an explanatory account. Thus Aristotelian phronēsis, like his and Plato’s technē and epistēmē, is a matter of grasping explanatory accounts: in this case, (...) accounts that identify the right action and say why it is right. Arguably, Aristotelian rationality is a matter of being able to grasp accounts in general. (shrink)

In disagreement with Claudia Baracchi’s controversial thesis that there is a “simultaneity and indissolubility” if not an “identity” of intelligence (nous) and perception (aisthēsis) at the core of Aristotle’s philosophy, I will argue that Aristotle maintains a fundamental distinction between these cognitive faculties. My goal in this paper is to examine specific parts of two central and complex passages, VI.8, 1142a12-30 and VI.11, 1143a33-b15, from the Nicomachean Ethics to show that Baracchi’s view is unpersuasive. I will show that Aristotle considers (...) nous to be a different capacity than mere perception and one through which particulars and indemonstrable principles become intelligible. Moreover, I will show that Aristotle considers that the objects of nous differ in kind from those that sensation (our senses) and perception (inference from our senses) grasp. After examining critically Baracchi’s thesis in light of a close reading of those two relevant passages, I will conclude the paper by showing the significance of Aristotle’s claim that a state is defined in terms of its objects of apprehension for understanding the distinction between nous and aisthēsis. (shrink)

Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...) on expert skill. Presenting the main argument for this expert skill model of wisdom is the focus of this paper. More specifically, I’ll argue that wisdom is primarily the same kind of epistemic achievement as expert decision-making skill in areas such as firefighting. Acknowledging this helps us see that, and how, real people can develop wisdom. It also helps to resolve philosophical debates about the nature of wisdom. For example, philosophers, including those who think virtue should be modeled on skills, disagree about the extent to which wise people make decisions using intuitions or principled deliberation and reflection. The expert skill model resolves this debate by showing that wisdom includes substantial intuitive and deliberative and reflective abilities. (shrink)

Aristotle’s treatment of brutishness in the Nicomachean Ethics is very brief: a couple of paragraphs in the first chapter of Book VII, and most of Chapter 5 of the same book, together with some glancing references in Chapter 6. Commentators standardly give these passages short shrift indeed, if they do not ignore them altogether. In antiquity Aspasius commented on the Ethics, but, by great ill luck, his commentary on the first half of Book 7 is lost. A twelfth- or thirteenth-century (...) commentary known as “Anonymous” exists, but, in the words of Friedrich Schleiermacher, it “exceeds everything in poverty.” Aquinas comments helpfully on some items in the passage, but its doctrine does not find its way into his own moral theory, and indeed in his language the Latin word bestialitas, which standardly renders the Greek thêriotês, is taken over to denote sexual relations between members of different species. Dante makes a brief though striking reference to Aristotle’s discussion, but he gets it wrong. In the nineteenth and twentieth centuries the translators furnish occasional notes of interest; the line-by-line commentators go through the passage with small points of explanation but the overall theory does not seem to capture their attention; the more thematic commentators largely ignore it; and, to my knowledge, no article or monograph exists upon it. The beguiling issues of the Ethics, it appears, lie elsewhere: the function argument and the nature of happiness, the nature of virtue, the voluntary and involuntary, the distinction between vice and weakness, the place of contemplation in the happy life. On these subjects the literature is numbingly massive. (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)

In recent years, epistemologists have devoted enormous attention to this question: what should happen when two epistemic peers disagree about the truth-value of some proposition? Some have argued that that in all such cases, both parties are rationally required to revise their position in some way. Others have maintained that, in at least some cases, neither party is rationally required to revise her position. In this paper, I examine a provocative and under-appreciated argument for the latter view due to Elgin (...) Disagreement, Oxford University Press, Oxford, pp 53–68, 2010; The Philosopher’s Magazine, fourth quarter, pp 77–82, 2012; True enough, MIT Press, Cambridge, 2017; in: Johnson Voicing dissent: the ethics and epistemology of making disagreement public, Routledge, New York, pp 10–21, 2018). I defend it against a series of objections, and I then identify some fruitful ways in which her view could be developed further. (shrink)

I argue that, for Aristotle, virtues of character like bravery and generosity are, like the emotions, properties that require a hylomorphic analysis. In order to understand what the virtues are and how they come about, one needs to take into account their formal components and their material components. The formal component of a virtue of character is a psychic disposition, its material component is the appropriate state and composition of the blood. I defend this thesis against two potential objections and (...) I show that it is relevant for a study of Aristotle’s ethics. (shrink)

