The central argument of this article is that the standard conception of character given in virtue theory, as exemplified in the work of Rosalind Hursthouse, is seriously flawed. Partially, this is because looking behind a moral action for a ‘character’ is suspiciously akin to looking behind an object for an ‘essence’, and is susceptible to the same interpretive errors as an epistemic strategy. Alternately, a character—once inducted and projected upon a moral agent—is supposed to be a more (...) or less permanent property of that individual; a schema which leaves little room for the real possibility of personal transformation. I argue here that what is often referred to in virtue literature as ‘character’ can be productively re-described as the aggregate of all moral actions performed by any one moral agent: nothing more, and nothing less. My hope is that this interpretive strategy will result in broader and more coherent readings of moral actions, and thus also clarify moral confusion resulting from the current lack of the same. (shrink)

Many anglophone scholars take the early Confucians to be virtue ethicists of one kind or another. A common virtue ethical reading of one of the most influential early Confucians, namely Mengzi, ascribes to him the view that moral actions are partly (or entirely) moral because of the state from which they are performed, be it the agent’s motives, emotions, or their character traits. I consider whether such a reading of the Mengzi is justified and I argue that it is (...) not. I argue that there is no reason to believe that Mengzi distinguishes the moral value of actions that are performed from virtuous and non-virtuous states. Given this, virtue (as a feature of agents) is normatively posterior to virtuous actions. I conclude, first, that this poses a challenge to a wide range of common interpretations of the Mengzi, be they virtue ethical or otherwise, and second, that there might be conceptual space for an account of virtue ethics that rejects the normative priority of virtue over virtuous actions. (shrink)

We propose that virtue ethics can be used to address ethical issues central to discussions about sex robots. In particular, we argue virtue ethics is well equipped to focus on the implications of sex robots for human moral character. Our evaluation develops in four steps. First, we present virtue ethics as a suitable framework for the evaluation of human–robot relationships. Second, we show the advantages of our virtue ethical account of sex robots by comparing it to current instrumentalist approaches, (...) showing how the former better captures the reciprocal interaction between robots and their users. Third, we examine how a virtue ethical analysis of intimate human–robot relationships could inspire the design of robots that support the cultivation of virtues. We suggest that a sex robot which is equipped with a consent-module could support the cultivation of compassion when used in supervised, therapeutic scenarios. Fourth, we discuss the ethical implications of our analysis for user autonomy and responsibility. (shrink)

Virtue ethics has many times been suggested as a promising recipe for the construction of artificial moral agents due to its emphasis on moral character and learning. However, given the complex nature of the theory, hardly any work has de facto attempted to implement the core tenets of virtue ethics in moral machines. The main goal of this paper is to demonstrate how virtue ethics can be taken all the way from theory to machine implementation. To achieve this goal, (...) we critically explore the possibilities and challenges for virtue ethics from a computational perspective. Drawing on previous conceptual and technical work, we outline a version of artificial virtue based on moral functionalism, connectionist bottom–up learning, and eudaimonic reward. We then describe how core features of the outlined theory can be interpreted in terms of functionality, which in turn informs the design of components necessary for virtuous cognition. Finally, we present a comprehensive framework for the technical development of artificial virtuous agents and discuss how they can be implemented in moral environments. (shrink)

Virtue epistemology has been divided into two camps: reliabilists and responsibilists. This division has been attributed in part to a focus on different types of virtues, viz., faculty virtues and character virtues. I will argue that this distinction is unhelpful, and that we should carve up the theoretical terrain differently. Making several better distinctions among virtues will show us two important things. First, that responsibilists and reliabilists are actually engaged in different, complementary projects; and second, that certain responsibilist critiques (...) of reliabilism miss the mark. With these distinctions on the table, we can see that the virtue reliabilist project is in some ways more fundamental than the responsibilist project, since the latter importantly depends on the former. I argue that the distinctively epistemic value of the responsibilist’s character virtues is derived from their connections to the reliabilist’s constitutive virtues. While this will give us a unified account of the epistemic value of intellectual virtues, it is not a reduction of the responsibilist project to the reliabilist one; rather, it as a way of securing the separate importance of each project by clarifying how they relate to one another. (shrink)

Although virtue ethics has repeatedly been proposed as a suitable framework for the development of artificial moral agents, it has been proven difficult to approach from a computational perspective. In this work, we present the first technical implementation of artificial virtuous agents in moral simulations. First, we review previous conceptual and technical work in artificial virtue ethics and describe a functionalistic path to AVAs based on dispositional virtues, bottom-up learning, and top-down eudaimonic reward. We then provide the details of (...) a technical implementation in a moral simulation based on a tragedy of the commons scenario. The experimental results show how the AVAs learn to tackle cooperation problems while exhibiting core features of their theoretical counterpart, including moral character, dispositional virtues, learning from experience, and the pursuit of eudaimonia. Ultimately, we argue that virtue ethics provides a compelling path toward morally excellent machines and that our work provides an important starting point for such endeavors. (shrink)

A rapidly growing body of scholarship embraces virtue jurisprudence, a series of (often ad hoc) attempts to incorporate the philosophical tradition of virtue ethics into legal theory. Broadly understood, virtue ethics describes an approach to moral questions that emphasizes the importance of developing and embodying various virtues, often as manifestations of human flourishing. Scholars typically contrast virtue ethics with deontological and consequentialist moral theories, tracing virtue-centered analysis to ancient Greek philosophers, and in particular to Aristotle. Virtue ethics has experienced a (...) revival over the past 65 years; but, long before that, it proved especially influential in Catholic moral thought, particularly through the work of Aquinas. Perhaps relatedly, scholars have seized on virtue jurisprudence to defend a range of politically conservative positions, such as originalist constitutional interpretation and the propriety of utilizing the law to regulate ostensibly “private” immoralities. This Article reveals the radically underappreciated progressive promise of virtue jurisprudence. Virtue jurisprudence requires no religious commitments whatsoever, but a strong version entails acceptance of the moral significance of developing one’s character—both within and without the law. On a compelling understanding of the virtues, rejecting a state of perpetual disadvantage under the law is a meaningful marker of the virtue of self-respect, and a repudiation of the vice of servility that would otherwise be imposed by the legal system itself. Thus, contrary to the predominant tenor of research on the subject, virtue jurisprudence can ground significant resistance to—and even defiance of—the law. In making this argument, the Article also draws novel connections between virtue jurisprudence and literature on (inter alia) race, feminism, and sexual orientation to reveal the unnoticed potential of virtue jurisprudence to push forward work in those and related areas. At a time when massive and widespread protests across the United States reflect a groundswell of support for overturning certain long-standing, legally-ingrained, systemic disadvantages of people of color, many might be surprised to learn that virtue jurisprudence can serve as a potent theoretical ally. (shrink)

