Aristotle ’s claim that we become virtuous by doing virtuous actions raises a familiar problem: How can we perform virtuous actions unless we are already virtuous? I reject deflationary accounts of the answer given in _Nicomachean Ethics_ 2.4 and argue instead that proper habituation involves doing virtuous actions with the right motive, i.e. for the sake of the noble, even though learners do not yet have virtuous dispositions. My interpretation confers continuity to habituation and explains in a non-mysterious way how (...) we become virtuous by doing virtuous actions in the right way. (shrink)

At least since Burnyeat’s “Aristotle on Learning to Be Good,” one of the most popular ways of explaining moral development in Aristotle is by appealing to mechanisms of pleasure and pain. Aristotle himself suggests this kind of explanation when he says that “in educating the young we steer them by the rudders of pleasure and pain” (Nicomachean Ethics X.1, 1172a21). However, I argue that, contrary to the dominant view, Aristotle’s view on moral development in the Nicomachean Ethics is not mainly (...) about learning to feel pleasures and pains in relation to the right kinds of objects and activities. I show that given Aristotle’s account of the relationships between pleasure and virtuous actions, on the one hand, and between pleasure and virtuous dispositions, on the other, pleasure can only have a supporting role in our learning to be good, and not a guiding one. (shrink)

Pt. I. The apparent good. Evaluative cognition -- Perceiving the good -- Phantasia and the apparent good -- pt. II. The apparent good and non-rational motivation. Passions and the apparent good -- Akrasia and the apparent good -- pt. III. The apparent good and rational motivation. Phantasia and deliberation -- Happiness, virtue, and the apparent good -- Practical induction -- Conclusion : Aristotle's practical empiricism.

All the virtues, Aristotle says, are undertaken for the sake of the noble ("to kalon"). Curiously, however, he offers no direct account of this concept, despite its role as the end ("telos") of virtue. Fortunately, two patterns of usage in Aristotle's ethical discourse offer a means to clarification. Aristotle is found to link nobility jointly with his conceptions of appropriateness and praiseworthiness. An examination of these usage- patterns is found not only to elucidate Aristotle's view of nobility, moreover, but to (...) offer a means of addressing the question whether his ethics is altruistic, as some have recently contended. (shrink)

Abstract In this paper, I ask why Aristotle thinks that ethical virtue (rather than mere self-control) is required for practical wisdom. I argue that a satisfactory answer will need to explain why being prone to bad appetites implies a failing of the rational part of the soul. I go on to claim that the self-controlled person does suffer from such a rational failing: a failure to take a specifically rational kind of pleasure in fine action. However, this still leaves a (...) problem: could there not be someone who (unlike the self-controlled person) took the right kind of pleasure in fine action, but who failed to be virtuous on account of bad appetites? If so, would such a person be practically wise but not virtuous? I end with some suggestions about how Aristotle might answer this. (shrink)

In this incisive study Sarah Broadie gives an argued account of the main topics of Aristotle's ethics: eudaimonia, virtue, voluntary agency, practical reason, akrasia, pleasure, and the ethical status of theoria. She explores the sense of "eudaimonia," probes Aristotle's division of the soul and its virtues, and traces the ambiguities in "voluntary." Fresh light is shed on his comparison of practical wisdom with other kinds of knowledge, and a realistic account is developed of Aristototelian deliberation. The concept of pleasure as (...) value-judgment is expounded, and the problem of akrasia is argued to be less of a problem to Aristotle than to his modern interpreters. Showing that the theoretic ideal of Nicomachean Ethics X is in step with the earlier emphasis on practice, as well as with the doctrine of the Eudemian Ethics, this work makes a major contribution towards the understanding of Aristotle's ethics. (shrink)

Aristotle's requirement that virtuous actions be chosen for themselves is typically interpreted, in Kantian terms, as taking virtuous action to have intrinsic rather than consequentialist value. This raises problems about how to reconcile Aristotle's requirement with (a) the fact that virtuous actions typically aim at ends beyond themselves (usually benefits to others); and (b) Aristotle's apparent requirement that everything (including virtuous action) be chosen for the sake of eudaimonia. I offer an alternative interpretation, based on Aristotle's account of loving a (...) friend for herself, according to which choosing a virtuous action for itself involves choosing it on account of those features of it that make it the kind of action it is, where these features include its intended consequences (such as the benefits it seeks to provide to others). I then suggest that Aristotle may take these consequences (including benefits to others) as contributing (and contributing non-instrumentally) to the agent's own eudaimonia, and that there is no conflict here with Aristotle's view that eudaimonia is an activity of the soul. For just as my activity of teaching is actualized in my students (provided they learn from me), so too my virtuous activity can be actualized in its beneficiaries. If this is right, then Aristotle's view is far from the Stoic (and proto-Kantian) view often attributed to him. (shrink)

Sometimes, in the Nicomachean Ethics (NE), Aristotle describes virtuous actions as the sorts of actions that are ends; it is important for Aristotle to do so if he wants to maintain, as he seems to at least until NE 10.7-8, that virtuous actions are a constituent of eudaimonia. At other times, he claims that virtuous actions are the sorts of actions that are for the sake of ends beyond themselves; after all, no one would choose to go into battle or (...) give away a significant portion of their wealth if it did not realize some good end. In this paper, I review the familiar problem raised by Aristotle's discussion of the nature of virtuous actions, propose a solution to this problem by appealing to a distinction between virtuous actions and 'acting virtuously', and sketch the significance of this solution for understanding the relationship between virtue and human happiness. (shrink)

In this paper, I reconstruct the reasons why Aristotle thinks that musical education is important for moral education. Musical education teaches us to enjoy appropriately and to recognize perceptually fine melodies and rhythms. Fine melodies and rhythms are similar to the kind of movements fine actions consist in and fine characters display. By teaching us to enjoy and recognise fine melodies and rhythms, musical education can train us to recognize and to take pleasure in fine actions and characters. Thus, musical (...) education can, up to a point, lead us toward the actions and character dispositions a virtuous life requires. (shrink)

Richard Sorabji; VII*—Aristotle On the Rôle of Intellect in Virtue, Proceedings of the Aristotelian Society, Volume 74, Issue 1, 1 June 1974, Pages 107–129, htt.

