Art works provide a unique and influential way to teach human virtues because they can place individuals (or particular artistic expressions) within the ambiguities, complexities, and forces of the human experience. I use four art works to teach about the virtue of kindness: Giotto di Bondonie's Scene 2: St. Francis Giving His Mantle to a Poor Man; Bishop Charles Francois in Victor Hugo's Les Misérables; Adam in William Shakespeare's As You Like It; and Sonya in Fyodor Dostoevsky's Crime and (...) Punishment. In these four examples, we see necessary characteristics of being a kind person: supererogatory behavior, altruistic behavior, a display of the way the world ought to be, and the presence of a kind soul. (shrink)

Discussions of the aims and efficacy of teachers tend to focus on an extended present pre supposing a more or less common profile across subjects and recent times. Given the concern with contemporary schooling this is unsurprising, but it limits what might be learned about the character of good and bad teaching, about the particularities of certain fields, and about the ways teachers conceive themselves in relation to their subjects, students and society. This essay considers the teaching of (...) art, by artists to art students, setting this within a long view of the institutions of art and art training. Three partial models of the art educator and their associated qualities can be abstracted from medieval, early modern, and recent periods. (1) The Exemplar: possessed of practical skills and habituated understanding and judgement. (2) The Master: having in addition to the exemplar’s qualitieserudition and cultivated taste. (3) The Critical-Advocate: theory-oriented, and self-consciously progressive. Good art (be it in terms of expressive, imaginative, formal, representational or other relevant aspects) has the power to transform makers and observers, and to encourage and deepen self-examination and self-understanding. Good art teaching should be alert to and directed towards these benefits. (shrink)

Socrates’ final argument in the Protagoras is premised on the surprising identification of the pleasant with the good and argues that virtue is the “art of measurement” that can be easily taught to the Many. The view that virtue can be taught is also espoused by Socrates elsewhere, notably in the Phaedrus. However, while the Protagoras identifies virtue with the art of calculating the greatest pleasure, which is identified with the greatest good, in the Phaedrus virtue is shown to consist (...) in the ceaseless search for the good. I argue that the picture of virtue presented in the Protagoras is in agreement with that of the Phaedrus in that the Protagoras depicts the first stage of the process of learning genuine virtue, which is outlined as a whole in the Phaedrus. The argument of the Protagoras then works as a protreptic: it teaches an elementary way of thinking about the ends of one’s actions and opens up the way toward genuine virtue. (shrink)

The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate (...) children by developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral. The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge. (shrink)

In Virtues of the Will, Bonnie Kent traces late thirteenth-century debates about the freedom of the will, moral weakness, and other issues that helped change the course of Western ethics. She argues that one cannot understand the controversies of the period or see Duns Scotus in perspective without paying due attention to his immediate predecessors: the influential secular master Henry of Ghent, Walter of Bruges, William de la Mare, Peter Olivi, and other Franciscans. Seemingly radical doctrines in Scotus often (...) turn out to be moderate in comparison to other near-contemporary views, and striking Scotistic innovations often turn out to be something approaching commonplaces of Franciscan thought. This study presents the controversies of the period less as a reaction by theologians against philosophy than as genuine philosophical debates about problems raised by Aristotle's thought. And it presents Scotus's teachings less as a break with tradition than as a reasonably natural response to issues debated by his predecessors. The overall aim is to recover part of a late thirteenth-century dialogue about the will and morality. By explaining in a clear, accessible style the sometimes complex issues debated during this period, Virtues of the Will helps readers understand not only the historical and doctrinal context but also the more enduring philosophical problems posed by Aristotle's teachings. (shrink)

