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The Nicomachean Ethics

(ed.)
New York, N.Y.: Oxford University Press UK (1926)

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  1. The Atrocity Paradigm Revisited.Claudia Card - 2004 - Hypatia 19 (4):212 - 222.
    This essay reflects on issues raised by commentators regarding my book, The Atrocity Paradigm: A Theory of Evil (Oxford 2002). They are (1) Robin Schott's observation of the tension between my discussion of forgiveness and of castration fantasies; (2) Bat-Ami Bar On's questions regarding whether evil is ethical, political, or both; (3) Adam Morton's queries regarding the relative seriousness of evils and injustices; and (4) María Pía Lara's concerns regarding what is valuable in Kant's ethics.
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  • Theory of the Firm.John Dobson - 1994 - Economics and Philosophy 10 (1):73.
    I carved a massive cake of beeswax into bits and rolled them in my hands until they softened … Going forward I carried wax along the line, and laid it thick on their ears. They tied me up, then, plumb amidships, back to the mast, lashed to the mast, and took themselves again to rowing. Soon, as we came smartly within hailing distance, the two Sirens, noting our fast ship off their point, made ready, and they sang … The lovely (...)
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  • Reflection and moral maturity in a nurse's caring practice: A critical perspective.Jane Sumner - 2010 - Nursing Philosophy 11 (3):159-169.
    The likelihood of nurse reflection is examined from the theoretical perspectives of Habermas' Theory of Communicative Action and Moral Action and Sumner's Moral Construct of Caring in Nursing as Communicative Action, through a critical social theory lens. The argument is made that until the nurse reaches the developmental level of post-conventional moral maturity and/or Benner's Stage 5: expert, he or she is not capable of being inwardly directed reflective on self. The three developmental levels of moral maturity and Benner's stages (...)
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  • Epistemic self-indulgence.Heather Battaly - 2010 - Metaphilosophy 41 (1-2):214-234.
    I argue in this essay that there is an epistemic analogue of moral self-indulgence. Section 1 analyzes Aristotle's notion of moral temperance, and its corresponding vices of self-indulgence and insensibility. Section 2 uses Aristotle's notion of moral self-indulgence as a model for epistemic self-indulgence. I argue that one is epistemically self-indulgent only if one either : (ESI1) desires, consumes, and enjoys appropriate and inappropriate epistemic objects; or (ESI2) desires, consumes, and enjoys epistemic objects at appropriate and inappropriate times; or (ESI3) (...)
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  • The body disciplined: Rewriting teaching competence and the doctrine of reflection.Peter Erlandson - 2005 - Journal of Philosophy of Education 39 (4):661–670.
    Shortly after the publication of The Reflective Practitioner (1983) and the sequel Educating the Reflective Practitioner (1987) ‘reflection-in-action’ became a major concept in teacher education. The concept has, however, been criticised on ontological/epistemological as well as practice oriented accounts (Van Manen, 1995; Newman, 1999; Erlandson, 1995). In this paper I argue that reflection-in-action is a theoretical construction that snatches the interacting, working, and producing bodies from their practices, and consequently, matters of politics, of discipline, of institutional interaction and of the (...)
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  • Conflict between religious commitment and same-sex attraction: Possibilities for a virtuous response.Michael Benoit - 2005 - Ethics and Behavior 15 (4):309 – 325.
    This article addresses the treatment of individuals who experience conflict between their religious convictions and their same-sex attraction. Recently, attention has been drawn to the ethical issues involved in the practice of sexual reorientation therapy (SRT) with such conflicted individuals. This article reviews the ethical arguments for and against SRT through the lens of the general ethical principles of the American Psychological Association's (2002) ethics code. Practitioners are then challenged to think about how they might respond virtuously (Meara, Schmidt, & (...)
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  • Six theses about pleasure.Stuart Rachels - 2004 - Philosophical Perspectives 18 (1):247-267.