Gossip is rarely praised. There seems little virtuous that is about talking behind someone’s back. Whether there is anything virtuous about gossip, however, depends on the kind of gossip. Some gossip is idle, but some evaluative gossip promulgates and enforces norms. When properly motivated, such gossip effects positive change in society and counts as gossiping well. The virtue of gossiping well even includes some kinds of false gossip, namely the sort that exaggerates a pre-existing trait, thereby creating a (...) caricature of a person’s character in order to establish a moral exemplar (or anti-exemplar). (shrink)

Honouring a career-long commitment to interdisciplinarity which has guided a prolific publication history on character, virtue, and emotion, Kristjánsson leads by example in this book. Although he is clearly a philosopher, firmly pro-Aristotelian and devotes a large proportion of the book to look at the original source, Kristjánsson is happy to question or even downright abandon Aristotelian tradition if he has to–and to push the boundaries of philosophical thought on emotions. As a result, Virtuous Emotions has something to (...) offer to emotion theorists across a range of disciplines, to Aristotelian scholars, and to educators. (shrink)

The opening words of the second book of Aristotle’s Nicomachean Ethics are as familiar as any in his corpus: Excellence of character results from habituation [ethos]—which is in fact the source of the name it has acquired [êthikê], the word for ‘character-trait’ [êthos] being a slight variation of that for ‘habituation’ [ethos]. This makes it quite clear that none of the excellences of character [êthikê aretê] comes about in us by nature; for no natural way of being (...) is changed through habituation [ethizetai]. Equally familiar, unfortunately, is the characterization of Aristotle’s notion of character formation as a form of habituation by means of the repetition of actions which results in a “habit” in the same way that a weight lifter produces muscles through the repetition of exertions. As a 19th century commentator remarked on the passage above, “[insert Grant].” From a Socratic perspective, such a view of becoming good seems hopelessly rigid and unconnected to the intellectual development which knowledge of the good requires. Habit and habituation in Aristotle seem eminently familiar and eminently unphilosophical. Such a view would be mistaken on at least three counts. First, the notion of character formation (to use the broadest possible term for the phenomenon of habituation) in Aristotle is significantly more complicated than the notion that through habituation one develops good habits which are what we mean by ethical virtue. Although character formation includes the development of proper emotional responses, such as taking pleasure in what is fine and being repulsed by what is shameful, it is equally concerned with cognitive development independent of the intellectual virtues. Second, although Aristotle’s terms for “ethics” (êthica), character-trait (êthos), and habituation (ethos, ethismos, or ethizetai) are linguistically and conceptually interrelated, his notion of “ethical state” (hexis) is both linguistically and conceptually quite distinct from the notion of “habit,” at least as we use that term today. As one Aristotle translator has put it, “A hexis is not only not the same thing as a habit, but is almost exactly its opposite.” For Aristotle, a hexis is a dynamic equilibrium which, although always productive of virtuous actions, is nonetheless the basis for being virtuous in varied circumstances. Thirdly, once Aristotle’s notion of a character state is retrieved from its false association with “habit” and repetitive habituation, one sees that its apparent divorce from practical reason is more a fixture of Aristotle’s analytical method and its connotations of inflexibility or fixedness are in fact antithetical to Aristotle’s description of ethical virtue. Rather than view ethical “character” in its Greek etymological sense as an indelibly fixed or engraved mark or stamp (charactêr) upon one’s soul, Aristotle’s notion of ethical character (êthos) or virtue (aretê) captures the notion of a virtuoso who is responsive in an excellent fashion to what reason perceives in particular and changing circumstances. (shrink)

Virtues and reasons are two of the most fruitful and important concepts in contemporary moral philosophy. Many writers have commented upon the close connection between virtues and reasons, but no one has done full justice to the complexity of this connection. It is generally recognized that the virtues not only depend upon reasons, but also sometimes provide them. The essays in this volume shed light on precisely how virtues and reasons are related to each other and what can be learned (...) by exploring this relationship. Virtue’s Reasons is divided into three sections, each of them devoted to a general issue regarding the relationship between virtues and reasons. The first section analyzes how the virtues may be related to, or linked with, normative reasons in ways that improve our understanding of what constitutes virtuous character and ethical agency. The second section explores the reasons moral agents have for cultivating the virtues and how the virtues impact moral responsiveness or development. The final section examines how reasons can be employed in understanding the nature of virtue, and how specific virtues, like modesty and practical wisdom, interact with reasons. This book will be of major interest to scholars working on virtue theory, the nature of moral character, and normative ethics. (shrink)

I argue that Aristotle endorses what I call the ‘strong link thesis’: the claim that virtuous and vicious acts are voluntary just in case the character states from which they flow are voluntary. Pace much of the literature, I argue that Aristotle does not defend some kind of limited or qualified responsibility for character: rightly or wrongly, he believes, and must believe, that character states are voluntary, full stop.

The author attempts to justify the thesis of the servient character of political power. By his analyses, he arrives at two conclusions. First, the ultimate goal of service fulfilled by political power should be identical with the natural goal of every human being, meaning a life of virtue. Hence, service to the cause of the citizens’ virtue requires that the fundamental duties of power include the protection of public peace, the promotion of actions towards the common good, and striving (...) for a common abundance of worldly possessions. Second, to elect those in political power it is necessary to make sure that aspirants to such are characterized by the appropriate level of virtuous development. Each candidate should be first and foremost a person possessing a high moral quality (virtus boni viri), where prudence and magnanimity appear to be virtues especially fitting power (virtutes boni principis). (shrink)

Plea bargains are the stock-in-trade of the modern American prosecutor’s office. The basic scenario, wherein a defendant agrees to plea guilty in exchange for a reduced sentence, is familiar to viewers of police procedurals. In an equally famous variation on the theme, the prosecutor requests something more than an admission of guilt: leniency will only be forthcoming if the defendant is willing to cooperate with the prosecutor in securing the conviction of another suspect. In some of these cases, the defendant (...) is a low-level criminal who has information on a high-level malefactor who is of more interest to the police. In others, the defendant and the person she is asked to testify against are of the same criminal rank, but evidentiary weaknesses induce the prosecutor to seek the aid of one suspect in order to convict the other. In this latter version, the classic tactic of film detectives is to offer the bargain to both defendants in the hopes that one will crack and agree to reveal what he knows about the other. The defendants could either be in custody for different crimes or be accomplices in the same offense. -/- The last variation (involving accomplices) is the subject of this Article. I take issue with the prosecutorial tactics in these cases because of the risk they create of punishing the comparatively virtuous person more than the comparatively vicious one for the same acts. As I will argue, it is the less honest person who is more likely to accept the prosecutor’s deal, leading the more honest person, who resisted temptation, to suffer greater penalties. -/- I contend that this scenario offends distributive justice, runs counter to the idea (accepted by some) that a proper goal of the state is the cultivation of good character in the citizenry, and is perverse insofar as a person will suffer more from the prosecutor's dilemma insofar as she is more or less a person of conscience. These negative considerations notwithstanding, I do not call for the abolition of accomplice plea bargaining but argue that the problems I raise should be considered when weighing its pros and cons. -/- This article was published in the company of a strong critical response by Guha Krishnamurthi, whose contribution I greatly appreciate. (shrink)

