In parts I and II, this article briefly sketches two approaches to virtue ethics – those taken by Aristotle and the contemporary exemplarist moral theory of Linda Zagzebski – with an eye to providing resources for miliary educators. Each section concludes with remarks about the pros and cons of the author’s experiences of teaching these theories to undergraduates. Part III deals with the social articulation of morality and its implications for war crimes. The social articulation of morality is the idea (...) that moral principles cannot be applied in the abstract, but must be interpreted in terms of social backgrounds and norms. This draws on War Crimes: Causes, Excuses, and Blame (2019) by Talbert and Wolfendale, who consider how social articulations of morality led the military in various countries to commit war crimes in the mistaken belief that they were acting in accordance with moral principles. Democratic countries have commitments to free speech that enable us to resist such abuses. The implications for military education are that virtues such as intellectual discernment should be joined with discussions of ethical issues to ensure that future military leaders do not fall prey to false moral narratives. (shrink)

Suppose that you are engaging with someone who is your oppressor, or someone who espouses a heinous view like Nazism or a ridiculous view like flat-earthism. In contexts like these, there is a disparity between you and your interlocutor, a dramatic normative difference across which you are in the right and they are in the wrong. As theorists of humility, we find these contexts puzzling. Humility seems like the *last* thing oppressed people need and the *last* thing we need in (...) dealing with those whose views are heinous or ridiculous. Responding to such people via humility seems uncalled for, even inappropriate. But how could this be, given that humility is a *virtue*? The purpose of the paper is to explore this puzzle. We explain what the puzzle is and then attempt to draw some lessons from it: first, the lesson that the importance of humility is limited in several ways, and second, the lesson that humility nonetheless has several important roles to play, even for people who are in the right in contexts of disparity. (shrink)

Immanuel Kant is known for his ideas about duty and morally worthy acts, but his conception of virtue is less familiar. Nevertheless Kant’s understanding of virtue is quite distinctive and has considerable merit compared to the most familiar conceptions. Kant also took moral education seriously, writing extensively on both the duty of adults to cultivate virtue and the empirical conditions to prepare children for this life-long responsibility. Our aim is, first, to explain Kant’s conception of virtue, second, to highlight some (...) distinctive and potentially appealing features of the Kantian account of virtue, third, to summarize and explain Kant’s prescriptions for educating young children and youth as well as the duty of moral self-improvement that he attributes to all adults, and, fourth, to respond to some common objections that we regard as misguided or insubstantial. (shrink)

The idea that moral virtues form some sort of “unity” has received considerable attention from virtue theorists. In this paper, I argue that the possibility of unity among intellectual virtues has been wrongly overlooked. My approach has two main components. First, I work to distinguish the variety of different views that are available under the description of a unity thesis. I suggest that these views can be categorised depending on whether they are versions of standard unity or of strong unity. (...) Standard unity claims that the possession of one virtue implies possession of all the others. Strong unity claims that the virtues are, in some sense, all the same thing. By exploring what these different versions of unity would look like when applied to intellectual virtues, I aim to provide a menu of options for future work in virtue epistemology. I then develop and defend one of these options in more detail, arguing that the initially less plausible strong unity has merit when applied to the intellectual sphere. In these two ways, I aim to show that the possibility of unity among the intellectual virtues is deserving of serious consideration. (shrink)

Honesty is widely accepted as a prime example of a moral virtue. And yet, honesty has been surprisingly neglected in the recent drive to account for specific virtuous traits. This paper provides a framework for an increased focus on honesty by proposing success criteria that will need to be met by any plausible account of honesty. It then proposes a motivational account on which honesty centrally involves a deep motivation to avoid deception. It argues that this account satisfies the required (...) success criteria and discusses why (and when) honesty can be accepted as a moral virtue. Finally, it highlights some implications of accepting a motivational account of honesty for future work on encouraging the development of honesty, and on the relationship between different types of virtue. (shrink)