    I defend these claims: (1) 'Pleasure' has exactly one English antonym: 'unpleasure.' (2) Pleasure is the most convincing example of an organic unity. (3) The hedonic calculus is a joke. (4) An important type of pleasure is background pleasure. (5) Pleasures in bad company are still good. (6) Higher pleasures aren't pleasures (and if they were, they wouldn't be higher). Thesis (1) merely concerns terminology, but theses (2)-(6) are substantive, evaluative claims.
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  • Surviving Long‐Term Mass Atrocities1.Claudia Card - 2012 - Midwest Studies in Philosophy 36 (1):35-52.
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  • Perceptions of Organizational Virtuousness and Happiness as Predictors of Organizational Citizenship Behaviors.Arménio Rego, Neuza Ribeiro & Miguel P. Cunha - 2010 - Journal of Business Ethics 93 (2):215-235.
    Moral and financial scandals emerging in recent years around the world have created the momentum for reconsidering the role of virtuousness in organizational settings. This empirical study seeks to contribute toward maintaining this momentum. We answer to researchers’ suggestions that the exploratory study carried out by Cameron et al. :766–790, 2004 ), which related organizational virtuousness and performance, must be pursued employing their measure of OV in other contexts and in relation to other outcomes :928–958, 2007 ). Two hundred and (...)
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  • The Role Obligations of Students and Lecturers in Higher Education.Julie-Anne Regan - 2012 - Journal of Philosophy of Education 46 (1):14-24.
    The current discussion of consumerism in higher education focuses largely on what the providers are obliged to do for the consumers, against the background of rising tuition fees. This framework does not always sit comfortably with lecturers in the context of a learning and teaching relationship, as it appears to ignore the reciprocal obligations lecturers and students have to one another. The purpose of this article is to offer an alternative view of what lecturers and students are obliged to do (...)
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  • Leading and Following (Un)ethically in Limen.Miguel Pina E. Cunha, Nuno Guimarães-Costa, Arménio Rego & Stewart R. Clegg - 2010 - Journal of Business Ethics 97 (2):189-206.
    We propose a liminality-based analysis of the process of ethical leadership/followership in organizations. A liminal view presents ethical leadership as a process taking place in organizational contexts that are often characterized by high levels of ambiguity, which render the usual rules and preferences dubious or inadequate. In these relational spaces, involving leaders, followers, and their context, old frames may be questioned and new ones introduced in an emergent way, through subtle processes whose evolution and implications may not be easy to (...)
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  • Blameless, constructive, and political anger.Lucas A. Swaine - 1996 - Journal for the Theory of Social Behaviour 26 (3):257–274.
    Scholars of the emotions maintain that all anger requires an object of blame. In order to be angry, many writers argue, one must believe than an actor has done serious damage to something that one values. Yet an individual may be angered without blaming another. This kind of emotion, called situational anger, does not entail a corresponding object of blame. Situational anger can be a useful force in public life, enabling citizens to draw attention to the seriousness of social or (...)
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  • Philosophy's contribution to social science research on education.Martyn Hammersley - 2006 - Journal of Philosophy of Education 40 (2):273–286.
    This article offers a Weberian perspective on philosophy's relationship to social science research in education. Two key areas where it can make an important contribution are discussed: methodology, and the clarification of value principles that necessarily frame inquiries. In relation to both areas, it is claimed that some researchers underestimate philosophy's contribution, while others exaggerate it. Thus, in methodological work, there are those who effectively suppress philosophical issues, producing ‘methodology-as-technique’; at the same time, others generate ‘methodology-as-philosophy’, often denying the possibility (...)
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  • The teaching of skills and the skills of teaching: A reply to Robin Barrow.Morwenna Griffiths - 1987 - Journal of Philosophy of Education 21 (2):203–214.
    Morwenna Griffiths; The Teaching of Skills and the Skills of Teaching: a reply to Robin Barrow, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2.
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  • In the garage: Assemblage, opportunity and techno-aesthetics.Glen Fuller - 2015 - Angelaki 20 (1):125-136.