In Nicomachean Ethics 1.8, Aristotle seems to argue that certain external goods are needed for happiness because, in the first place, they are needed for virtuous activity. This has puzzled scholars. After all, it seems possible for a virtuous agent to exercise her virtuous character even under conditions of extreme hardship or deprivation. Indeed, it is natural to think these are precisely the conditions under which one's virtue shines through most clearly. Why then does Aristotle think (...) that a wide range of external goods is required for virtuous activity, and therefore, for happiness? -/- I argue that there is good sense to be made of Aristotle's stance on external goods. Specifically, I explain how, on this view, a range of external goods is required for the full exercise of virtue, and I show that it is only this full exercise that is constitutive of eudaimonia. Drawing on passages in Politics 7.13 and Nicomachean Ethics 3.1, I develop and defend a distinction between the "mere" exercise of virtue, and the full or complete exercise of virtue. I argue that, for Aristotle, the distinguishing feature of this distinction is the value of the virtuous action's ends. An action that fully expresses virtue aims at an end that is unqualifiedly good, while an action that merely exercises virtue does not. I argue that the external goods Aristotle mentions in NE 1.8 are necessary for performing actions with unqualifiedly good ends, and so necessary for the complete exercise of virtue. In addition to providing a more satisfactory account than existing proposals of the role of external goods in Aristotelian happiness, my interpretation has two additional upshots. First, it brings to light an under-appreciated and independently compelling feature of Aristotle's ethical thought: the value of virtuous actions depends in part on the value of the ends they aim to realize. Second, it finds in Aristotle a distinct and powerful way of thinking about the badness of certain kinds of misfortune and deprivation: they are bad in part because they prevent us from fully realizing our capacity for moral agency, from fully engaging with value in the world. (shrink)

ABSTRACT: This paper serves two purposes: (i) it can be used by students as an introduction to chapters 1-5 of book iii of the NE; (ii) it suggests an answer to the unresolved question what overall objective this section of the NE has. The paper focuses primarily on Aristotle’s theory of what makes us responsible for our actions and character. After some preliminary observations about praise, blame and responsibility (Section 2), it sets out in detail how all the key (...) notions of NE iii 1-5 are interrelated (Sections 3-9). The setting-out of these interconnections makes it then possible to provide a comprehensive interpretation of the purpose of the passage. Its primary purpose is to explain how agents are responsible for their actions not just insofar as they are actions of this kind or that, but also insofar as they are noble or base: agents are responsible for their actions qua noble or base, because, typically via choice, their character dispositions are a causal factor of those actions (Section 10). The paper illustrates the different ways in which agents can be causes of their actions by means of Aristotle’s four basic types of agents (Section 11). A secondary purpose of NE iii 1-5 is to explain how agents can be held responsible for consequences of their actions (Section 12), in particular for their character dispositions insofar as these are noble or base, i.e. virtues or vices (Section 13). These two goals are not the only ones Aristotle pursues in the passage. But they are the ones Aristotle himself indicates in its first sentence and summarizes in its last paragraph; and the ones that give the passage a systematic unity. The paper also briefly consider the issues of freedom-to-do-otherwise, free choice and free-will in the contexts in which they occur (i.e. in the final paragraphs of Sections 6, 7, 12, 13). (shrink)

This article proffers a personhood-based conception of a meaningful life. I look into the ethical structure of the salient idea of personhood in African philosophy to develop an account of a meaningful life. In my view, the ethics of personhood is constituted by three components, namely (1) the fact of being human, which informs (2) a view of moral status qua the capacity for moral virtue, and (3) which specifies the final good of achieving or developing a morally virtuous (...) character. In light of the ethics of personhood, I will propose the view that a meaningful life is a function of achieving moral excellence or perfection. The moral perfection proposed here, to embody a meaningful life, is of a deontological and satisficing kind. The achievement of satisfactory levels of moral excellence, within sociopolitical and moral limits, captures the essence of a meaningful life. I conclude the article by considering objections against the view proposed here. (shrink)

In this text, I try to examine in sufficient detail what is the exact function that Aristotle ascribes to deliberation in the Nicomachean Ethics (NE). More specifically, I intend to evaluate, in the light of the arguments built along selected passages from books II, III and VI of that work, how and to what extent deliberation plays an important role in the achievement of virtuous actions and in the consolidation of the virtuous character. Proceeding from an argumentative (...) analysis that intends to elucidate how some of the central concepts of Aristotelian ethical reflection are articulated, I shall defend, in the last part of my exposition, the interpretation according to which the function of deliberation is to produce long-term purposes that determine courses of action and that, if implemented accordingly to the orthos logos by the moral agent endowed with phronēsis, achieve the end of virtue of character. (shrink)

Must the best friends necessarily be good people? On the one hand, as Aristotle puts it, ‘people think that the same people are good and also friends’. But on the other hand, friendship sometimes seems to require that one behave badly. For example, a normally honest person might lie to corroborate a friend's story. What I will call closeness, which I take to include sensitivity to friends' subjective values and concerns as well as an inclination to take their subjective interests (...) as reasons for action, is characteristic of friendship. But this seems to require that good friends should be morally flexible, more so than is compatible with a virtuous character. This would imply tension between ideals of friendship and ideals of character. But there is an important connection between virtue and friendship which arises precisely from friends' closeness, when concern for wellbeing, another important feature of friendship, is also taken into account. This helps mitigate the tension and shows how friendship and virtue are interconnected. The connection in turn provides friendship-based reason to think the best friends must be good people, even though concerns of friendship may occasionally clash with other moral concerns. (shrink)

An apathetic life is not the sort of life that most of us would want for ourselves or believe that we have a duty to strive for. And yet Kant argues that we have a duty of apathy, a duty to strive to be without affects (Affecten) and passions (Leidenschaften). But is Kant’s claim that there is a duty of apathy really as problematic as it sounds? In arguing that it is not, this paper investigates in detail in Kant’s accounts (...) of affects and passions and defends Kant’s argument that we have a duty of apathy. This investigation reveals Kant’s nuanced view on the role that sensible motivating states play in moral agency and the development of a virtuous character. (shrink)

A number of philosophers have been impressed with the thought that moral saints and moral monsters—or, evil people, to put it less sensationally—“mirror” one another, in a sense to be explained. Call this the mirror thesis. The project of this paper is to cash out the metaphorical suggestion that moral saints and evil persons mirror one other and to articulate the most plausible literal version of the mirror thesis. To anticipate, the most plausible version of the mirror thesis implies that (...) evil persons mirror moral saints insofar as the characters of each are marked by similar aretaic properties: suffering from extremely vicious character traits—in a sense to be explained—suffices for being evil whereas possessing extremely virtuous character traits similarly suffices for moral sainthood. (shrink)

