Morals from Motives develops a virtue ethics inspired more by Hume and Hutcheson's moral sentimentalism than by recently-influential Aristotelianism. It argues that a reconfigured and expanded "morality of caring" can offer a general account of right and wrong action as well as social justice. Expanding the frontiers of ethics, it goes on to show how a motive-based "pure" virtue theory can also help us to understand the nature of human well-being and practical reason.

"Foot stands out among contemporary ethical theorists because of her conviction that virtues and vices are more central ethical notions than rights, duties, justice, or consequences--the primary focus of most other contemporary moral theorists....[These] essays embody to some extent her commitment to an ethics of virtue. Foot's style is straightforward and readable, her arguments subtle..."--Choice.

What is that makes an act subject to either praise or blame? The question has often been taken to depend entirely on the free will debate for an answer, since it is widely agreed that an agent’s act is subject to praise or blame only if it was freely willed, but moral theory, action theory, and moral psychology are at least equally relevant to it. In the last quarter-century, following the lead of Harry Frankfurt’s (1971) seminal article “Freedom of the (...) Will and the Concept of a Person,” the interdisciplinary nature of the question has been emphasized by various authors. Going beyond the boundaries of the traditional free will debate, they have attempted to describe the requirements for agent accountability by appeal to theories of personality, rational agency, and ethical choice. The approach has been a breath of fresh air in the often-stagnant free will debate, bringing new considerations to bear and provoking new lines of argument, and it is an approach that we will adopt in this paper. In the following pages, we hope to show that an under-noticed phenomenon of moral psychology, inverse akrasia, exemplified by Huckleberry Finn, has something to contribute to the understanding of agency and accountability. After presenting the phenomenon in section I, we will move in section II to a quick survey of a family of Frankfurt-inspired views and a critique of them based on the phenomenon in sections III and IV. A new theory will be offered in section V, and potential objections addressed in the final section of the paper. (shrink)

This paper presents an account of the virtuous person, which I take to be the same as the good person. I argue that goodness in a person is based on her desires. Contra Aristotelians, I argue that one does not need practical wisdom to be good. There can be a perfectly good person with mental retardation or autism, for example, whether or not such conditions are compatible with the Aristotelian kind of wisdom. Contra Kantians, I argue that the sense of (...) duty - which does exist! - is compatible with a desire-based moral psychology. (shrink)

Abstract The article argues that a consideration of the idea, common in ancient ethical theory, that virtue is a skill or craft, reveals that some common construals of it are mistaken. The analogy between virtue and skill is not meant to suggest that virtue is an unreflective habit of practised action. Rather what interests ancient ethical theorists is the intellectual structure of a skill, one demanding grasp of the principles defining the field and an ability to reflect on the justification (...) of particular actions. This is brought out with reference particularly to the discussion of virtue as analogous with skill in Plato's early Socratic dialogues. The demands made of the virtuous agent by philosophers who regard virtue as analogous to skill are akin to the demands made by more recent theories of morality which demand that the moral agent be able to reflect on her practices, extract the principles that these depend on, and produce justification when needed. This point about ancient ethical theories enables us to appreciate their distance from modern versions of ?virtue ethics? ? which stress the importance of the traditions and contexts within which the content of the virtues is learned, and place less importance on the need for intellectual justification. The type of virtue ethics defended by Alasdair Maclntyre provides an instructive example of this contrasting kind of theory. (shrink)

What is it like to be a good person? I examine and reject suggestions that this will involve having thoughts which have virtue or being a good person as part of their content, as well as suggestions that it might be the presence of feelings distinct from the virtuous person’s thoughts. Is there, then, anything after all to the phenomenology of virtue? I suggest that an answer is to be found in looking to Aristotle’s suggestion that virtuous activity is pleasant (...) to the virtuous person. I try to do this, using the work of the contemporary social psychologist Mihalyi Csikszentmihalyi and his work on the ‘flow experience’. Crucial here is the point that I consider accounts of virtue which take it to have the structure of a practical expertise or skill. It is when we are most engaged in skilful complex activity that the activity is experienced as ‘unimpeded’, in Aristotle’s terms, or as ‘flow’. This experience does not, as might at first appear, preclude thoughtful involvement and reflection. Although we can say what in general the phenomenology of virtue is like, each of us only has some more or less dim idea of it from the extent to which we are virtuous—that is, for most of us, not very much. (shrink)