Moral theories which, like those of Plato, Aristotle and Aquinas, give a central place to the virtues, tend to assume that as traits of character the virtues are mutually compatible so that it is possible for one and the same person to possess them all. This assumption—let us call it the compatibility thesis—does not deny the existence of painful moral dilemmas: it allows that the virtues may conflict in particular situations when considerations associated with different virtues favour incompatible courses of (...) action, but holds that these conflicts occur only at the level of individual actions. Thus while it may not always be possible to do both what would be just and what would be kind or to act both loyally and honestly, it is possible to be both a kind and a just person and to have both the virtue of loyalty and the virtue of honesty. (shrink)

In this paper, I show that the conception of a virtue in positive psychology is a mishmash of two competing accounts of what virtues are: a Common Sense View and an Aristotelian View. Distinguishing the strengths and weaknesses of these two frameworks leads also to a reconsideration of an old debate, namely, that concerning the Unity of the Virtues thesis. Such thesis is rejected by positive psychologist, as well as by some philosophers among the virtue-ethical field, on the basis, I (...) argue, of a lack of accuracy in defining the very meaning of the concept of what virtues are, before examining the issues at stake. In the first part of the paper, I show to what extent the conceptions of virtue employed by the different voices diverge and the consequences of this divergence for the UV problem. Then, I go on by arguing for one of the two competing accounts, namely, the Aristotelian View, over the other, that is, the Common Sense View. Finally, I show to which of CSV theses positive psychologists are committed, so to explain their rejection of the UV thesis, and to highlight their need for a clearer account of what a virtue is. (shrink)

The classical doctrine that the moral virtues are unified is widely rejected. Some argue that the virtues are disunified, or even mutually incompatible. And though others have argued that the virtues form some sort of unity, these recent defenses of unity are always qualified, advocating only a partial unity: the unity of the virtues is limited to certain practical domains, or weak in that one virtue implies only moral decency in the fields of other virtues. I argue that something like (...) the classical doctrine—a full unity of the virtues thesis—remains defensible. After reviewing the arguments of partial unity theorists for the claim that the virtues form at least some sort of unity, I examine their main arguments for thinking that this unity is only partial (limited or weak). I then show that these arguments fail, and address some further criticisms (such as the argument that full unity implausibly requires that a person must attain the virtues “all at once”). I do not seek here to prove the truth of the full unity thesis (in fact I suggest a modification of it), but only to refute important extant criticisms of it, and thus to show that it remains a plausible view. (shrink)

There is an obvious affinity between virtue ethics and particularism. Both stress the complexify of the moral life, the inadequacy of rule-following as a guide to moral deliberation, and the importance of judgement in discerning the morally relevant features of particular situations. Yet it remains an open question how deep the affinity goes. I argue that the radical form of particularism defended by Jonathan Dancy has surprisingly strong implications for virtue ethics. Adopting such a view would require the virtue theorist (...) either to adopt an unattractive model of moral motivation or to embrace a fairly strong version of the unity of the virtues. (shrink)

Virtues, broadly understood as stable and robust dispositions for certain responses across morally relevant situations, have been a growing topic of interest in psychology. A central topic of discussion has been whether studies showing that situations can strongly influence our responses provide evidence against the existence of virtues (as a kind of stable and robust disposition). In this review, we examine reasons for thinking that the prevailing methods for examining situational influences are limited in their ability to test dispositional stability (...) and robustness; or, then, whether virtues exist. We make the case that these limitations can be addressed by aggregating repeated, cross-situational assessments of environmental, psychological and physiological variables within everyday life—a form of assessment often called ecological momentary assessment (EMA, or experience sampling). We, then, examine how advances in smartphone application (app) technology, and their mass adoption, make these mobile devices an unprecedented vehicle for EMA and, thus, the psychological study of virtue. We, additionally, examine how smartphones might be used for virtue development by promoting changes in thought and behavior within daily life; a technique often called ecological momentary intervention (EMI). While EMA/I have become widely employed since the 1980s for the purposes of understanding and promoting change amongst clinical populations, few EMA/I studies have been devoted to understanding or promoting virtues within non-clinical populations. Further, most EMA/I studies have relied on journaling, PDAs, phone calls and/or text messaging systems. We explore how smartphone app technology provides a means of making EMA a more robust psychological method, EMI a more robust way of promoting positive change, and, as a result, opens up new possibilities for studying and promoting virtues. (shrink)

