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  1. Moral education, emotions, and social practices.Andrés Mejía - 2023 - Journal of Philosophy of Education 57 (1):323-336.
    Paul Hirst’s idea of moral education is distinctive in the central role it attributes to social practices. For him, ethical principles and virtues should not be seen as abstract entities theoretically derived and then applied in education so that students learn to reason from those principles or live by those virtues. Instead, Hirst’s moral education incorporates an initiation into social practices and comes back to them by means of situated critical reflection from within those practices themselves. Embracing Hirst’s proposed central (...)
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  • Temptation, Virtue, and the Character of Christ.Adam C. Pelser - 2019 - Faith and Philosophy 36 (1):81-101.
    The author of Hebrews writes that Jesus Christ was “tempted as we are, yet without sin”. Many Christians take the sinlessness of Jesus to imply that he was perfectly virtuous. Yet, susceptibility to the experience of at least some temptations, plausibly including those Jesus experienced, seems incompatible with the possession of perfect virtue. In an attempt to resolve this tension, I argue here that there are good reasons for believing that Jesus, while perfectly sinless, was not fully virtuous at the (...)
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