Owen Flanagan argues in this book for a more psychologically realistic ethical reflection and spells out the ways in which psychology can enrich moral philosophy. Beginning with a discussion of such "moral saints" as Gandhi, Mother Teresa, and Oskar Shindler, Flanagan charts a middle course between an ethics that is too realistic and socially parochial and one that is too idealistic, giving no weight to our natures.

'Foot stands out among contemporary ethical theorists because of her conviction that virtues and vices are more central ethical notions than rights, duties, justice, or consequences - the primary focus of most other contemporary theorists. This volume brings together a dozen essays published between 1957 and 1977, and includes two new ones as well. In the first, Foot argues explicitly for an ethic of virtue, and in the next five discusses abortion, euthanasia, free will/determination, and the ethics of Hume and (...) Nietzsche. The final eight essays chart her growing disenchantment with emotivism and prescriptivism and their account of moral arguments. All the essays embody to some extent her commitment to an ethics of virtue... Foot's style is straightforward and readable, her arguments subtle, ingenious, and some of them important.' Choice. (shrink)

Owen Flanagan argues in this book for a more psychologically realistic ethical reflection and spells out the ways in which psychology can enrich moral philosophy. Beginning with a discussion of such "moral saints" as Gandhi, Mother Teresa, and Oskar Schindler, Flanagan charts a middle course between an ethics that is too realistic and socially parochial and one that is too idealistic, giving no weight to our natures.

The Skillfulness of Virtue provides a new framework for understanding virtue as a skill, based on psychological research on self-regulation and expertise. Matt Stichter lays the foundations of his argument by bringing together theories of self-regulation and skill acquisition, which he then uses as grounds to discuss virtue development as a process of skill acquisition. This account of virtue as skill has important implications for debates about virtue in both virtue ethics and virtue epistemology. Furthermore, it engages seriously with criticisms (...) of virtue theory that arise in moral psychology, as psychological experiments reveal that there are many obstacles to acting and thinking well, even for those with the best of intentions. Stichter draws on self-regulation strategies and examples of deliberate practice in skill acquisition to show how we can overcome some of these obstacles, and become more skillful in our moral and epistemic virtues. (shrink)

This article described three heuristics that are employed in making judgements under uncertainty: representativeness, which is usually employed when people are asked to judge the probability that an object or event A belongs to class or process B; availability of instances or scenarios, which is often employed when people are asked to assess the frequency of a class or the plausibility of a particular development; and adjustment from an anchor, which is usually employed in numerical prediction when a relevant value (...) is available. These heuristics are highly economical and usually effective, but they lead to systematic and predictable errors. A better understanding of these heuristics and of the biases to which they lead could improve judgements and decisions in situations of uncertainty. (shrink)

According to Rosalind Hursthouse’s virtue based account of right action, an act is right if it is what a fully virtuous person would do in that situation. Robert Johnson has criticized the account on the grounds that the actions a non-virtuous person should take are often uncharacteristic of the virtuous person, and thus Hursthouse’s account of right action is too narrow. The non-virtuous need to take steps to improve themselves morally, and the fully virtuous person need not take these steps. (...) So Johnson argues that any virtue based account of right action will have to find a way to ground a moral obligation to improve oneself. This paper argues that there is an account of virtue that can offer a partial solution to Johnson’s challenge, an account where virtue is a type of practical skill and in which the virtuous person is seen as having expertise. The paper references the account of skill acquisition developed by Hubert and Stuart Dreyfus. Their research demonstrates that novices in a skill have to employ different strategies to act well than the strategies used by the experts, and so the ‘virtue as skill’ thesis provides support for Johnson’s claim that the actions of the non-virtuous will differ from the virtuous. On the other hand, their research suggests that there is no separating the commitment to improve yourself from the possession of expertise, and so the ‘virtue as skill’ thesis has the resources for grounding the obligation to improve oneself in an account of virtue. (shrink)