    :How can a properly relational and anti-substantialist conception of masculinity be understood as belonging to the territorialising assemblage of the garage? Focusing on the relation between the suburban garage and masculinity, this article develops the concept of “opportunity” as part of a gendered passage of action. Two examples of the garage-assemblage are examined through their popular cultural myths. The first involves the example of disaffected working-class male youth working on cars as represented in the Australian film Metal Skin. The second (...)
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  • The “Freely Adaptive System”. Application of this Cybernetic Model to an Organization Formed by Two Dynamic Human Systems.Domènec Melé, M. Nuria Chinchilla & Marta López-Jurado - 2019 - Philosophy of Management 18 (1):89-106.
    Management cybernetics has been in development since the 1960s, although its implementation has been relatively modest. Two of the best-known proposals are Beer’s Viable System Model and Steinbruner’s Cybernetic Theory of Decision. Both are homeostatic systems, inspired by living organisms. Professor Juan A. Pérez López (1934–1996) argued that homeostatic systems are not fully appropriated for human beings, and proposed instead the “Freely Adaptive System” (FAS) model to explain the dynamics of an organization formed by two dynamic human systems. This model, (...)
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  • Moderation as a Moral Competence: Integrating Perspectives for a Better Understanding of Temperance in the Workplace.Pablo Sanz & Joan Fontrodona - 2019 - Journal of Business Ethics 155 (4):981-994.
    The purpose of this paper is to analyze the virtue of temperance as a moral competence in professional performance. The analysis relies on three different streams of literature: virtue ethics, positive psychology and competency-based management. The paper analyzes how temperance is defined in each of these perspectives. The paper proposes an integrative definition of temperance as “moral competence” and summarizes behaviors in business environments in which temperance plays a role.
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  • Conceptualizing creativity and innovation as affective processes: Steve Jobs, Lars von Trier, and responsible innovation.Lars Geer Hammershøj - 2018 - Philosophy of Management 17 (1):115-131.
    The aim of this article is to contribute to responsible innovation by developing a conceptual framework for the processes of creativity and innovation. The hypothesis is that creative and innovative processes are similar in that both are affective in nature. I develop this conceptual framework through an interpretation of the insights of Henri Poincaré’s notion of the ‘four stages’ in the creative process and Joseph Schumpeter’s notion of the entrepreneur. Building on this framework, I analyze the creative and innovative practices (...)
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  • Relation, Virtue, and Relational Virtue: Three Concepts of Caring.Shirong Luo - 2007 - Hypatia 22 (3):92-110.
    This essay breaks new ground in defending the view that contemporary care-based ethics and early Confucian ethics share some important common ground. Luo also introduces the notion of relational virtue in an attempt to bridge a conceptual gap between relational caring ethics and agent-based virtue ethics, and to make the connections between the ethics of care and Confucian ethics philosophically clearer and more defensible.
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  • The Art of Living and Positive Psychology in Dialogue.Christoph Teschers - 2015 - Educational Philosophy and Theory 47 (9):970-981.
    The idea of happiness boomed in the public as well as in the academic domain over the last decade and has not reached its peak yet. However, the understanding of happiness as being the utmost goal of human beings is hardly new. Philosophers have discussed this topic, under various terms, throughout history. One of the most recent philosophical concepts has been conducted by Wilhelm Schmid in his book Philosophie der Lebenskunst [Philosophy of the Art of Living], which is a theory (...)
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  • The Paradox of Gratitude.David Carr - 2015 - British Journal of Educational Studies 63 (4):429-446.
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  • ‘We're just not friends anymore’: self-knowledge and friendship endings.Mary Healy - 2015 - Ethics and Education 10 (2):186-197.
    A long standing argument in philosophy purports that friendship plays a considerable role in our self-knowledge and perspectives on the world, much of which can be accredited to the enduring influence of the Aristotelian conceptualisation of friendship. More recent thinking on friendship terminations has given cause to rethink and clarify the basis of such suppositions. This has particular relevance within the realm of childhood where 'friendship termination' is considered a common experience. This article seeks to remind us that friendship can (...)
