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  1. Can We Measure Practical Wisdom?Jason Swartwood - 2020 - Journal of Moral Education 49 (1):71-97.
    ABSTRACTWisdom, long a topic of interest to moral philosophers, is increasingly the focus of social science research. Philosophers have historically been concerned to develop a rationally defensible account of the nature of wisdom and its role in the moral life, often inspired in various ways by virtue theoretical accounts of practical wisdom. Wisdom scientists seek to, among other things, define wisdom and its components so that we can measure them. Are the measures used by wisdom scientists actually measuring what philosophers (...)
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  • Scrooge and Significant Moral Change.Angela Knobel - 2019 - Journal of Moral Education 48 (2):147-164.
    ABSTRACTVirtue theorists commonly assert that significant moral change, such as the cultivation of a virtue or the elimination of a vice, can only occur over a prolonged period of time. Many scholars who make this claim also accept the comparison between virtues and skills. In this article I argue that if one accepts the comparison between virtues and skills, there should be instances in which significant moral change can occur relatively quickly.
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  • Skill, Practical Wisdom, and Ethical Naturalism.John Hacker-Wright - 2015 - Ethical Theory and Moral Practice 18 (5):983-993.
    IntroductionRecent work in virtue theory has breathed new life into the analogy between virtue and skill.See, for example, Annas ; Bloomfield ; Stichter ; Swartwood . There is good reason to think that this analogy is worth pursuing since it may help us understand the distinctive nexus of reasoning, knowledge, and practical ability that is found in virtue by pointing to a similar nexus found outside moral contexts in skill. In some ways, there is more than an analogy between skill (...)
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  • Cultivating Practical Wisdom.Jason Swartwood - 2013 - Dissertation, University of Minnesota
    Practical wisdom (hereafter simply “wisdom”) is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live and conduct herself. Because wisdom is such an important and high-level achievement, we should wonder: what is the nature of wisdom? What kinds of skills, habits and capacities does it involve? Can real people actually develop it? If so, how? I argue that we can answer these questions by modeling wisdom on expert decision-making skill in complex areas (...)
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  • The Ethics of Climate Engineering: Solar Radiation Management and Non-Ideal Justice.Toby Svoboda - 2017 - Routledge.
    This book analyzes major ethical issues surrounding the use of climate engineering, particularly solar radiation management techniques, which have the potential to reduce some risks of anthropogenic climate change but also carry their own risks of harm and injustice. The book argues that we should approach the ethics of climate engineering via "non-ideal theory," which investigates what justice requires given the fact that many parties have failed to comply with their duty to mitigate greenhouse gas emissions. Specifically, it argues that (...)
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  • Elective Modernism and the Politics of (Bio) Ethical Expertise.Nathan Emmerich - 2018 - In Hauke Riesch, Nathan Emmerich & Steven Wainwright (eds.), Philosophies and Sociologies of Bioethics. Dordrecht, Netherlands: pp. 23-40.
    In this essay I consider whether the political perspective of third wave science studies – ‘elective modernism’ – offers a suitable framework for understanding the policy-making contributions that (bio)ethical experts might make. The question arises as a consequence of the fact that I have taken inspiration from the third wave in order to develop an account of (bio)ethical expertise. I offer a précis of this work and a brief summary of elective modernism before considering their relation. The view I set (...)
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  • The Importance of Roles in the Skill Analogy.Matt Dougherty - 2020 - Journal of Ethics and Social Philosophy 17 (1):75-102.
    This paper argues for a reinterpretation of the skill analogy in virtue ethics. It argues that the skill analogy should not be understood as proposing that being virtuous is analogous to possessing a practical skill but, rather, as proposing that being virtuous is analogous to being a good occupant of a skill-involving role. The paper argues for this by engaging with various standard objections to the analogy, two recent defences of it, and Aristotle’s treatment of it in developing his account (...)
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  • Political Philosophy and the Nature of Expertise.Robert Lamb - 2018 - Critical Review of International Social and Political Philosophy:1-21.
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  • Virtue Through Challenge: Moral Development and Self‐Transformation.Alistair Miller - 2017 - Journal of Philosophy of Education 51 (4):785-800.
    In this article, I argue that although the Aristotelian ideal of leading a virtuous life for its own sake is admirable, conventional Aristotelian and neo-Aristotelian accounts of how it might be realised are empirically inadequate: Habituation is unlikely to produce ‘a love of virtue’, practical experience cannot then produce practical judgement or phronesis, and Aristotle's conception of a virtuous life excludes all but an idealised elite. Instead, I argue that two conceptually distinct aspects of moral development can be identified: the (...)
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  • Intelligence, Practice and Virtue: A Critical Review of the Educational Benefits of Expertise in Physical Education and Sport.Malcolm Thorburn - 2017 - Sport, Ethics and Philosophy 11 (4):453-463.
    The paper calls for a re-evaluation of physical education’s cognitive value claims, as this issue is fundamental to many of the conceptual difficulties the subject faces. Current epistemological challenges are reviewed before analysing the structural connections between intelligent practice and intelligent virtues, and the possibilities for physical education to better articulate its’ intrinsic and instrumental values claims. The paper evaluates arguments made on this basis and reviews revised curriculum planning and pedagogical practices, which could support an enhanced focus on learners’ (...)
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