This article articulates an African conception of development. I call such an account African insofar as it is based on the moral worldview of ubuntu, which is salient largely among the Bantu peoples. To articulate a conception of development, I rely on the paradigm of development ethics, which construes development as an ethical or philosophical enterprise constituted by three questions: what is a good life? what is a just society? and what duties do we owe to the environment? Answers to (...) these questions constitute a conception of development. This article answers two of these questions in the light of ubuntu. Ultimately, I argue that a good life is a function of having a virtuous character, and a just society is one that respects persons in their capacity for virtue and operates on the moral logic of the common good. I conclude by considering the means prized by ubuntu for pursuing the goal of development—the ethics of means. (shrink)

Kant famously made a distinction between actions from duty and actions in conformity with duty claiming that only the former are morally worthy. Kant’s argument in support of this thesis is taken to rest on the claim that only the motive of duty leads non-accidentally or reliably to moral actions. However, many critics of Kant have claimed that other motives such as sympathy and benevolence can also lead to moral actions reliably, and that Kant’s thesis is false. In addition, many (...) readers of Kant find the claim that we should deny moral worth to a dutiful action performed from friendly inclination highly counterintuitive. Moreover, Kantian commentators disagree about the status of actions in conformity with duty, some claim that these can be taken as equally morally worthy as those performed from duty, while others argue that they are not even permissible. -/- It has also been claimed that Kant’s theory of moral worth should be related to the theory of the Gesinnung developed in the Religion. Thus, some authors claim that, in order for an action to possess moral worth, the agent has to be unconditionally committed to morality, that is, the agent must possess a virtuous character or good fundamental maxim (i.e. a good Gesinnung). However, according to Kant’s radical evil thesis (that is, the thesis that man is evil by nature ), the default position for man is to possess an evil Gesinnung, i.e. a Gesinnung which is only conditionally committed to morality insofar as morality does not demand a great sacrifice of our own happiness. So, an unwelcome consequence of this line of interpretation is that in Kantian ethics morally worthy actions become very rare indeed. -/- The paper is divided in two parts. The first part aims to clarify why Kant thought that only actions from duty are morally worthy, replying to some common objections against Kant’s view. I argue that Kant’s non-accidental condition should not be understood in terms of reliability because such interpretation is incompatible with Kant’s theory of motivation and rational agency. I propose an alternative interpretation which supports Kant’ s claim that only the motive of duty leads nonaccidently to dutiful actions, and thus only actions from duty possess moral worth. I end by showing that although actions in conformity with duty are worthless from the moral point of view, they are not (in many cases) impermissible. The first part concludes that the criterion for the permissibility of actions is different to the criterion for the ascription of moral worth. Thus, rightness, which pertains to actions performed on maxims that can be willed as universal laws, and moral worth, which pertains to actions performed from a sense of duty, should be understood as two different levels of moral assessment. -/- The second part of the paper examines Kant’s conception of virtue with the aim of showing that although only agents with a virtuous character (good Gesinnung) will reliably act from duty, a person with an evil character (evil Gesinnung) could on frequent occasions act from duty. I argue that we should not deny moral worth to actions performed from duty even when the agent has an evil Gesinnung. Goodness of Gesinnung is not a necessary condition of the action of an agent possessing moral worth; reliability of motivation is necessary for the ascription of virtue but not for the ascription of moral worth. It follows that virtue, which refers to the agent’s character or fundamental maxim (i.e. the agent’s Gesinnung), and moral worth are also two different levels of moral assessment. The paper concludes that three levels of moral assessment can be distinguished in Kant’s ethical system: (i) rightness, (ii) moral worth and (iii) moral virtue. Moral virtue is the highest level of moral perfection for a human being. Striving towards virtue requires constant progress and effort and ultimately a ‘revolution of the heart.’ The important point is that even when we are still striving to achieve virtue (i.e. an unconditional commitment to morality), we can ascribe moral worth to actions performed by a genuine sense of duty. It turns out that, contrary to many influential interpretations, Kantian ethics is not merely concerned with the rightness or wrongness of particular actions nor is Kantian ethics primarily an ethic of virtue. Instead, Kant’s ethical system is complex and allows for different levels of moral assessment in which both an action-centred and agent-centred perspective can be integrated. (shrink)

The paper addresses claims that Aristotle's notion of happiness is inconsistent given his expositions of happiness in Book I and Book X of NE. It argues that such claims are rooted in the erroneous conclusion that Aristotle defines happiness in Book I as living a "good life", and an unwarranted assumption that when Aristotle identifies happiness with contemplation, he has a professional philosopher in mind and contemplation as an activity one engages in leisurely and as a means of intellectual conditioning. (...) It further argues that happiness as Aristotle understands it is a reward for cultivating virtuous character and though everyone has the capacity for it, only few will attain happiness since it requires exertion and effort and many are unwilling to prioritize such acquisition. (shrink)

Confucian education is best captured by the programme described in the Great Learning. Education is presented first as the process of self-cultivation for the sake of developing virtuous character. Self-cultivation then allows for virtue to be cultivated in the familial, social and international dimensions. My central thesis is that Confucianism can serve as a universal framework of educating people for the common good in its promotion of personal cultivation for the sake of human progress. On this account the (...) common good specifically refers to the social order accomplished by the virtuous behaviour found in the members of society. In this paper I argue that the Confucian notion of “lesser learning” sheds light on the concept of general education and the notion of “greater learning” improves our understanding of liberal education. Under this analysis the necessity of general education is assured although its importance should not be overly exaggerated. Furthermore, the objectives of liberal education deserve greater emphasis due to their historical importance and enduring relevance to promoting the common good of universal humanity. (shrink)

Glen Pettigrove addresses the proportionality principle in ethics, the principle that “our actions, attitudes, or emotions should be proportional to the degree of value present in the object or events to which they are responding” [p. 1]. He argues this is inconsistent with some familiar features of common-sense morality. In response, he brings virtuous character into the picture, a move we support but wish to modify. We show that certain helping actions should be guided by whether one has (...) the virtue profile most suited to the situation from amongst a surrounding network of people. (shrink)

This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) satisfy (...) Blum’s definitions of ‘moral hero’ and ‘moral saint’ (1988). Then, we offer a comparative analysis of the effectiveness of heroes and saints with respect to character education, according to four criteria derived from PEBAME: admirability, virtuousness, transparency, and imitability. Finally, we conclude that both unitarist and disunitarist exemplars are fundamental to character education; this is because of the hero's superiority to the saint with respect to imitability, a fundamental feature of the exemplar for character education. (shrink)