A large part of the current debate among virtue ethicists focuses on the role played by phronesis, or wise practical reasoning, in virtuous action. The paradigmatic case of an action expressing phronesis is one where an agent explicitly reflects and deliberates on all practical options in a given situation and eventually makes a wise choice. Habitual actions, by contrast, are typically performed automatically, that is, in the absence of preceding deliberation. Thus they would seem to fall outside of the primary (...) focus of the current virtue ethical debate. By contrast, Bill Pollard has recently suggested that all properly virtuous actions must be performed habitually and therefore automatically, i.e. in the absence of moral deliberation. In this paper, Pollard’s suggestion is interpreted as the thesis that habitual automaticity is constitutive of virtue or moral excellence. By constructing an argument in favor of it and discussing several objections, the paper ultimately seeks to defend a qualified version of this thesis. (shrink)

Several philosophers have recently claimed to have discovered a new and rather significant problem with virtue ethics. According to them, virtue ethics generates certain expectations about the behavior of human beings which are subject to empirical testing. But when the relevant experimental work is done in social psychology, the results fall remarkably short of meeting those expectations. So, these philosophers think, despite its recent success, virtue ethics has far less to offer to contemporary ethical theory than might have been initially (...) thought. I argue that there are plausible ways in which virtue ethicists can resist arguments based on empirical work in social psychology. In the first three sections of the paper, I reconstruct the line of reasoning being used against virtue ethics by looking at the recent work of Gilbert Harman and John Doris. The remainder of the paper is then devoted both to responding to their challenge as well as to briefly sketching a positive account of character trait possession. (shrink)

Cases involving amoralists who no longer care about the institution of morality, together with cases of depression, listlessness, and exhaustion, have posed trouble in recent years for standard formulations of motivational internalism. In response, though, internalists have been willing to adopt narrower versions of the thesis which restrict it just to the motivational lives of those agents who are said to be in some way normal, practically rational, or virtuous. My goal in this paper is to offer a new set (...) of counterexamples to motivational internalism, examples which are effective both against traditional formulations of the thesis as well as against many of these more recent restricted proposals. (shrink)

In a number of recent papers, I have begun to develop a new theory of character which is conceptually distinct both from traditional Aristotelian accounts as well as from the positive view of local traits outlined by John Doris. On my view, many human beings do have robust traits of character which play an important explanatory and predictive role, but which are triggered by certain situational variables which preclude them from counting as genuine Aristotelian virtues. Like others in this discussion, (...) I have focused on helping behavior in particular, and have gone on to argue that much of the social psychology literature is compatible with this new approach. The goal of this paper is to develop the model as it pertains to helping behavior further by examining how helping-relevant traits can serve as impediments to helping behavior. (shrink)

The recent literature on epistemic virtues advances two general projects. The first is virtue epistemology, an attempt to explicate key epistemic notions in terms of epistemic virtue. The second is epistemic virtue theory, the conceptual and normative investigation of cognitive traits of character. While a great deal of work has been done in virtue epistemology, epistemic virtue theory still languishes in a state of neglect. Furthermore, the existing work is non-naturalistic. The present paper contributes to the development of a naturalistic (...) epistemic virtue theory by presenting a virtue-theoretic evaluation of need for cognition as informed by the relevant psychological studies. (shrink)

The different sorts of virtuous people who display various virtues to a remarkable degree have brought the issue of individualisation of moral character to the forefront. It signals a more personal dimension of character development which is notoriously ignored in the current discourse on character education. The case is made that since in practice, the individualisation of moral character must, by necessity, advance side by side with the cultivation of virtues, a full account of character education needs to give consideration (...) to both concerns. After analysing the specific ways which temperament, social roles, and occupations respectively contribute to the individualisation of moral character, some practical implications are drawn to shed new light on the common practice of the inculcation of virtues. Firstly, since the varieties of moral personality is the norm, it is appropriate to encourage the educated to become virtuous people of different sorts. Secondly, given the influence that temperament may exert on virtue, having good knowledge of each child’s temperament, identifying the specific difficulties possibly confronting him/her accordingly, and then providing more opportunities to strengthen the cultivation of the related virtues are crucial. Thirdly, since children with different temperaments are inclined to identify with different sorts of moral exemplars, it is valuable to present them a great variety of moral models, from which they can choose the kind of virtuous people they would want to emulate. Lastly, since assuming different occupations and social roles is liable to result in various moral characters, character formation cannot be confined to the family or school. Among others, workplaces and communities are also important variables. (shrink)