(2007). A Rview Of “Musonius Rufus and Education in the Good Life: A Model of Teaching and Living Virtue”. Educational Studies: Vol. 42, No. 1, pp. 77-81.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Virtues of the Will: The Transformation of Ethics in the Late Thirteenth Century by Bonnie KentTimothy B. NooneBonnie Kent. Virtues of the Will: The Transformation of Ethics in the Late Thirteenth Century. Washington, D.C.: The Catholic University of America Press, 1995. Pp. viii + 270. Cloth, $44.95.In this admirably written study, Bonnie Kent presents researchers on medieval philosophy with a survey of moral psychology during the (...) crucial period between the death of Thomas Aquinas and the summit of Duns Scotus’s career in the first decade of the fourteenth century. Although there have been many studies of particular issues in particular thinkers during this period and a generous presentation of texts with commentary by the great Dom Lottin (Psychologie et morale aux XIIe et XIIIe siècles, 7 vols. Louvain, 1942–1954), there has not been any lengthy study to date devoted to the period of the late thirteenth century that focused on moral psychology and the will. Simply in drawing attention to this period in the history of moral psychology, Professor Kent has made a tremendous contribution to the study of medieval philosophy, since she has rendered accessible authors that are more often than not neglected and overlooked. Kent, in fact, attempts something more: she places her study in the framework of the general historiography of Scholastic thought and the more recent interest in medieval ethics prompted by those championing virtue ethics.In order to highlight the distinguishing features of recent studies on medieval ethical thought, Kent reviews the established interpretation of philosophy in the thirteenth century. In the opening chapter, entitled “Heroes and Histories,” she points out the features common to the scholarly approaches of Gilson, Van Steenberghen, and even Copleston: (1) a prominent role is assigned to schools and movements, especially Aristotelianism and Augustinianism; (2) metaphysics and epistemology are the primary objects of study along with the relation between philosophy and theology; and (3) the Thomistic point of view is the organizing principle for telling the drama of the period. The last feature means that the history of the period is fundamentally told as streams of influence leading to Aquinas, followed by the golden age of Aquinas and his contemporaries and succeeded by a gradual decline after Aquinas, leading to the demise of Scholastic thought. In the context of the established historiography, accordingly, the approach of Alasdair MacIntyre represents a restatement of the common view, but one more radical in form. Instead of being merely different schools or movements, Augustinianism and Aristotelianism are different worldviews with their own paradigmatic conceptions of rationality, each of which is subsumed into the higher synthesis of Thomism. According to MacIntyre, the passage to modernity is begun by Scotus whose innovative theses in moral psychology and ethics are considered revolutionary.Kent’s stated aim is to challenge the “standard story” found in Gilson and others as well as its revised version in MacIntyre’s writings by providing a detailed study of the [End Page 462] period just prior to Scotus and establishing precisely how revolutionary Scotus’s teachings were when compared to his immediate predecessors. She accomplishes this aim masterfully in a series of chapters dedicated to the sources of medieval thought and elements of moral psychology. Beginning with late thirteenth-century thinkers’ attitude toward Aristotle in her second chapter, she shows in considerable detail that there is little evidence for any serious anti-Aristotelianism in the vast majority of late thirteenth-century authors. Indeed, the posture of these thinkers was to separate Aristotle from radical Aristotelianism and Thomism in order to claim that ancient wisdom was on the side of Christian ethics and psychology. The only exception that Kent finds to this widespread attitude is in the writings of Peter John Olivi whose hostility to pagan philosophy is clearly evident.The focus in the next chapter is on ethical voluntarism, a position characterized by the endorsement of the superiority of will over reason, the claim that human freedom resides primarily in the faculty of the will, that the will can act contrary to reason’s judgment, and that the will, not the intellect, commands the lower powers of the soul. In detailing the advent of... (shrink)

Abstractabstract:In the field of interreligious dialogue, it is sometimes easier to find points of contact between the practical aspects of the major faith traditions, rather than focus on matters of philosophy or theology. This essay explores the possible commonality between monastic/religious life in Christianity and Buddhism as described in the foundation documents of the Franciscan and Theravāda traditions. The particular focus will be the virtue (or vice, depending on one's perspective) of obedience. In Christian monastic tradition a common summary of (...) the commitments made by a "religious," that is, a monk or nun, brother or sister, is the triple vow of poverty, chastity, and obedience (Latin: paupertas, castitas, and obedientia). These values are strongly represented in all Christian monastic rules. They were explicitly cited in the Rules of Saint Francis of Assisi (1182–1226). The question explored here is whether the practice of obedience as delineated in the Later Rule (the Regula Bullata, 1223) of St. Francis has any parallel in the Buddhist monastic code, known in the Theravāda scriptural language of Pāli as the Vinaya, and in the Dialogues of the Buddha, known as the Suttas. Areas to be explored include obedience to the teaching of the founders and their monastic rules, the process of reception into the monastic community, and the roles of preceptors, ministers, and spiritual guides. (shrink)

Judism identifies the virtue of humility as constitutive of the moral life and as furnishing its dispositional foundation. The paper traces the central place given humility in Jewish moral teaching and in the Jewish understanding of God. The author asks whether this stress on humility is supported by rational ethical theory. His claim is that an examination of Rawls' contract view suggests this is so by revealing that a sense of humility not only encourages adoption of the moral point (...) of view but guides moral reasoning to sound conclusions. (shrink)