On one predominant conception of virtue, the virtuous agent is, among other things, wholehearted in doing what she believes best. I challenge this condition of wholeheartedness by making explicit the connections between the emotion of boredom and the states of continence and akrasia. An easily bored person is more susceptible to these forms of disharmony because of two familiar characteristics of boredom. First, that we can be – and often are – bored by what it is that we know (...) would be best to do, and second, that occurrent states of boredom tend to give rise to positive interest in performing actions that we know are bad to perform. Moreover, while a person’s susceptibility to boredom can indicate a lack of attentiveness or acuity, or be evidence of a vice such as ingratitude or shallowness, it can in others indicate positive qualities of character, such as perspicacity, liveliness, and certain forms of intelligence. Upon imagining certain bored akratics without the psychological qualities that give rise to their boredom, we will either imagine them without these positive qualities, or with others that – though perhaps psychologically possible – are not clearly better. This yields the result that a person who is continent or even akratic because of her susceptibility to boredom may have a character no less excellent than that of the wholehearted agent. (shrink)

It is commonly assumed that Aristotle's ethical theory shares deep structural similarities with neo-Aristotelian virtue ethics. I argue that this assumption is a mistake, and that Aristotle's ethical theory is both importantly distinct from the theories his work has inspired, and independently compelling. I take neo-Aristotelian virtue ethics to be characterized by two central commitments: (i) virtues of character are defined as traits that reliably promote an agent's own flourishing, and (ii) virtuous actions are defined as the sorts (...) of actions a virtuous agent reliably performs under the relevant circumstances. I argue that neither of these commitments are features of Aristotle's own view, and I sketch an alternative explanation for the relationship between virtue and happiness in the Nicomachean Ethics. Although, on the interpretation I defend, we do not find in Aristotle a distinctive normative theory alongside deontology and consequentialism, what we do find is a way of thinking about how prudential and moral reasons can come to be aligned through a certain conception of practical agency. (shrink)

For some time now moral psychologists and philosophers have ganged up on Aristotelians, arguing that results from psychological studies on the role of character-based and situation-based influences on human behavior have convincingly shown that situations rather than personal characteristics determine human behavior. In the literature on moral psychology and philosophy this challenge is commonly called the “situationist challenge,” and as Prinz has previously explained, it has largely been based on results from four salient studies in social psychology, including the (...) studies conducted by Hartshorne and May, Milgram, Isen and Levin, and Darley and Batson. The situationist challenge maintains that each of these studies seriously challenges the plausibility of virtuous personal characteristics by challenging the plausibility of personal characteristics more generally. In this article I undermine the situationist challenge against Aristotelian moral psychology by carefully considering major problems with the conclusions that situationists have drawn from the empirical data, and by further challenging the accuracy of their characterization of the Aristotelian view. In fact I show that when properly understood the Aristotelian view is not only consistent with empirical data from developmental science but can also offer important insights for integrating moral psychology with its biological roots in our natural and social life. (shrink)

Persons interested in developing virtue will find attending to, and attempting to act on, the right reason for action a rich resource for developing virtue. In this paper I consider the role of self-knowledge in intentional moral development. I begin by making a general case that because improving one’s moral character requires intimate knowledge of its components and their relation to right reason, the aim of developing virtue typically requires the development of self-knowledge. I next turn to Kant’s ethics (...) for an account which explains the reflexivity involved in moral reasoning generally, and the significance of self-knowledge to morality. I then take up Robert Audi’s interesting notion of the harnessing and unharnessing of reasons as a potential way of strengthening the agent’s connection to right reason, and his concerns about our limited and indirect resources for becoming virtuous. I argue that harnessing and unharnessing are not plausibly characterized as activities to be accomplished by an exertion of will, rather they involve a dynamic, cognitive, reflective attempt to gain self-knowledge and align oneself with one’s moral reasons for action. (shrink)

Loneliness in medicine is a serious problem not just for patients, for whom illness is intrinsically isolating, but also for physicians in the contemporary condition of medicine. We explore this problem by investigating the ideal physician-patient relationship, whose analogy with friendship has held enduring normative appeal. Drawing from Talbot Brewer and Nir Ben-Moshe, we argue that this appeal lies in a dynamic form of companionship incompatible with static models of friendship-like physician-patient relationships: a mutual refinement of embodied virtue that draws (...) both persons together. The ideal physician-patient relationship has a dialectical character that fosters each member's improvement of phenomenologically recognizing and embodying moral virtues. A key component of this dynamic is a commitment to the common goal of the patient's health, realized through joint interactivities and conversations over time. The physician's presence to the patient's suffering—understood best as an alienating phenomenological condition for the patient—orients and discloses possibilities for virtuous caregiving by structuring the meanings of the goals, conversations, and joint narrative constitutive of their relationship. Presence to suffering, paradoxically, is perhaps an important prerequisite for this dynamic partnership. These activities dialectically build an interpretive horizon of understanding through which moral goods and character refinement—in and for the other—may become revealed for both persons in their shared being-in-the-world. This analysis of suffering, mood, and revealing of (possible) moral goods has implications for addressing the modern problem of loneliness for patients and physicians, who are increasingly inhibited from building flourishing relationships with each other. (shrink)

This essay develops a framework for understanding what I call the ethics of reflexivity, that is, the norms that govern attitudes and actions with respect to one’s own worth. I distinguish five central aspects of the reflexive commitment to living in accordance with one’s personal ideals: the extent to which and manner in which one regards oneself from an evaluative point of view, the extent to which one cares about receiving the respect of others, the degree to which one interprets (...) one’s personal ideals in an individualistic or collective manner, the degree to which one’s commitment to living in accordance with one’s personal ideals is rigid or flexible, and the worthiness of one’s personal ideals. This framework, I argue, illuminates the nature and moral significance of virtuous and vicious forms of the character trait of pride. (shrink)

In this chapter I use virtue theory to critique certain contemporary punishment practices. From the perspective of virtue theory, respect for rational agency indicates a respect for choice-making as the process by which we form dispositions which in turn give rise to further choices and action. To be a moral agent one must be able to act such that his or her actions deserve praise or blame; virtue theory thus demands that moral agents engage in rational choice-making as a means (...) to develop and exercise the character traits from which culpable action issues. With respect to criminal offenders, virtue theory indicates the state is obligated to recognize offenders’ right to form their own moral character via rational choice-making, even while under state supervision. I will argue below that punishment practices should limit choice-making only to the extent necessary to achieve the functions of punishment : whenever possible, punishment should preserve opportunities for the rational exercise of character and development of virtue. This means that even within a prison setting incarcerated offenders should be able to make some choices about their daily lives. Offenders should also be offered opportunities to develop virtuous traits through rehabilitative programming such as drug addiction treatment, educational programming, and job training. I will also argue that two contemporary punishment practices unjustly undermine an offender’s moral agency. The first is the overuse of isolation sanctions, which very severely limits offender choice-making. The second is chemical castration, which results in limiting an offender’s capacity to develop his character within a specific realm of choice-making. I conclude that these two punishments violate offenders’ moral agency, and that this violation cannot be justified by appeal to the aims of incapacitation, deterrence, retribution, and rehabilitation. (shrink)