One approach to understanding moral virtues is to compare them with practical skills, since both involve learning how to act well. This paper inquires whether this approach can be extended to intellectual virtues. The relevance of the analogy between virtues and skills for virtue epistemology can be seen in two prominent discussions of intellectual virtues and skills. Linda Zagzebski has argued that intellectual virtues can be modeled on moral virtues, and that a key component of virtue being understood as a (...) “success” term is that virtues are associated with skills. However, she explicitly rejects the stronger claim that virtues can be understood as skills. Julia Annas defends the idea that virtues are skills, and she uses this conception of virtue to argue that Zagzebski’s project fails because of a key difference between the two types of virtue. This paper argues that a skill model of virtue can support modeling intellectual virtues on ethical virtues, contrary to the claims made by Zagzebski and Annas. There are a variety of misconceptions about skills that have led to errors in both of their discussions. The Dreyfus account of skill acquisition and current psychological research on expertise will help to correct these errors. (shrink)

One approach to understanding moral virtues is to compare them with practical skills, since both involve learning how to act well. This paper inquires whether this approach can be extended to intellectual virtues. The relevance of the analogy between virtues and skills for virtue epistemology can be seen in two prominent discussions of intellectual virtues and skills. Linda Zagzebski has argued that intellectual virtues can be modeled on moral virtues, and that a key component of virtue being understood as a (...) “success” term is that virtues are associated with skills. However, she explicitly rejects the stronger claim that virtues can be understood as skills. Julia Annas defends the idea that virtues are skills, and she uses this conception of virtue to argue that Zagzebski’s project fails because of a key difference between the two types of virtue. This paper argues that a skill model of virtue can support modeling intellectual virtues on ethical virtues, contrary to the claims made by Zagzebski and Annas. There are a variety of misconceptions about skills that have led to errors in both of their discussions. The Dreyfus account of skill acquisition and current psychological research on expertise will help to correct these errors. (shrink)

ABSTRACTThis paper challenges a frequent objection to conceptualizing virtues as skills, which is that skills are merely capacities to act well, while virtues additionally require being properly motivated to act well. I discuss several cases that purport to show the supposed motivational difference by drawing our attention to the differing intuitions we have about virtues and skills. However, this putative difference between virtue and skill disappears when we switch our focus in the skill examples from the performance to the performer. (...) The ends of a practice can be used to judge not only the skilfulness of a performance, but also the motivational commitment of the performer. Being virtuous requires both acting well and being properly motivated to do so, which can be captured by viewing virtues as the moral subset of skills. In claiming this, though, I resist the idea that there is no element in virtue that is not found in other skills. Virtue requires being practically wise about how practices fit into a... (shrink)

Julia Annas is one of the few modern writers on virtue that has attempted to recover the ancient idea that virtues are similar to skills. In doing so, she is arguing for a particular account of virtue, one in which the intellectual structure of virtue is analogous to the intellectual structure of practical skills. The main benefit of this skill model of virtue is that it can ground a plausible account of the moral epistemology of virtue. This benefit, though, is (...) only available to some accounts of virtue. Annas claims that Aristotle rejects this skill model of virtue, and so the model of virtues as a skill that Annas endorses for the modern virtue theory is Socratic. This paper argues that while Aristotle rejects the Socratic model of virtue as a skill, he does not reject the model of virtue as a skill altogether. Annas has mischaracterized Aristotle's position on the skill model, because she has not recognized that Aristotle endorses a different account of the structure of skill than the one put forth by Socrates. In addition, recent research on expertise provides an account of skills very much at odds with the description of skills offered by Annas, but similar to the account endorsed by Aristotle. Contrary to Annas, not only is the skill model of virtue compatible with a neo-Aristotelian account of virtue, but it also appears that basing a skill model of virtue on a Socratic account of virtue is likely to prove unsuccessful. (shrink)