This paper reconsiders Aristotle’s arguments inNicomachean Ethics9.9 concerning the claim that a virtuous friend is naturally desirable. The paper demonstrates that a virtuous friend, according to Aristotle, is naturally desirable not only because he is good, but also because he is one’s own. Although the two are different ways of being desirable, the paper shows that Aristotle takes being one’s own to consist in a distinctive kind of being good. This enables him to extend the grounds of virtue-friendship beyond the (...) good character narrowly conceived, and thus explain why a friend is preferable to other virtuous people. (shrink)

Aristotle ’s claim that we become virtuous by doing virtuous actions raises a familiar problem: How can we perform virtuous actions unless we are already virtuous? I reject deflationary accounts of the answer given in _Nicomachean Ethics_ 2.4 and argue instead that proper habituation involves doing virtuous actions with the right motive, i.e. for the sake of the noble, even though learners do not yet have virtuous dispositions. My interpretation confers continuity to habituation and explains in a non-mysterious way how (...) we become virtuous by doing virtuous actions in the right way. (shrink)

This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle's Politics , drawing on both the wider Aristotelian corpus and on examination of continuities with Plato's Laws . Part III : Sections VIII-XI examine the two arguments which Aristotle adduces in support of the claim that education should be provided through a public system. The first of these arguments concerns the need to unify society through education for friendship and the sharing (...) of a common end. Several versions of his second argument are considered, and the most promising of them is elaborated in connection with an examination of the links between instruction and legislation in the Laws . This yields what is probably the most compelling argument there is for the claim that public supervision of education is a necessary condition for a just society. (shrink)

This article offers a new interpretation of Aristotle’s ambiguous and much-discussed claim that pleasure perfects activity. This interpretation provides an alternative to the two main competing readings of this claim in the scholarship: the addition-view, which envisages the perfection conferred by pleasure as an extra perfection beyond the perfection of activity itself; and the identity-view, according to which pleasure just is the perfect activity itself. The proposed interpretation departs from both these views in rejecting their assumption that pleasure cannot perfect (...) the activity itself, and argues that pleasure makes activity perfect by optimising the exercise of one’s capacities for that activity. Those who build or play music with pleasure do so better than those who do not delight in these activities. The basis of this interpretation is Aristotle’s little-read remarks from the following chapter, i. e. NE x.5, about how pleasure “increases” the activity. (shrink)

Zusammenfassung: Freundschaft ist ein wichtiges Thema der aristotelischen Moraltheorie. Aristoteles versteht unter Freundschaft die optimale Form der Beziehung, in der sich die Beteiligten gegenseitig schätzen und Wohltaten leisten. Im Rahmen seiner Freundschaftstheorie hat Aristoteles auch eine Auffassung der Freundschaft zwischen Eltern und Kindern entworfen. Im Vergleich zu seiner allge-meinen Freundschaftstheorie haben seine Ansätze zur Freundschaft zwischen Eltern und Kindern sowohl in der historischen als auch in der systematischen Forschung wenig Aufmerksamkeit gefunden. Das Ziel dieses Artikels ist es, die Auffassung dieser (...) speziellen Beziehung im Kontext seiner Moral- und Freundschaftstheorie darzustellen, zu interpretieren, aber auch weiterzuentwickeln bzw. zu vervollständi-gen. Zudem wird eine kritische Beurteilung sowie Korrektur einiger Aspekte dieser Theorie, insbesondere der Gläubiger-Schuldner-Auffassung der Eltern-Kinder-Beziehung, vorgenommen. Diese Auseinandersetzung mit Aristoteles’ Theorie führt zu einer klareren, systematischeren, aber auch attraktiveren und angemesseneren aristotelischen Theorie der Eltern-Kinder-Freundschaft, als sie in den Schriften des Aristoteles vorliegt. -/- Summary: Friendship (philia), the optimal form of a relationship, in which the friends love and do good things for each other, is an important theme of Aristotle’s ethics. In the framework of his friendship theory, Aristotle also outlined an account of the specific friendship emerging within the relationship between parents and their children. In comparison to his general theory of friendship, which has been widely discussed both by historians of philosophy and by ethicists, has this account received little at-tention. The objective of this article is to present and interpret, but also to develop and qualify, this account of parent-child friendship in the context of Aristotle’s general friendship theory. I shall also suggest that some aspects of this theory, in particular the debtor-creditor account of filial duties, need to be reassessed. This interpretation and discussion should yield a clearer, more systematic but also more attractive and adequate Aristotelian account of the optimal parent-children relationship than the one we find in the texts of Aristotle. (shrink)

