C. C. W. Taylor presents a clear and faithful new translation of one of the most famous and influential texts in the history of Western thought, accompanied by an analytical and critical commentary focusing on philosophical issues. In Books II to IV of the Nicomachean Ethics Aristotle gives his account of virtue of character, which is central to his ethical theory as a whole and a key topic in much modern ethical writing.

Aristotle regarded law and education as the two fundamental and deeply interdependent tools of political art, making the use of education by the statesman a topic of the first importance in his practical philosophy. The present work develops the first comprehensive treatment of this neglected topic, and assesses the importance of Aristotle's defense of public education for current debates about school choice and privatization, and educational equality.

"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.

This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.

[This book] develops an account of rationality and justice that is tradition specific.-http://undpress.nd.edu.

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)

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

The question why we are ‘bound’ by moral requirements is as old as it is fundamental. Its interest is both practical and theoretical. Its practical interest comes out in this way: nothing is easier—at least on occasion—than to disregard the restraints imposed by morality. In submitting to them we must often forgo what we would otherwise desire. A man may have sacrificed much in the interests of ‘behaving well’. He may wish therefore to know whether his sacrifice has been foolish. (...) It is only reasonable to ask why we are ‘bound’, if indeed we are. Scepticism on this point is not merely playful. We want to know the reason for accepting moral restraints. I say ‘at least in outline’ because just as it may be reasonable to act on your doctor's advice although you do not understand his reasons in detail, so it may be reasonable to accept advice on some moral matter although you do not understand its justification in detail. (shrink)