Intuition—spontaneous, nondeliberative assessment—has long been indispensable in theoretical and practical philosophy alike. Recent research by psychologists and experimental philosophers has challenged our understanding of the nature and authority of moral intuitions by tracing them to “fast,” “automatic,” “button-pushing” responses of the affective system. This view of the affective system contrasts with a growing body of research in affective neuroscience which suggests that it is instead a flexible learning system that generates and updates a multidimensional evaluative landscape to guide decision and (...) action. With this latter view in mind, I revisit some of the classic hypothetical scenarios used in experimental moral psychology. (shrink)

Reviews evidence which suggests that there may be little or no direct introspective access to higher order cognitive processes. Ss are sometimes unaware of the existence of a stimulus that importantly influenced a response, unaware of the existence of the response, and unaware that the stimulus has affected the response. It is proposed that when people attempt to report on their cognitive processes, that is, on the processes mediating the effects of a stimulus on a response, they do not do (...) so on the basis of any true introspection. Instead, their reports are based on a priori, implicit causal theories, or judgments about the extent to which a particular stimulus is a plausible cause of a given response. This suggests that though people may not be able to observe directly their cognitive processes, they will sometimes be able to report accurately about them. Accurate reports will occur when influential stimuli are salient and are plausible causes of the responses they produce, and will not occur when stimuli are not salient or are not plausible causes. (shrink)

In this paper, I submit that it is the controlled part of skilled action, that is, that part of an action that accounts for the exact, nuanced ways in which a skilled performer modifies, adjusts and guides her performance for which an adequate, philosophical theory of skill must account. I will argue that neither Jason Stanley nor Hubert Dreyfus have an adequate account of control. Further, and perhaps surprisingly, I will argue that both Stanley and Dreyfus relinquish an account of (...) control for precisely the same reason: each reduce control to a passive, mechanistic, automatic process, which then prevents them from producing a substantive account of how controlled processes can be characterized by seemingly intelligent features and integrated with personal-level states. I will end by introducing three different kinds of control, which are constitutive of skilled action: strategic control, selective, top–down, automatic attention, and motor control. It will become clear that Dreyfus cannot account for any of these three kinds of control while Stanley has difficulty tackling the two latter kinds. (shrink)

Virtue ethicists often appeal to practical skill as a way of understanding the nature of virtue. An important commitment of a skill account of virtue is that virtue is learned through practice and not through study, memorization, or reflection alone. In what follows, I will argue that virtue ethicists have only given us half the story. In particular, in focusing on outputs, or on the right actions or responses to moral situations, virtue ethicists have overlooked a crucial facet of virtue: (...) namely, that through practice, virtuous agents develop a cache of perceptual skills that allow them to attend to, detect, and identify the relevant features of a perceptual array, the selection of which is central to recognizing and categorizing a situation as a moral situation of a particular type. In order to support this claim, I will appeal to empirical studies of motor expertise, which show that an expert's capacity to attend to and recognize relevant perceptual inputs differs in important respects from the layperson's. Specifically, I will argue that performing the right action in the right circumstances improves an agent's ability to attend to and identify the morally relevant features of a moral situation. (shrink)

McDowell's claim that "in mature human beings, embodied coping is permeated with mindedness",1 suggests a new version of the mentalist myth which, like the others, is untrue to the phenomenon. The phenomena show that embodied skills, when we are fully absorbed in enacting them, have a kind of non-mental content that is non-conceptual, non-propositional, non-rational and non-linguistic. This is not to deny that we can monitor our activity while performing it. For solving problems, learning a new skill, receiving coaching, and (...) so forth, such monitoring is invaluable. But monitoring what we are doing as we are doing it degrades performance to at best competence. On McDowell's view, there is no way to account for such a degradation in performance since the same sort of content would be involved whether we were fully absorbed in or paying attention to what we were doing. McDowell claims that it is an advantage of his conceptualism that it avoids any foundationalist attempt to build up the objective world on the basis of an indubitable Given or any other ground-floor experience. And, indeed, if the world is all that is the case and our minds are unproblematically open to it, all experience is on the same footing. But one must distinguish motor intentionality, and the interrelated solicitations our coping body is intertwined with, from conceptual intentionality and the world of propositional structures it opens onto. The existential phenomenologist can then agree with McDowell in rejecting traditional foundationalisms, while yet affirming and describing the ground-floor role of motor intentionality in providing the support on which all forms of conceptual intentionality are based. (shrink)

