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Nafsika Athanassoulis
University of Reading (PhD)
  1. The Role of Consent in Sado-Masochistic Practices.Nafsika Athanassoulis - 2002 - Res Publica 8 (2):141-155.
    In 1993 the Law Lords upheld the original conviction of five men under the 1861 Offences Against the Person Act for participating in sado-masochistic practices. Although the five men were fully consenting adults, the Law Lords held that consent did not constitute a defence to acts of violence within a sado-masochistic context. This paper examines the judgements in this case and argues that sado-masochistic practices are no different from the known exceptions cited by the court to the idea that consent (...)
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  2. A Response to Harman: Virtue Ethics and Character Traits.Nafsika Athanassoulis - 2000 - Proceedings of the Aristotelian Society 100 (2):215–221.
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  3. Common-Sense Virtue Ethics and Moral Luck.Nafsika Athanassoulis - 2005 - Ethical Theory and Moral Practice 8 (3):265-276.
    Moral luck poses a problem for out conception of responsibility because it highlights a tension between morality and lack of control. Michael Slote’s common-sense virtue ethics claims to avoid this problem. However there are a number of objections to this claim. Firstly, it is not clear that Slote fully appreciates the problem posed by moral luck. Secondly, Slote’s move from the moral to the ethical is problematic. Thirdly it is not clear why we should want to abandon judgements of moral (...)
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  4. The Social Nature of Engineering and its Implications for Risk Taking.Allison Ross & Nafsika Athanassoulis - 2010 - Science and Engineering Ethics 16 (1):147-168.
    Making decisions with an, often significant, element of risk seems to be an integral part of many of the projects of the diverse profession of engineering. Whether it be decisions about the design of products, manufacturing processes, public works, or developing technological solutions to environmental, social and global problems, risk taking seems inherent to the profession. Despite this, little attention has been paid to the topic and specifically to how our understanding of engineering as a distinctive profession might affect how (...)
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  5.  56
    Acquiring Aristotelian Virtue.Nafsika Athanassoulis - 2018 - In The Oxford Handbook of Virtue. pp. 415-431.
    Abstract: This chapter examines the role of the virtuous agent in the acquisition of virtue. It rejects the view of the virtuous agent as a direct model for imitation and instead focuses on recent research on the importance of phronesis. Phronesis is understood as a type of moral ‘know how’ expertise that is supported by a variety of abilities, from emotional maturity, to self-reflection, to an empathic understanding of what moves others, to an ability to see beyond the surface and (...)
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  6. When is Deception in Research Ethical?Nafsika Athanassoulis & James Wilson - 2009 - Clinical Ethics 4 (1):44-49.
    This article examines when deceptive withholding of information is ethically acceptable in research. The first half analyses the concept of deception. We argue that there are two types of accounts of deception: normative and non-normative, and argue that non-normative accounts are preferable. The second half of the article argues that the relevant ethical question which ethics committees should focus on is not whether the person from whom the information is withheld will be deceived, but rather on the reasonableness of withholding (...)
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  7.  5
    Aristotle on Constitutive, Developmental, and Resultant Moral Luck.Nafsika Athanassoulis - forthcoming - In Ian M. Church & Robert J. Hartman (eds.), The Routledge Handbook of the Philosophy and Psychology of Luck. Abington: Routledge. pp. 13-24.
    This chapter offers a definition of luck from Aristotle's Physics, considers how this definition of luck from the Physics relates to Aristotle's treatment of luck in his works on ethics and the good life, as well as how it compares with the modern understanding of moral luck.
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  8.  27
    The Psychology of Virtue Education.Nafsika Athanassoulis - 2016 - In From Personality to Virtue. pp. 207-228.
    In this chapter I want to take up the specific question of the relationship between moral education and empirical findings in psychology. I will argue that moral education programmes are theoretically possible and would benefit in their practical application from empirical research already in existence in psychology. I will argue that situationism does not pose a threat for moral education, properly conceived, and that, in fact, educators can and should make use of situational factors. It strikes me that much of (...)