One of the few points of unquestioned agreement in virtue theory is that the virtues are supposed to be excellences. The best way to understand the project of "virtue ethics" is to understand this claim as the idea that the virtues always yield correct moral action and, therefore, that we cannot be “too virtuous”. In other words, the virtues cannot be had in excess or “to a fault”. If we take this seriously, however, it yields the surprising conclusion that many (...) traits which have been traditionally thought of as “virtues” fail to make the grade. The most prominent solution to the problem, reminiscent of Aristotle's view, is found to generate more problems than it solves. -/- Ratio, Volume 35, Issue 1, Page 49-60, March 2022. (shrink)

Critics contend that Aristotelianism demands too much of the virtuous person in the way of knowledge to be credible. This general charge is usually directed against either of two of Aristotelianism’s apparent claims about the necessary conditions for the possession of a single virtue, namely that 1) one must know what all the other virtues require, and 2) one must also be the master of a preternatural range of technical/empirical knowledge. I argue that Aristotelianism does indeed have a very high (...) standard when it comes to the knowledge necessary for the full possession of a virtue, in both of these respects. However, focus on the necessary conditions for full virtue tends to obscure an important fact: some kinds of knowledge are much more important to various virtues than others are. A proper appreciation of the significance of this fact will go a long way toward answering critics’ worries about Aristotelianism’s knowledge requirements. (shrink)

The distinguished philosopher Robert M. Adams presents a major work on virtue, which is once again a central topic in ethical thought. A Theory of Virtue is a systematic, comprehensive framework for thinking about the moral evaluation of character, proposing that virtue is chiefly a matter of being for what is good, and that virtues must be intrinsically excellent and not just beneficial or useful.

This dissertation is a study of Thomas Aquinas’s and Godfrey of Fontaines’s moral philosophies. In this study, I conduct a detailed analysis of two Aristotelian commitments concerning the character virtues, namely, The Plurality of the Character Virtues and The Connection of the Character Virtues. Both Aquinas and Godfrey think that there are many distinct character virtues, however, one cannot possess these character virtues in separation from each other. In Chapter I, it is established that Aquinas believes in the plurality of (...) the character virtues not because of a specific account of the human soul, but because he is committed to a plurality in what he calls “the notion of goodness.” In Chapter II, it is argued that Aquinas’s account of virtuous action requires that there be a likeness between a person and their actions in terms of the notion of goodness explored in Chapter I. Chapters III through V lay out my account of how to reconstruct both Aquinas’s and Godfrey’s arguments for The Connection of the Character Virtues. The focus here lies on finding an interpretation that provides a valid argument for the connection of the character virtues. I argue that we ought to focus on a dependence between prudence and the character virtues. A central problem for this analysis is how to account for prudence as a unified virtue. On this issue, Godfrey provides an explicit argument that conceives of prudence as unified because prudence strikes a balance between the character virtues. Chapter VI investigates whether different groups, such as men and women, possess different types of character virtues. Godfrey offers a novel argument for the impossibility of male- and female-specific virtues. Finally, Chapter VII explores the question of how we should understand Godfrey’s account of prudence itself. I show that his discussion emphasizes the variable nature of ethics and that he endorses a view that has certain affinities with ethical particularism. (shrink)

Since Ernest Sosa's (1980) seminal paper, a variety of views on the nature of intellectual virtues and their role in one's epistemic theory have emerged. These views, including Sosa's original, largely draw from moral counterparts for their motivation, articulation, and defense. Consider two broad accounts of intellectual virtues: -/- Consequentialist Conception (CC): An intellectual virtue is a stable disposition, ability, or power to reliably acquire epistemic goods (e.g., true belief and knowledge). -/- Aristotelian Conception (AC): An intellectual virtue is a (...) character trait involving an underlying psychological and behavioral structure directed at various epistemic goods. (shrink)