We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner’s reliance on rules and so is developmentally inferior to an ethics based on expert response that claims that, after long experience, the ethical expert learns to respond appropriately to each unique situation. The skills model thus supports an ethics of situated involvement such as that of Aristotle, John Dewey, (...) and Carol Gilligan against the detached, rationalist ethics of Kant, John Rawls, Lawrence Kohlberg, and Jürgen Habermas. (shrink)

Aristotle's Nicomachean Ethics, based on lectures that he gave in Athens in the fourth century BCE, is one of the most significant works in moral philosophy, and has profoundly influenced the whole course of subsequent philosophical endeavour. It is soundly located within a philosophical tradition, but its argument differs markedly from those of Plato and Socrates in its emphasis on the exercise - as opposed to the mere possession - of virtue as the key to human happiness, offering seminal discussions (...) of ethical issues that are practical in their intent. Topics covered include the role of luck in human wellbeing, moral education, responsibility, courage, justice, moral weakness, friendship and pleasure. This accessible new translation by Roger Crisp follows the Greek text closely and also provides a non-Greek-reader with the flavour of the original. The volume also includes a historical and philosophical introduction and notes on further reading. (shrink)

Julia Annas offers a new account of virtue and happiness as central ethical ideas. She argues that exercising a virtue involves practical reasoning of the kind we find in someone exercising an everyday practical skill, such as farming, building, or playing the piano. This helps us to see virtue as part of an agent's happiness or flourishing.

Joining the debate over the roles of reason and appetite in the moral mind, In Praise of Desire takes the side of appetite. Acting for moral reasons, acting in a praiseworthy manner, and acting out of virtue are simply acting out of intrinsic desires for the right or the good.

Virtue ethics is perhaps the most important development within late twentieth-century moral philosophy. Rosalind Hursthouse, who has made notable contributions to this development, here presents a full exposition and defense of her neo-Aristotelian version of virtue ethics. She shows how virtue ethics can provide guidance for action, illuminate moral dilemmas, and bring out the moral significance of the emotions.

This book is a provocative contribution to contemporary ethical theory challenging foundational conceptions of character that date back to Aristotle. John Doris draws on behavioral science, especially social psychology, to argue that we misattribute the causes of behavior to personality traits and other fixed aspects of character rather than to the situational context. More often than not it is the situation not the nature of the personality that really counts. The author elaborates the philosophical consequences of this research for a (...) whole array of ethical theories and shows that, once rid of the misleading conception of motivation, moral psychology can support more robust ethical theories and more humane ethical practices. (shrink)

Nomy Arpaly rejects the model of rationality used by most ethicists and action theorists. Both observation and psychology indicate that people act rationally without deliberation, and act irrationally with deliberation. By questioning the notion that our own minds are comprehensible to us--and therefore questioning much of the current work of action theorists and ethicists--Arpaly attempts to develop a more realistic conception of moral agency.

In this chapter, I wish to present an account of virtue ethics that does not base virtue solely on dispositions to behave in some way, but in the set of psychological states attributed to a person. In doing so, this modified account deals with all the problems the traditional virtue ethicist faces. I will start this chapter by presenting the main objections to virtue ethics: first, that it does not tell one how to act (which a moral theory should be (...) aimed at); second, that virtues are culturally dependent; and third, that people don’t have a fixed character since their actions are too context- dependent. I will then move on to explain a new naturalized approach to virtue ethics, one taking some insights about how to think of intentional states from Dan Dennett. I will show how this new account deals with the problems raised for virtue ethics. I will then present additional advantages of this theory and explain how, contrary to some objections, this still is a version of virtue ethics. (shrink)