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  9. Unusual Requests and the Doctor-Patient Relationship.Nafsika Athanassoulis - 2006 - Journal of Value Inquiry 40 (2-3):259-278.
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  10.  77
    Educating for Virtue.Nafsika Athanassoulis - 2014 - In Stan van Hooft & Nafsika Athanassoulis (eds.), The Handbook of Virtue Ethics. Acumen Publishing.
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  11. The Good, the Bad, and the Lucky.Nafsika Athanassoulis - 2011 - The Philosophers' Magazine 55 (55):77-81.
    Even before we come to consider the influence of luck in terms of the results of our actions or the types of situations we come across, luck plays a decisive role in who we fundamentally are.
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  12. Akrasia and the Emotions.Nafsika Athanassoulis - 2008 - In Nafsika Athanassoulis & Samantha Vice (eds.), The moral life: essays in honour of John Cottingham. Palgrave-Macmillan. pp. 87.
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  13. The Treatment That Leaves Something to Luck.Nafsika Athanassoulis - 2005 - In Philosophical Reflections on Medical Ethics. Palgrave-Macmillan.
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  14.  28
    A Positive Role for Failure in Virtue Education.Nafsika Athanassoulis - 2017 - Journal of Moral Education 46 (4):347-362.
    Discussions of moral education tend to focus either on how the virtuous succeed, or on how the vicious fail on the road to virtue. Stories of success focus, for example, on the role of the virtuous agent, on how to make productive use of literature and on the influential position occupied by peers and family. Accounts of failure, on the other hand, try to, for example, understand the phenomenon of weakness of will, analyse the concept of 'vice' and investigate the (...)
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  15. Commentary: Who Should Take on the Responsibility of Decisionmaking?Nafsika Athanassoulis - 2010 - Cambridge Quarterly of Healthcare Ethics 19 (3):413-415.
    Should a 9-year-old, severely mentally disabled child undergo extensive operations to limit her growth, prevent development of sexual characteristics, and alter appearance, all in the interests of protecting her from other alleged harms and allowing her to be cared for by her family? I think we should resist engaging with this question, and I think the ethics committee was wrong to accept the burden of making the decision regardless of the outcome they arrived at.
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  16.  47
    A Defence of the Aristotelian Virtue of Magnificence.Nafsika Athanassoulis - 2016 - Journal of Value Inquiry 50 (4):781-795.
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  17.  67
    Training Good Professionals.Nafsika Athanassoulis - 2007 - In Richard E. Ashcroft (ed.), Principles of Health Care Ethics.
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  18.  51
    The Role of Research Ethics Committees in Making Decisions About Risk.Allison Ross & Nafsika Athanassoulis - 2014 - HEC Forum 26 (3):203-224.
    Most medical research and a substantial amount of non-medical research, especially that involving human participants, is governed by some kind of research ethics committee (REC) following the recommendations of the Declaration of Helsinki for the protection of human participants. The role of RECs is usually seen as twofold: firstly, to make some kind of calculation of the risks and benefits of the proposed research, and secondly, to ensure that participants give informed consent. The extent to which the role of the (...)
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  19.  69
    Review of Margaret Pabst Battin, Ending Life: Ethics and the Way We Die[REVIEW]Nafsika Athanassoulis - 2006 - Notre Dame Philosophical Reviews 2006 (1).
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  20. Virtue Ethics.Nafsika Athanassoulis - 2013 - London: Bloomsbury.
    What is virtue? How can we lead moral lives? Exploring how contemporary moral philosophy has led to a revival of interest in the concepts of 'virtue', 'character' and 'flourishing', this is an accessible and critical introduction to virtue ethics. The book includes chapter summaries and guides to further reading throughout to help readers explore, understand and develop a critical perspective towards this important school of contemporary ethical thought.
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