In Nicomachean Ethics 2.1, Aristotle draws a now familiar analogy between aretai ('virtues') and technai ('skills'). The apparent basis of this comparison is that both virtue and skill are developed through practice and repetition, specifically by the learner performing the same kinds of actions as the expert: in other words, we become virtuous by performing virtuous actions. Aristotle’s claim that “like states arise from like activities” has led some philosophers to challenge the virtue-skill analogy. In particular, Aristotle’s skill (...) analogy is sometimes dismissed because of the role that practical wisdom or phronesis purportedly plays in character virtue. In this paper, I argue that a proper understanding of character virtue, phantasia-based emotions, and Aristotle’s implicit distinction between habituated and strict or full virtue (aretè kuria) grounds his virtue-skill analogy. Character virtue stems from the non-rational orektikon and is developed through the habituation of passionate elements, primarily phantasia and pathé. Pathé are pleasurable or affective perceptions, not judgments or beliefs. Thus, pathé are subject to non-rational habituation. Practical wisdom, on the other hand, is an intellectual virtue stemming from the rational part of the soul. Though practical wisdom is necessary for full virtue (aretè kuria), it is not necessary for the habituated character virtue that Aristotle refers in Book II. Once we understand the phantastic basis of emotions and the distinction between habituated and full virtue, the virtue-skill analogy is apt. I conclude by briefly mentioning two contemporary forms of emotion regulation—cognitive reappraisal and cognitive behavioral therapy—that lend support from empirical psychology to Aristotle’s claim that emotions (pathé) can be habituated. Character virtue is indeed a skill; it is—at least in part—the skill of emotion regulation. (shrink)

This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to (...) use the Internet in an epistemically virtuous way? Using the work of Jason Baehr, it starts by outlining nine intellectual or epistemic virtues: curiosity, intellectual autonomy, intellectual humility, attentiveness, intellectual carefulness, intellectual thoroughness, open-mindedness, intellectual courage and intellectual tenacity. It then explores how we should deploy these virtues and avoid the corresponding vices when interacting with the Internet, particularly search engines. Whilst an epistemically virtuous use of the Internet will not guarantee that one will acquire true beliefs, understanding or even knowledge, it will strongly improve one’s information-seeking behaviours. The paper ends with arguing that teaching and assessing online intellectual virtues should be part of school and university curricula, perhaps embedded in critical thinking courses, or even better, as individual units. (shrink)

Secular moral philosophy has devoted little attention to the nature and significance of faith. Perhaps this is unsurprising. The significance of faith is typically thought to depend on the truth of theism, and so it may seem that a careful study of faith has little to offer non-religious philosophy. But I argue that, whether or not theism holds, certain kinds of faith are centrally important virtues, that is, character traits that are morally admirable or admirable from some broader perspective (...) of human flourishing. I discuss three varieties of faith that a virtuous person has in people: faith in herself, faith in people to whom she bears certain personal relationships, and faith in humanity. Coming to understand the nature of these forms of faith and the roles they play in human life promises to deepen our understanding of aspects of moral life and aspects of human flourishing that are poorly grasped. Beyond this, it makes valuable contributions to the literature on self-trust and the literature on epistemic partiality in friendship, and it helps us better understand the relation between our epistemic and practical ideals. (shrink)

In addition to the traditional reliance on rules and codes in regulating the conduct of military personnel, most of today’s militaries put their money on character building in trying to make their soldiers virtuous. Especially in recent years it has time and again been argued that virtue ethics, with its emphasis on character building, provides a better basis for military ethics than deontological ethics or utilitarian ethics. Although virtue ethics comes in many varieties these days, in many (...) texts on military ethics dealing with the subject of military virtues the Aristotelian view on virtues is still pivotal. Developing virtues is by some authors seen as the best way to prevent misconduct by military personnel, it being considered superior to rules or codes of conduct imposed from above. The main argument these authors offer is that these solutions are impotent when no one is around, and lack the flexibility often thought necessary in today’s world. Finally, rules and codes try to condition behavior, leaving less room for personal integrity. At first sight, then, there is a great deal to say in favor of virtue ethics as being the best way of enhancing the chances of soldiers behaving morally. However, this preference for steering conduct by means of promoting certain desirable dispositions is not without any problems that, as it stands, are hardly ever addressed. To begin with, there are a few practical concerns. For instance, even if we assume that military virtues can assist military personnel to do their work in a morally sound manner, it is still not clear to what extent virtues can, in fact, be taught to them. It is an assumption of virtue ethics that they can, but is this really the case? And if so, how should they be taught? – virtues are supposedly developed by practicing them, yet how much room is there for practicing virtues in for instance the ethics education as followed in military academies and school battalions? Secondly, it appears that the traditional military virtues, such as honor, loyalty, courage, and obedience, are, especially in their common interpretation, mainly beneficial to colleagues and the organization, not so much to the local population of the countries military personnel are deployed to. Changes in the military’s wider environment have led to a shift from traditional of self-defense tasks to new, more complex tasks, and especially in today’s missions one could expect that the proper virtues are not necessarily solely the more martial ones. (shrink)

According to virtue epistemology, the main aim of education is the development of the cognitive character of students (Pritchard, 2014, 2016). Given the proliferation of technological tools such as ChatGPT and other LLMs for solving cognitive tasks, how should educational practices incorporate the use of such tools without undermining the cognitive character of students? Pritchard (2014, 2016) argues that it is possible to properly solve this ‘technology-education tension’ (TET) by combining the virtue epistemology framework with the theory of (...) extended cognition (EXT) (Clark and Chalmers, 1998). He argues that EXT enables us to consider tools as constitutive parts of the students’ cognitive system, thus preserving their cognitive character from technologically induced cognitive diminishment. The first aim of this paper is to show that this solution is not sufficient to solve the TET. Second, I aim to offer a complementary and more encompassing framework of tool-use to address the TET. Then, I apply it to the educational uses of ChatGPT as the most notable example of LLM, although my arguments can be extended to other generative AI systems. To do so, in Sect. 1.1, I present Pritchard’s framework of cognitive character and virtue epistemology applied in education, to which I am committed in this treatment. In Sects. 2 and 3, I respectively illustrate Pritchard’s (2014) solution to the TET, and I highlight the general limitations of his proposal. Thus, in Sect. 4.1 I characterize ChatGPT as a computational cognitive artifact using Fasoli’s (2017, 2018) taxonomy of cognitive artifacts. In Sect. 4.2, I introduce my proposal, which combines Pritchard’s account of virtue epistemology with Fasoli’s (2017, 2018) taxonomy of cognitive artifacts to address the TET. Finally, in Sect. 5.1, I present some epistemically virtuous uses of ChatGPT in educational contexts. To conclude, I argue in favor of a multidisciplinary approach for analyzing educational activities involving AI technologies such as ChatGPT. (shrink)