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  • Caring Orientations: The Normative Foundations of the Craft of Management.Matt Statler, Donna Ladkin & Steven S. Taylor - 2015 - Journal of Business Ethics 128 (3):575-584.
    In view of the ethical crises that have proliferated over the last decade, scholars have reflected critically on the ideal of management as a value-neutral, objective science. The alternative conceptualization of management as a craft has been introduced but not yet sufficiently elaborated. In particular, although authors such as Mintzberg and MacIntyre suggest craft as an appropriate alternative to science, neither of them systematically describes what “craft” is, and thus how it could inform an ethical managerial orientation. In this paper, (...)
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  • Asé and Amen, Sister!Thelathia N. Young & Shannon J. Miller - 2015 - Journal of Religious Ethics 43 (2):289-316.
    At times, the academy seems devoid of justice because it emphasizes the cultivation of knowledge often denied to marginalized individuals and communities. As black queer feminist scholars doing praxis-driven theorizing from separate fields on the subject of black queer families and communities, we employ research methods that resist the dynamics of power and privilege that exist within normative researcher-participant exchanges. In this essay, we explore and highlight the ethical, justice-oriented, and dialogical relationship between researcher-scholars and research participants. Through story and (...)
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  • A Situationist Lesson for Character Education: Re‐conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones.Yi-Lin Chen - 2015 - Journal of Philosophy of Education 49 (3):399-417.
    Inspired by the debate about character between situationism and virtue ethics, I argue that John Doris's idea, ‘local trait’, offers a fresh insight into contemporary character education. Its positive variant, ‘local virtue’, signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical (...)
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  • From Gratitude to Lamentation: On the Moral and Psychological Economy of Gift, Gain and Loss.David Carr - 2016 - Journal for the Theory of Social Behaviour 46 (1):41-59.
    The passing of Nelson Mandela and other figures of contemporary importance may prompt the interesting question of how we might or should understand the psychological, social and moral function of lamentation in human life. This paper aims to show that such responses are not just of emotional and interpersonal significance, but also of serious moral import. To this end, the paper proceeds via exploration of conceptually and morally suggestive correspondences or resonances between the logical grammar of lamentation—which, to be sure, (...)
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  • Moral dilemmas, moral reasons and moral learning: interpreting a real case in terms of particularistic theory.Patrick Maclagan - 2014 - Business Ethics: A European Review 24 (3):221-236.
    The core of the paper consists of dialogue from a true case where an employee experienced moral dilemmas following a disquieting directive from his manager. The case is considered from the perspective of Dancy's particularistic theory of moral reasons. This case was chosen not to illustrate the theory, but rather to test the assumption that an approach to moral judgement based on Ross and Dancy has general applicability. It is suggested that, in its simplest form, that approach approximates to the (...)
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  • Symbols.K. W. Britton - 1976 - Royal Institute of Philosophy Lectures 10:208-222.
    I wish to discuss symbols concerned with the way we feel about the world and the way we conduct our lives in consequence of those feelings. Our conduct is guided by commands and instructions which for some reason we have to obey. We are guided by our knowledge of the world. The symbols I wish to discuss express and excite desires and preferences and that is how they affect our conduct.
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  • “Kunstlehre” and Applied Phenomenology.Wen-Sheng Wang - 2013 - Open Journal of Philosophy 3 (2):308-313.
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  • Thought and Action in Education.Thomas Aastrup Rømer - 2015 - Educational Philosophy and Theory 47 (3):260-275.
    In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are (...)
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  • Management Wisdom in Perspective: Are You Virtuous Enough to Succeed in Volatile Times?Ali Intezari & David J. Pauleen - 2014 - Journal of Business Ethics 120 (3):393-404.
