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)

It is argued that a proper appreciation of the passages in the Nicomachean Ethics where Aristotle requires the student of ethics to be well brought up implies that the Ethics is not attempting to justify the objective correctness of its substantive conception of happiness to someone who does not already appreciate its distinctive value. Reflection on the import of the good-upbringing restriction can lead us to see that Aristotle's conception of ethical objectivity is not only radically different from modern moral (...) philosophy's appeal "to any rational agent", but philosophically important for contemporary ethical thought. (shrink)

Aristotle's Eudemian Ethics has been unjustly neglected in comparison with its more famous counterpart the Nicomachean Ethics. This is in large part due to the fact that until recently no complete translation of the work has been available. But the Eudemian Ethics is a masterpiece in its own right, offering valuable insights into Aristotle's ideas on virtue, happiness and the good life. This volume offers a translation by Brad Inwood and Raphael Woolf that is both fluent and exact, and an (...) introduction in which they help the reader to gain a deeper understanding both of the Eudemian Ethics and of its relation to the Nicomachean Ethics and to Aristotle's ethical thought as a whole. The explanatory notes address Aristotle's many references to other works, people and events. The volume will be of interest to students and scholars of the history of ethics, ancient and moral philosophy, and Aristotle studies. (shrink)

In a new English translation by Christopher Rowe, this great classic of moral philosophy is accompanied here by an extended introduction and detailed lin-by-line commentary by Sarah Broadie. Assuming no knowledge of Greek, her scholarly and instructive approach will prove invaluable for students reading the text for the first time. This thorough treatment of Aristotle's text will be an indispensable resource for students, teachers, and scholars alike.

BLWith new text and full apparatus criticus The Eudemian Ethics was one of two ethical treatises which Aristotle wrote on the subject of ethica or `matters to do with character'. Although the two works cover much the same ground, the Nicomachean Ethics is better known; the poor manuscript tradition of the Eudemian Ethics has made correct translation and interpretation of the text extremely difficult. The subject of the work is the choice of a certain means of conduct, made by a (...) `man of practical wisdom', between two extremes of behaviour: asceticism and yielding to uncontrolled impulses. Aristotle also stresses the notion of moral intention and the importance of virtue of character. This new Oxford Classical Text of the Eudemian Ethics is the result of many years of work. After Sir David Ross's death, his original text was substantially reworked and revised by his friend and colleague R. R. Walzer, who was aided in the revision by his former pupil Mrs Jean Mingay, who continued his work after his death in 1974. Mrs Mingay was fortunate in being able to make use of previously unpublished contributions from D. J. Allan after his death in the late seventies, and more recently has been helped in her work by the suggestions of Professor D. A. Russell, David Robinson, and Christopher Rowe. (shrink)

I Deliberation, Practical Syllogisms , and Intuition. Introduction Aristotle's views on moral reasoning are a difficult and much disputed subject. ...

While Aristotle's account of the happy life continues to receive attention, many of his claims about virtue of character seem so puzzling that modern philosophers have often discarded them, or have reworked them to fit more familiar theories that do not make virtue of character central. In this book, Paula Gottlieb takes a fresh look at Aristotle's claims, particularly the much-maligned doctrine of the mean. She shows how they form a thought-provoking ethic of virtue, one that deserves to be developed (...) and refined. The first part of the book addresses the nature of virtue and the virtues, illuminated by the doctrine of the mean. Building on the conclusions of this analysis, the second part explains the mentality of the good person and the type of society that will allow such a person to flourish. (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)

This is a study of Aristotle's moral philosophy as it is contained in the Nicomachean Ethics. Hardie examines the difficulties of the text; presents a map of inescapable philosophical questions; and brings out the ambiguities and critical disagreements on some central topics, inclduing happiness, the soul, the ethical mean, and the initiation of action.