This article argues that intellectual character vices involve non-instrumental motives to oppose, antagonise, or avoid things that are epistemically good in themselves. This view has been the recent target of criticism based on alleged counterexamples presenting epistemically vicious individuals who are virtuously motivated or at least lack suitable epistemically bad motivations. The paper first presents these examples and shows that they do not undermine the motivational approach. Finally, having distinguished motivating from explanatory reasons for belief and action, it argues (...) that our epistemic practice of vice attribution supplies evidence in favour of motivational accounts of vice. (shrink)

This book offers a defence of Wrightean epistemic entitlement, one of the most prominent approaches to hinge epistemology. It also systematically explores the connections between virtue epistemology and hinge epistemology. -/- According to hinge epistemology, any human belief set is built within and upon a framework of pre-evidential propositions – hinges – that cannot be justified. Epistemic entitlement argues that we are entitled to trust our hinges. But there remains a problem. Entitlement is inherently unconstrained and arbitrary: We can be (...) entitled to any hinge proposition under the right circumstances. In this book, the author argues that we need a non-arbitrariness clause that protects entitlement from defeat. This clause, he argues, is to require epistemic virtue. Virtuous cognitive dispositions provide the non-arbitrariness clause that protects entitlement from defeat. The epistemic character of the agent who holds a particular set of hinges tells us something about the hinges’ epistemic status. Conversely, epistemic virtues are cognitive dispositions and capacities that rely on hinge propositions – without trusting in some hinges, we would be unable to exercise our virtues. -/- Trust Responsibly will appeal to scholars and advanced students working on epistemology, Wittgenstein, and virtues. (shrink)

This article provides a critical analysis of the situationist challenge against Aristotelian moral psychology. It first outlines the details and results from 4 paradigmatic studies in psychology that situationists have heavily drawn upon in their critique of the Aristotelian conception of virtuous characteristics, including studies conducted by Hartshorne and May (1928), Darley and Batson (1973), Isen and Levin (1972), and Milgram (1963). It then presents 10 problems with the way situationists have used these studies to challenge Aristotelian moral psychology. (...) After challenging the situationists on these grounds, the article then proceeds to challenge the situationist presentation of the Aristotelian conception, showing that situationists have provided an oversimplified caricature of it that goes against the grain of much Aristotelian text. In evaluating the situationist challenge against the actual results from empirical research as well as primary Aristotelian text, it will be shown that the situationist debate has advanced both an extreme, untenable view about the nature of characteristics and situations, as well as an inaccurate presentation of the Aristotelian view. (shrink)

This chapter challenges the common claim that vicious forms of argumentative practice, like interpersonal arrogance and discursive polarisation, are caused by martial metaphors, such as ARGUMENT AS WAR. I argue that the problem isn’t the metaphor, but our wider practices of metaphorising and the ways they are deformed by invidious cultural biases and prejudices. Drawing on feminist argumentation theory, I argue that misogynistic cultures distort practices of metaphorising in two ways. First, they spotlight some associations between the martial and argumentative (...) domains while occluding others, resulting in a sort of myopia. Second, those cultures interfere with a phenomenon I label normative isomorphism – the capacity of some structural metaphors to enable (and often encourage) a transfer of normative chracater traits from the source domain to the target domain. Crucially, the normative status of character trait often changes across domains—traits that are virtuous in the martial domain are often vicious in the argumentative domain, and vice versa. Sexist myopia tends to deform practices of metaphorising by interfering with normative isomorphism by privileging the transfer across domains of traits that recapitulate invidious cultural constructions of masculinity in terms of aggression, domination, and violence. Basically, the problem isn’t the metaphors, but the cultures. (shrink)

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...) the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits which, in turn, supports the argument for philosophy to be taught in schools. (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)

This research employs the Bayesian network modeling approach, and the Markov chain Monte Carlo technique, to learn about the role of lies and violence in teachings of major religions, using a unique dataset extracted from long-standing Vietnamese folktales. The results indicate that, although lying and violent acts augur negative consequences for those who commit them, their associations with core religious values diverge in the final outcome for the folktale characters. Lying that serves a religious mission of either Confucianism or Taoism (...) (but not Buddhism) brings a positive outcome to a character (βT_and_Lie_O= 2.23; βC_and_Lie_O= 1.47; βT_and_Lie_O= 2.23). A violent act committed to serving Buddhist missions results in a happy ending for the committer (βB_and_Viol_O= 2.55). What is highlighted here is a glaring double standard in the interpretation and practice of the three teachings: the very virtuous outcomes being preached, whether that be compassion and meditation in Buddhism, societal order in Confucianism, or natural harmony in Taoism, appear to accommodate two universal vices—violence in Buddhism and lying in the latter two. These findings contribute to a host of studies aimed at making sense of contradictory human behaviors, adding the role of religious teachings in addition to cognition in belief maintenance and motivated reasoning in discounting counterargument. (shrink)