This article analyzes the source of Confucian universal morality and human dignity from the perspective of the classic saying, ?what follows the dao is good, and what dao forms is nature? (jishan chengxing) found in the Great Commentaries of the Book of Changes. From a Classical Confucian perspective, human nature is generated by the natural dao of tian, so human dignity and morality also emerge from the natural dao of tian. This article discusses the relationship between the Confucian dao of (...) tian and the moral notion of human rights which ensues from the historical tradition of Chinese exegesis on this subject. Specifically, the authors reconstruct a naturalist version of Confucian morality which inherently motivates the beneficial outcomes generally associated with the modern Western conception of human rights. The authors argue that such a framework, which would draw upon Confucian ?natural goodness within human nature? differs significantly from the more commonly accepted Mencian version of human morality dependent upon the premise that ?human nature is good?. This intra-mural differentiation within Chinese philosophy can be helpful in structuring dialogue with various Western theories of human rights. (shrink)

Three times in Book 1 chapter 13 of the Nicomachean Ethics, Aristotle says desire partakes of reason in a way. There is a consensus view in the literature about what that claim means: desire has no intrinsic rationality, but can partake of reason by being blindly obedient to the commands of reason. I argue this consensus view is mistaken: for Aristotle, adult human desire has its own intrinsic rationality, and while it is to be obedient to reason, it is not (...) blind obedience, for when reason tells desire to obey, it includes an explanation supporting its order which desire can at least potentially understand. Thus, the nature of human desire, and also of the characteristic interaction of desire and reason, is much different than it is standardly taken to be. (shrink)

Aristotle is traditionally read as dividing animal souls into three parts, while dividing human souls into four parts (a rational part, with theoretical and pr...

Critical readers can reasonably judge Zhuangzi’s 莊子 notion of wuwei 無爲 to offer a persuasive reply to Xunzi’s objection to Zhuangzi’s emphasis on living naturally, in light of recent theories of action. For Zhuangzi, self-cultivation is possible only when individuals attune themselves to the processes inherent in nature . Daoist wuwei depends crucially on two descriptive claims that Zhuangzi endorses and Xunzi rejects. The first claim, backed by Dreyfus’ theory of skill acquisition, is that views of self-cultivation which rely on (...) formulas and concepts stand opposed to the Way. The second claim, supported by Elster and Csikszentmihalyi’s theories of action, is that conscious deliberation is unable to facilitate self-cultivation. Zhuangzi’s normative vision requires that individuals indirectly create conditions for spontaneity, rather than pursue spontaneity directly, since any deliberate attempt at being spontaneous is self-defeating. (shrink)

In this thesis, I explore Aristotle’s conception of the relation between practical wisdom and the end of action. Intellectualists claim that phronesis determines the end of action, whereas non-intellectualists claim that virtue as a non-rational state determines the end of action. Recently, Jessica Moss has provided a sustained defense of the non-intellectualist interpretation. I offer three arguments against Moss’s interpretation: the line at 1144a6-7 that is taken to provide an obvious support for the non-intellectualist interpretation does not provide an obvious (...) support. The non-intellectualist interpretation is inconsistent with the conclusion of Aristotle’s function argument. The non-intellectualist interpretation fails to distinguish between two distinct senses of ‘goal.’ After arguing against the non-intellectualist interpretation, I explore the relation between phronesis and eudaimonia. (shrink)

This dissertation is a study of the relation between Aristotle’s ethics and the crafts (or technai). My thesis is that Aristotle’s argument is at key points shaped by models proper to the crafts, this shaping being deeper than is generally acknowledged, and philosophically more problematic. Despite this, I conclude that the arguments I examine can, if revised, be upheld. The plan of the dissertation is as follows – Preface: The relation of my study to the extant secondary literature; Introduction: The (...) pre-Platonic concept of technē, as evidenced in Greek philosophical and literary sources, in particular the early Hippocratic corpus; Chapter one: The Platonic concept of technē, followed by an investigation of whether Plato affirms a virtue-technē in the Protagoras and Republic; Chapter two: Aristotle’s concept of technē, followed by scrutiny of his arguments in NE VI.5 against a virtue-technē, and of his analyses of slavery and deliberation; Chapter three: An exposition of Aristotle’s function argument, followed by a dominantist interpretation of it, and an explanation of dominantism as in part a technē-influenced doctrine; Chapter four: An examination of Aristotle’s ethical mean and its problems, with a diagnosis of these in terms of influence by the Philebus, and by paradigms derived from the crafts; Chapter five: Argument that Aristotle’s theory of habituation suffers from two significant opacities, these being a function of influence both by the Republic, and by models of craft-learning; Conclusion: Response to key objection; Aristotle’s ethics revised, defended. (shrink)