Aristotle believes that an agent lacks virtue unless she enjoys the performance of virtuous actions, while Kant claims that the person who does her duty despite contrary inclinations exhibits a moral worth that the person who acts from inclination lacks. Despite these differences, this chapter argues that Aristotle and Kant share a distinctive view of the object of human choice and locus of moral value: that what we choose, and what has moral value, are not mere acts, but actions: acts (...) done for the sake of ends. Morally good actions embody a kind of intrinsic value that inspires us to do them from duty (in Kant) or for the sake of the noble (in Aristotle). The chapter traces the difference in their attitudes about doing one's duty with pleasure to a difference in their attitudes towards pleasure itself: Aristotle sees it as a perception of the good, while Kant thinks of it as mere feeling. (shrink)

Moral virtue is, for Aristotle, famously acquired through the practice of virtuous actions. But how should we understand the activity of Aristotle’s moral learner, and how does her activity result in the acquisition of virtue? I argue that by understanding Aristotle’s learner as engaged in the emulative imitation of a virtuous agent, we can best account for her development. Such activity crucially involves the adoption of the virtuous agent’s perspective, from which I argue the learner is positioned so as to (...) appreciate the value of virtuous action—its fineness—and what it would be to act finely herself. (shrink)

An edited collection of lectures delivered by the late H. H. Joachim on the subject of Aristotle's Nichomachean Ethics.

This is a 1988 philosophical introduction to Aristotle, and Professor Lear starts where Aristotle himself starts. The first sentence of the Metaphysics states that all human beings by their nature desire to know. But what is it for us to be animated by this desire in this world? What is it for a creature to have a nature; what is our human nature; what must the world be like to be intelligible; and what must we be like to understand it (...) systematically? Through a consideration of these questions Professor Lear introduces us to the essence of Aristotle's philosophy and guides us through the central Aristotelian texts - selected from the Physics, Metaphysics, Ethics, Politics and from the biological and logical works. The book is written in a direct, lucid style which engages the reader with the themes in an active, participatory manner. (shrink)

Human lives are full of pleasures and pains. And humans are creatures that are able to think: to learn, understand, remember and recall, plan and anticipate. Ancient philosophers were interested in both of these facts and, what is more, were interested in how these two facts are related to one another. There appear to be, after all, pleasures and pains associated with learning and inquiring, recollecting and anticipating. We enjoy finding something out. We are pained to discover that a belief (...) we hold is false. We can think back and enjoy or be upset by recalling past events. And we can plan for and enjoy imagining pleasures yet to come. This book is about what Plato, Aristotle, the Epicureans and the Cyrenaics had to say about these relationships between pleasure and reason. (shrink)

Ingram Bywater first published his edition of Aristotle's Nicomachean Ethics in 1890. His reconstruction of the Greek text is based on a careful weighing of the Greek manuscript evidence, Latin translations, the witness of early commentators and his own thorough knowledge of Aristotle's language and style. Bywater's choice of readings introduced many important alterations to the text given in previous editions; his preference for manuscripts Kb and Lb and for the commentary of Aspasius, represented by Heylbut's edition, explains many of (...) these changes. Select readings of the most important witnesses are given in a critical apparatus. Bywater's edition has been widely used by scholars and students of the Greek text of Nicomachean Ethics and a number of important translations have been based on it. The edition's carefully compiled index of key Greek words, arranged according to usage, has proved an indispensable tool to generations of Greek students. (shrink)

Contrary to what most interpreters hold, in the "Nicomachean Ethics" Aristotle is not committed to the view that people of established vicious character could never become good. The present paper proves this result (1) by giving a better reading of 1114 a 12-21, a passage which has traditionally been taken to assert that unjust and self-indulgent people are doomed to a lifetime of vice; (2) by showing that when Aristotle refers to self-indulgent people as "incurable", he does not mean that (...) they could never change, but only that they could not change as a result of external influences such as persuasion or punishment; (3) by proving that although Aristotle regards the desires of vicious people as determined by their character, there is room within Aristotelian moral psychology for the possibility that people of corrupt character become motivated to begin a process of moral reform. (shrink)

Moral Motivation presents a history of the concept of moral motivation. The book consists of ten chapters by eminent scholars in the history of philosophy, covering Plato, Aristotle, later Peripatetic philosophy, medieval philosophy, Spinoza, Locke, Hume, Kant, Fichte and Hegel, and the consequentialist tradition. In addition, four interdisciplinary "Reflections" discuss how the topic of moral motivation arises in epic poetry, Cicero, early opera, and Theodore Dreiser. Most contemporary philosophical discussions of moral motivation focus on whether and how moral beliefs by (...) themselves motivate an agent to act. In much of the history of the concept, especially before Hume, the focus is rather on how to motivate people to act morally as well as on what sort of motivation a person must act from in order to be a genuinely ethical person or even to have done a genuinely ethical action. The book shows the complexity of the historical treatment of moral motivation and, moreover, how intertwined moral motivation is with central aspects of ethical theory. (shrink)