The statement everyone wants to live a fulfilled and happy life may seem simple, self-evident, and even trivial at first glance. However, upon closer philosophical analysis, can we unequivocally assert that people are truly focused on well-being? Assuming they are, the question becomes: what guidelines should be followed and how should one behave in order to achieve true well-being and attain their goals? One popular viewpoint is that cultivating moral virtues and personal qualities is essential for a life of "true" (...) well-being, rather than mere pleasure. This perspective is not particularly original, as it was advocated quite clearly by Aristotle. However, we must ask: what guarantees that virtue will lead to well-being? Can we really ignore the common-sense doubt that virtue (and moral life), as Kant points out, may not be rewarded with any form of well-being or "happiness" in the broadest sense during our earthly existence? How might we address this doubt? If questions about the relationship between happiness and virtue have been asked since ancient times, why don't we have definitive answers yet? Perhaps there is something wrong with the questions themselves, as is often the case in philosophy. Views on this relationship have influenced the modification of theories that philosophers have put forth in order to provide satisfactory answers. One such theory is the renewed and modernized ethics of virtue, which places the greatest emphasis on building an individual's moral character, assuming that Aristotelian character virtues such as courage, honesty, generosity, prudence, self-control, and compassion will enable us to lead a happy and fulfilling life. "Virtues" refer to a wide range of "excellences" or activities that individuals can use to perfect themselves. For example, an ordinary person might accept that courage can make their life more fulfilling, but it's important to recognize that virtues cannot be acquired overnight. Furthermore, many people believe that virtues are innate qualities that one either possesses or lacks. In contrast, ethics of virtue provides guidance and instructions for developing virtues over extended periods of time, as well as for continuously "practicing" the development of moral characteristics that will make us better individuals. The central and most significant concept in ethics of virtue is the golden mean, which can be interpreted in various ways. Essentially, ethics of virtue offers a path to a life filled with pleasure, harmony, and virtuous action. However, this collection of essays, Virtues and Vices: Between Ethics and Epistemology, is not exclusively concerned with virtues or ethics. Knowledge, as well as the processes of belief formation and justification of those beliefs, are also essential to ethics of virtue. Going back to the systematic Greek philosopher and his teacher, we can emphasize that virtues and knowledge are inseparable. Without the epistemology of virtues, even a thematic collection like this one would be incomplete. The Epistemology of Virtue is a relatively new branch of philosophy that has emerged as a response to questions about the value-neutrality of science. For a long time, the separation of values and scientific inquiry has been viewed as the correct methodological approach. However, it is clear that every scientist is also a human being with their own virtues and flaws. It is naive to assume that a scientist can leave their values and moral qualities outside the laboratory and treat their colleagues in the team differently than they would treat other people in their everyday life. Taking this into account, we can notice that Epistemology of Virtue is a theory that examines the influence of virtues on the processes of acquiring knowledge. Epistemic virtues refer to qualities that enable individuals to acquire knowledge and make reliable judgments. These virtues include traits such as openness to diverse testimonies and arguments, critical thinking, a tendency to question one's own assumptions, and the ability to identify errors in one's own thought processes. Just like in virtue ethics, the Epistemology of Virtue raises the question of how we can cultivate the necessary virtues and how these virtues can have a positive impact on both individuals and society. The field also explores how epistemic virtues can be put into practice, such as in educational settings, scientific research, and various social activities. Finally, we turn to a topic that is often overlooked in philosophy - human flaws. While ethics typically views flaws as the opposite of virtues, requiring correction both individually and socially, the Epistemology of Virtue questions what happens when flaws occur in knowledge-related qualities. Do these flaws also need to be eliminated, or are they an inherent part of the process of acquiring knowledge and making judgments? At first glance, prejudices, stereotypes, dogmatism, conformism, closed-mindedness towards arguments and evidence, as well as uncritical acceptance of authority, can all hinder our ability to acquire knowledge. Epistemologists view these qualities as vices, rather than flaws like ethicists do. The Epistemology of Vices is the newest of the three branches of philosophy covered in this thematic collection, and it examines the ways in which false and untrue beliefs develop and persist in society. This area of study seeks to answer questions about how people form delusions and whether it is possible to overcome them. On the other hand, the Epistemology of Virtue is like the "older brother" that supervises these vices. It contributes to the investigation and overcoming of vices by developing virtues that enable individuals to more accurately assess the truthfulness of their beliefs. However, even though vices can have a destructive impact on knowledge acquisition, the question remains: are vices always detrimental in every context? Conversely, can virtues be detrimental? For example, does a virtue like solidarity sometimes hinder the efficient formation of true beliefs in time-sensitive situations such as finding a vaccine to combat a virus pandemic? Can vices be useful? Can stubbornness and uncooperativeness sometimes help a research team by allowing two sides to reach the same goal through different paths? Within this collection, some of these questions will receive answers, some of which may confirm existing impressions, while others may surprise readers. The thematic collection, Virtues and Vices: Between Ethics and Epistemology, consists of four interesting chapters and 21 papers that cover the selected topic through the prism of philosophical disciplines such as ethics, epistemology, the history of philosophy, philosophy of mind, political philosophy, and philosophy of science. In this introduction, we will not discuss the contents of the articles so as not to disrupt the intended integral approach to reading the collection. A significant feature of this collection is the continuity that extends from one paper to another, from topic to topic, and from problem to problem. Lastly, we would like to express our gratitude to the Faculty of Philosophy at the University of Belgrade for their support in realizing this collection, as well as to our colleagues from the Department and Institute of Philosophy who have made this collection a relevant and significant achievement with their contributions. We are also thankful to the reviewers of the collection as a whole, as well as to the referees of individual articles, who have provided us with detailed comments and remarks that have made this collection clearer and more comprehensive. We owe a special thanks to our colleagues from Zagreb, Rijeka, and Maribor, whose exceptional papers have contributed to making this collection an unabashed international contribution to debates about the ethics and epistemology of virtues and vices. (shrink)

Christian B. Miller has noted a “realism challenge” for virtue ethicists to provide an account of how the character gap between virtuous agents and non-virtuous agents can be bridged. This is precisely one of Han Feizi’s key criticisms against Confucian virtue ethics, as Eric L. Hutton argues, which also cuts across the Aristotelian one: appealing to virtuous agents as ethical models provides the wrong kind of guidance for the development of virtues. Hutton, however, without going into (...) detail, notes that the notion of rituals in the Confucian tradition may be able to sidestep Han Feizi’s criticism. In this essay, I wish to explore not only how the notion of rituals, alongside its corollaries in Xunzi’s Confucian program for ethical cultivation, indeed addresses Han Feizi’s criticism, but also observe that Aristotle’s tragic poetry plays functionally equivalent roles in his own understanding of ethical upbringing. I will begin by considering Han Feizi’s critique of ethical cultivation in virtue ethics as such and how it poses a specific problem for the acquisition of the ‘constitutive reasoning’ shared by Aristotle and Xunzi. I will then briefly note that this problem trades on the synthetic structure of human nature found in both Aristotle and Xunzi (the rational/irrational parts of the soul and the heartmind/five faculties), which grounds the way they understand ethical action and agency. Finally, I will suggest how both Aristotle and Xunzi understand the role of the arts in their extensive programme of ethical cultivation, allowing them to respond to Han Feizi’s attack as too narrow a construal of their respective ethical projects. It is hoped that, through this, we may gain a better sense of how more recent virtue ethicists may similarly draw on aesthetic resources for ethical development. (shrink)

Advance directives are intended to extend patient autonomy by enabling patients to prospectively direct the care of their future incapacitated selves. There has been much discussion about issues such as whether the future incompetent self is identical to the agent who issues the advance directives or whether advance directives can legitimately secure patient autonomy. However, there is another important question to ask: to what extent and in what conditions is it ethically appropriate for one to limit the liberty or agency (...) of one’s future incompetent self by issuing an advance directive? -/- In this paper, I use a virtue-ethical approach to explore this question, focusing on the case of an advance directive for the future self with moderate dementia. First, I examine virtuous attitudes with regard to autonomy and argue that one can manifest vices or ethically undesirable character traits in trying to intervene in the future self’s life. In particular, I argue that this case can manifest vices such as disdainfulness, intellectual arrogance, and self-dictatorship, which is the vice of trying to control one’s life to an excessive degree, and that a self-dictator fails to give due moral consideration to the future self’s liberty or agency. I then introduce the Daoist idea of wu-wei, which recommends embracement of what happens in one’s life, as one of the possible remedies for the overemphasis on the value of autonomy and control. (shrink)

It is sometimes asked whether virtue ethics can be assimilated by Kantianism or utilitarianism, or if it is a distinct position. A look atAristotle’s ethics shows that it certanly can be distinct. In particular, Aristotle presents us with an ethics of aesthetics in contrast to themore standard ethics of cognition: A virtuous agent identifies the right actions by their aesthetic qualities. Moreover, the agent’s concernwith her own aesthetic character gives us a key to the important role the emotions (...) play for Aristotle, which further distinguishes him from the other two theories we have mentioned. (shrink)