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What happens when someone acts? A familiar answer goes like this. There is something that the agent wants, and there is an action that he believes conducive to its attainment. His desire for the end, and his belief in the action as a means, justify taking the action, and they jointly cause an intention to take it, which in turn causes the corresponding movements of the agent's body. I think that the standard story is flawed in several respects. The flaw (...) |
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Virtue ethics is currently one of three major approaches in normative ethics. It may, initially, be identified as the one that emphasizes the virtues, or moral character, in contrast to the approach that emphasizes duties or rules (deontology) or that emphasizes the consequences of actions (consequentialism). Suppose it is obvious that someone in need should be helped. A utilitarian will point to the fact that the consequences of doing so will maximize well-being, a deontologist to the fact that, in doing (...) |
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This is a detailed encyclopedia entry on sex and sexuality, explaining the main issues and debates in philosophy about them. |
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Scholarship on Aristotle’s NICOMACHEAN ETHICS (hereafter “the Ethics”) flourishes in an almost unprecedented fashion. In the last ten years, universities in North America have produced on average over ten doctoral dissertations a year that discuss the practical philosophy that Aristotle espouses in his Nicomachean Ethics, Eudemian Ethics, and Politics. Since the beginning of the millennium there have been three new translations of the entire Ethics into English alone, several more that translate parts of the work into English and other modern (...) |
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In recent decades "virtue ethics" has become an accepted theoretical structure for thinking about normative ethical principles. However, few contemporary virtue ethicists endorse the commitments of the first virtue theorists---the ancient Greeks, who developed their virtue theories within a commitment to eudaimonism. Why? I believe the objections of modern theorists boil down to concerns that eudaimonist theories cannot properly account for two prominent moral requirements on our treatment of others. ;First, we think that the interests and welfare of at least (...) |
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Kantian virtue can be construed as a condition of an agent which secures adherence to the requirements of morality in the face of the ever-present possibility of inner conflict with counter-ethical considerations. This paper claims that this conception of virtue does not fit in well with one essential characteristic of the virtuous agent; that he or she is attentive to the well-being of others. After some preliminary remarks about virtue-related evaluations, the paper criticises the Kantian conception of virtue in the (...) |
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This paper describes differences in two perspectives on the idea of virtue as a theoretical foundation for positive organizational ethics (POE). The virtue ethics perspective is grounded in the philosophical tradition, has classical roots, and focuses attention on virtue as a property of character. The positive social science perspective is a recent movement (e.g., positive psychology and positive organizational scholarship) that has implications for POE. The positive social science movement operationalizes virtue through an empirical lens that emphasizes virtuous behaviors. From (...) |
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The dissertation is centered around the Moral Virtuosity Project . The central task of the dissertation is to examine what other philosophers have had to say on this topic and ultimately to successfully complete this project. ;Chapter One is concerned exclusively with Aristotle's attempt to complete the Moral Virtuosity Project. I defend the view that Aristotle holds that each moral virtue is a disposition toward proper practical reasoning, action, and emotion within a certain sphere. I critically examine Aristotle's argument for (...) |
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Peters is best known for ‘Ethics and Education’, (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical (...) |
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References are frequent to Arstotle's emphasis on habit in discussions of moral development. However, the connotation of the term is emaciatingly more limited in scope than the conceptually kindred terms Aristotle used. The historical or cultural factors leading to the change are briefly described. The paper is mainly an attempt to analyze the content of the two terms: Hexisand Disposition and their distinct significance in Aristotle's moral psychology. Past and contemporary thinkers are drawn on to clarify or endorse Aristotle's ideas (...) |
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This paper explores the nature of virtue theory as applied to engineering practice. It links virtue to specific areas of practice such as the selection of ends, devotion to service, the formation of justified belief, the conduct of dialogue, the taking of actions, and exercises of the will. These areas are related to a culture of virtue in which an engineering society creates the conditions enabling acts of virtue and celebrates individuals and their acts which exemplify identified virtues. The result (...) |
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In the operating theater, the micro-politics of practice, such as interpersonal communications, are central to patient safety and are intimately tied with values as well as knowledge and skills. Team communication is a shared and distributed work activity. In an era of "professionalism," that must now encompass "interprofessionalism," a virtue ethics framework is often invoked to inform practice choices, with reference to phronesis or practical wisdom. However, such a framework is typically cast in individualistic terms as a character trait, rather (...) |
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Bernadette M Tobin; An Aristotelian Theory of Moral Development, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 195–211, https://doi. |
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