    This paper addresses the question, how does wisdom contribute to management in circumstances of extreme unpredictability? We first discuss three key factors that fundamentally affect the conduct of business—human, knowledge, and the environment—as well as their characteristics and interactions. We then argue that managing the interaction between these factors to effectively deal with the complexity and unpredictability of a rapidly changing business world requires the appropriate application of wisdom, in particular ethics in the form of practical, moral, and epistemic virtues. (...)
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  • Precision in Philosophy.Sven Ove Hansson - 2012 - Theoria 78 (4):273-275.
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  • Coaching a Kingdom of Ends.Jeffrey P. Fry - 2000 - Journal of the Philosophy of Sport 27 (1):51-62.
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  • Towards an evidence‐based 'Medicine of the Person': the contribution of psychiatry to health care provision.John L. Cox - 2008 - Journal of Evaluation in Clinical Practice 14 (5):694-698.
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  • Searching for excellence in education: knowledge, virtue and presence?James MacAllister, Gale Macleod & Anne Pirrie - 2013 - Ethics and Education 8 (2):153-165.
    This article addresses two main questions: what is excellence and should epistemic excellence be the main purpose of education? Though references to excellence have become increasingly frequent in the UK education policy, these questions are perhaps especially important in Scotland where the curriculum is explicitly for excellence. Following Hirst and Peters, it is hypothesised that if the term ‘education’ implies possession of a certain breadth of general knowledge and understanding, then the term ‘excellence’ may imply a deep grasp of a (...)
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  • One Hundred Years since Hart's Birth.Enrico Pattaro - 2007 - Ratio Juris 20 (4):559-574.
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  • Human individuality and the gap between science and religion.Steven Reiss - 2005 - Zygon 40 (1):131-142.
    . Personality may play a role in disputes between religion and science. Personality is influenced by sixteen basic desires and core values, which provide the psychological foundation of meaningful experience. How we prioritize these sixteen desires is what makes us individuals. Religious persons may place a low priority on the desire for self‐reliance , whereas nonreligious scientists may place a high priority on self‐reliance. These differences may motivate religious persons to find meaning in images of psychologically supportive deities and may (...)
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  • Using phronesis instead of 'research-based practice' as the guiding light for nursing practice.Don Flaming - 2001 - Nursing Philosophy 2 (3):251-258.
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  • The cultural roots of professional wisdom: Towards a broader view of teacher expertise.David Carr & Don Skinner - 2009 - Educational Philosophy and Theory 41 (2):141-154.
    Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...)
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  • Dialectics and practical wisdom.Nanshi Wang - 2006 - Frontiers of Philosophy in China 1 (2):245-253.
    Dialectics is essentially the method or logos in which categories of forms are combined to explain things. Dialectics was developed because reason faces difficulties in grasping the sensible world. Practical wisdom is knowledge about some things or certain person or persons because of its variable objects. But it is not entirely specific or only about a particular thing and without universality in any sense. As one kind of dialectics, it combines various elements to accord with the right logos, similar to (...)
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  • Ethics in business and administration: An international and historical perspective. [REVIEW]Michael W. Small - 1993 - Journal of Business Ethics 12 (4):293 - 300.
    This is a study of ethical and moral behavior, or perhaps unethical behavior, in two different societies. One society, contemporary Australia and in particular the state of Western Australia, is currently undergoing an exhaustive Royal Commission into the shenanigans of a number of well-known business men and former leading politicians who seem to have been playing fast and loose with large amounts of other peoples' money. While this was initially the major focus of the paper, a secondary focus developed based (...)
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  • Just price and equal opportunity.Claes Hägg - 1983 - Journal of Business Ethics 2 (4):269-272.
    The purpose of this paper is to investigate if just price could be given a precise and relevant definition. First, the historical background is sketched. Then a definition is formulated which is based on a gradual interpretation of possibility. The meaning of the definition is, that the buyer and the seller are given equal opportunity of reaching a justified standard of living.
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  • Theories of theory and practice.Wilfred Carr - 1986 - Journal of Philosophy of Education 20 (2):177–186.
    Wilfred Carr; Theories of Theory and Practice, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 177–186, https://doi.org/10.1111/j.146.
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