I argue that Plato holds a medical model of virtue as health which does not have themorally unacceptable implications which have led some to describe it as authoritarian.This model, which draws on the educational virtues of the elenchos, lacks anyimplication that all criminals are mad or all mad people criminals – this implication beingat the source of many criticisms of Plato’s analogy of virtue and health. After setting upthe analogy and the model, I defend my argument against two objections. The (...) firstclaims that Plato's picture of virtue as health is unacceptable because it entails that vice isa defect and therefore that criminals are all mad. The second resists Kenny'sinterpretation but does so by attacking its first premise, i.e. that Plato believes virtue issome kind of health. I reply that both objections are misguided. (shrink)

From a prima facie point of view, Nietzsche’s use of virtue may appear to be a form of virtue ethics. Certainly, this is one position that has been established within the secondary literature; however, I argue that a more fruitful philosophical reading is to view his use of virtue as a part of his drive psychology. Indeed, what makes Nietzsche’s philosophical psychology relevant to this topic, is the way in which he characterises the “sovereign individual” as an agent that is (...) in control of good or appropriate actions because they are strong enough in character to sublimate their “drives” in the act of willing. Nietzsche’s philosophical psychology has important educational implications because an obvious place to cultivate the sovereign individual is through education, but to Nietzsche, education and educational institutions seem only interested in promoting certain Christian virtues (e.g., faith, hope, and charity), and herd forming virtues (e.g., obedience, guilt, and equality) that breed sick young people who are decadent and weak willed. In response to this dilemma, I turn my attention to how Nietzsche overcomes this problem by proposing new virtues that should figure in a new type of education which is concerned with educating the will of the sovereign individual. Central to Nietzsche’s new type of education is the painful labour of self-cultivation (Bildung), the revaluation of one’s values, and a ceaseless striving to overcome obstacles (will to power), so we are able to educate ourselves against life-negating virtues or vices that make us decadent and weak willed. (shrink)

Most contemporary variants of virtue ethics have a neo-Aristotelian timbre. However, standing alongside the neo-Aristotelians are a number of others playing similar tunes on different instruments. This chapter highlights the four most important virtue ethical alternatives to the dominant neo-Aristotelian chorus. These are Michael Slote’s agent-based approach, Linda Zagzebski’s exemplarism, Christine Swanton’s target-centered theory, and Robert Merrihew Adams’s neo-Platonic account. What these four approaches showcase is the range of possible theoretical structures available to virtue ethicists. A virtue ethicist might attempt (...) to define other normative qualities like goodness or rightness in terms of virtuous traits. But she need not. Instead, she might develop a theory in which virtue is fundamental but other normative qualities obey a logic that is at least partially independent of virtue. This chapter draws attention to an exciting range of possibilities for virtue ethics that both critics and advocates alike will want to explore. (shrink)

This paper furthers the understanding of Nietzsche's project of increasing the prevalence of higher individuals. I do this by opposing the dominant tendency in Nietzschean scholarship of constructing a single ideal-type. I argue that Nietzsche actually describes multiple higher types, with incommensurable physiological and psychological characteristics, and that attempts to collapse these into one type obscure the nuance and richness of his thought. Furthermore, I claim that higher types are not ahistorical ideals; instead, their emergence relates closely to existing psychological (...) and physiological conditions in society. The artistic-genius type, for example, is characterised by his sensitivity to stimuli and plays a vital role in injecting creativity into culturally uniform societies. He is, however, a counter-productive role model for diverse modern societies, characterised by an abundance of stimuli and widespread reactivity. In response to such conditions, Nietzsche extols the virtue of a peculiarly anti-modern type, who cultivates independence from stimuli. Interpreting higher types as multiple and historically situated is vital to carrying out the normative aspect of Nietzsche's philosophy. This role is performed by the philosophical-physician, who surveys the physiological and psychological conditions of his own age and attempts to exploit these conditions to produce future higher individuals. (shrink)

Nietzsche occasionally referred to his substantive ethical position as “immoralism,”1 but gave only a vague impression of just what this position amounts to. The strategy of this paper will be to determine how to be an immoralist by identifying what is affirmed in Nietzsche’s negation of morality. That is, I wish to consider aspects of the critique of morality not to show that morality is wrong – that is not my goal here – but to identify what Nietzsche’s substantive ethical (...) position is. I hope to show two things: that Nietzsche characterizes his immoralist position as an extension of rather than as an antithesis to a moralist one, and that Nietzsche offers a teleological position different from any of the familiar ones. (shrink)

It’s been argued with some justice by commentators from Walter Kaufmann to Thomas Hurka that Nietzsche’s positive ethical position is best understood as a variety of virtue theory – in particular, as a brand of perfectionism. For Nietzsche, value flows from character. Less attention has been paid, however, to the details of the virtues he identifies for himself and his type. This neglect, along with Nietzsche’s frequent irony and non-standard usage, has obscured the fact that almost all the virtues he (...) praises are intellectual rather than moral. The vices he most despises include dogmatism, intellectual partisanship, faith, boredom, the need for certainty, and pity. The virtues he most appreciates include curiosity, honesty, skepticism, creativity, the historical sense, intellectual courage, and intellectual fastidiousness. These tables of values place Nietzsche squarely among so-called responsibilist virtue epistemologists, such as Lorraine Code and Linda Zagzebski, who emphasize that knowledge is infused with desire and affect. I argue that curiosity construed as the specification of the will to power in the domain of epistemology is a cardinal Nietzschean virtue, and that the others – especially intellectual courage and honesty – are presupposed by curiosity. Thus, Nietzsche turns out to accept his own peculiar brand of the thesis of the unity of virtue. (shrink)