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)

Everyday moral thought uses the concepts of virtue and vice at two different levels. At what I will call a global level it applies these concepts to persons or to stable character traits or dispositions. Thus we may say that a person is brave or has a standing trait of generosity or malice. But we also apply these concepts more locally, to specific acts or mental states such as occurrent desires or feelings. Thus we may say that a particular act (...) was brave or that a desire or pleasure felt at a particular moment was malicious. Even when they concern acts, these last judgements are of virtuousness rather than of moral rightness. They therefore turn essentially on a person’s motives; while he can act rightly from a bad motive, he cannot act virtuously from a bad motive. But they assess the virtue or vice of particular acts and mental states rather than of persons or traits of character. These global and local uses of the virtue-concepts are clearly connected, in that we expect virtuous persons to perform and have, and virtuous traits to issue in, particular virtuous acts, desires, and feelings. A philosophical account of virtue should explain this connection, but there are two different ways of doing so. Each takes one of the two uses to be primary and treats the other as derivative, but they disagree about which is the primary use. A dispositional view takes the global use to be primary and identifies virtuous acts, desires, and feelings in part as ones that issue from virtuous.. (shrink)

Notes on recent books about Aristotle, including Hendrik Lorenz, The Brute Within.

Most traditional accounts of Aristotle's theory of ethical education neglect its cognitive aspects. This book asserts that, in Aristotle's view, excellence of character comprises both the sentiments and practical reason. Sherman focuses particularly on four aspects of practical reason as they relate to character: moral perception, choicemaking, collaboration, and the development of those capacities in moral education. Throughout the book, she is sensitive to contemporary moral debates, and indicates the extent to which Aristotle's account of practical reason provides an alternative (...) to theories of impartial reason. (shrink)

At the top of his ethical system Aristotle placed, as the supreme value, eudai- monia (happiness). But what does this really mean? ...

This is a study of Aristotle's moral philosophy as it is contained in the Nicomachean Ethics. Hardie examines the difficulties of the text; presents a map of inescapable philosophical questions; and brings out the ambiguities and critical disagreements on some central topics, inclduing happiness, the soul, the ethical mean, and the initiation of action.

The prelims comprise: The Nature of Aristotelian Justification The Endoxa Finding and Explaining Errors Can there be Proof in Ethics? Foundationalism The Test of Experience Is Aristotle's Method too Conservative? “Brought up Well” Notes References Further reading.

The prelims comprise: Preliminary Note Eudaimonism and Rational Egoism NE VIII.1: Nicomachean Context and Platonic Background NE VIII.2: Aristotle's Preliminary Account NE VIII.3–4: Three Forms of Philia? NE IX.4–6: Ta Philika versus the Defining Features of Philia Digression on Dia: Efficient Causal, Final Causal, or Both? NE IX.7 (VIII.8 and 12): Benefactors, Poets, and Parents Ethnocentrism and Aristotle's Ethocentric Ideal NE IX.9: The Lysis Puzzle Revisited Contemplative (versus Engaged) Pleasures Conclusion: Eudaimonism Revisited Conclusions Notes Reference.

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)

Introduction What is the point of studying Aristotle's theory of moral virtue? In the first place, many interesting questions are raised, in metaphysics, ...

Howard J. Curzer presents a fresh new reading of Aristotle's Nicomachean Ethics, which brings each of the virtues alive. He argues that justice and friendship are symbiotic in Aristotle's view; reveals how virtue ethics is not only about being good, but about becoming good; and describes Aristotle's ultimate quest to determine happiness.

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.

The Greek noun for which “virtue” and “excellence” are often used as translations—aretê —is cognate to the name of the god of war, Ares and, centuries prior to Aristotle, designated the manliness or valor of a warrior. But by the fifth and fourth centuries BC, it had acquired a much wider connotation and extension. Aristotle insists that there is one virtue of thought—the one he calls phronêsis —which is intimately tied to the virtues of character: One cannot have any of (...) those ethical virtues without having phronêsis; and one cannot have phronêsis unless one also has those ethical virtues. This article discusses Aristotle's views on becoming good, focusing on habituation, reflection, and perception, and also examines virtues of character and virtues of thought, Socratic intellectualism, cleverness, the stages of ethical development, and mid-level goals. (shrink)