초등 도덕과 수업이 뭔가 의미 있고 재미있도록 하기 위해서는 초등학생들의 도덕성 함양을 위한 효과적인 발문과 교수ㆍ학습 활동의 구안 및 이에 적절한 교수ㆍ학습 자료를 어떻게 제시할 것인가의 문제를 해결하지 않으면 안 될 것이다. 본 논문은 바로 이러한 문제의식에서 출발하여 먼저 초등 도덕과 수업에서 효과적인 질문과 교수ㆍ학습 자료의 개발을 위해 고려해야 할 점들을 생각해 보고, 영역이론에 근거를 두고 “영역에 적합한 교수ㆍ학습 자료 개발과 이와 관련된 효과적인 질문의 예시”를 원리적으로 살펴보았고, 이를 적용하여 “책임 덕목을 활용하여 초등 도덕과 교수ㆍ학습 방법”을 어떻게 구안하여 활용할 것인가에 (...) 대해 논의를 하였다. (shrink)

Applying Thomas Aquinas’s account of the intellectual virtue of art to teaching yields valuable results both for those who wish to understand teaching better and those looking for models of the approach to virtue epistemology Roberts and Wood call “regulative.” To vindicate that claim, this article proceeds in four steps: First, I introduce Thomas’s taxonomy of the intellectual virtues in light of a pair of distinctions between practical and speculative knowledge and between immanent and transient operations. In (...) the second section, I consider teaching’s relation to each of Thomas’s intellectual virtues and argue that it belongs most properly to art. Next, I describe Thomas’s taxonomy of art by distinguishing among four cross-cutting categories that characterize species of that virtue. Finally, I outline an account of the art of teaching that treats it, with respect to those categories, as performative, deliberative, cooperative, and intersubjective. (shrink)

“Self-respect” and “virtue” are not discrete actions or events. They are aspects of a person’s character. And appealing to them invites us to think about the bearing traits of character might have on what it means to forgive, what makes it possible, and when doing so is good. This chapter focuses on some character questions and, in particular, on what thinking about virtue might teach us about forgiving. Section 1 will address the question, “Is forgiving virtuous?” Sections 2 and 3 (...) will ask, “If forgiving is virtuous, what virtue does it manifest?”. (shrink)

Called 'The Roman Socrates,' Musonius Rufus is a first-century Stoic philosopher who was famous for living and teaching the good life of virtue. This book describes his exemplary life, his ethical teachings, and the practical methods he used to educate people in the good life. Based on the ancient texts and modern scholarship, this book is the first comprehensive treatment of Musonius Rufus's life, teachings, and methods.

This article discusses the phase of education that precedes the undergraduate phase, drawing on Aristotle to outline a solution to the 'spoon-feeding-and-teaching-to-the-test' culture. It also says something about how philosophy, when included in this earlier phase of education, can address these problems.

.

This paper explores the possibilities of using character education through poetry to cultivate virtue in a secondary-school context. It focuses on the philosophical assumptions behind the intervention development and some implications of the intervention. We explore character education and poetry teaching as a tool for moral reasoning through the means of the method of ‘poetic inquiry,’ drawing also on insights from Wittgenstein. Character education and ‘poetic inquiry’ share similar goals, but are not harmonious as far as theory and methodology (...) goes. It clearly matters what exactly is to be cultivated, and in this paper we show that ‘poetic inquiry’ and character education, if used to foster practical reasoning, can be used as a means of ethical-cum-emotional self-cultivation. What makes both these case-specific approaches effective, and to some extent unique, is the possible employment of creative writing, and the development of the intellectual virtue of creative critical thinking. (shrink)

ABSTRACT Some have denied that humility is a virtue in teaching, and others have found the idea problematic especially as concerns the teacher's authority and the matter of self-esteem. These difficulties have encouraged the emergence of narrow approaches to teaching, or have spawned simplistic solutions which confuse humility with outright scepticism. This discussion links humility with two chief ideals, both requiring careful consideration: deference to reason and evidence and respect for the student's interpretation; and it suggests a connection (...) with the Socratic conception of wisdom, itself often misunderstood. Some tentative suggestions emerge with respect to humility in the practice of teaching. (shrink)

Volume 23, Issue 3-4, November - December 2024, Page 264-276.

_The Good Life of Teaching_ extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical (...) philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently. (shrink)

This paper examines the relative strengths of two conceptions of teaching. The thinner conception, which underpins a report of the Ministerial Committee on Teacher Education in South Africa, takes the definitive purpose of teaching as the organization of systematic learning. The thicker conception draws on work by Martha Nussbaum and Bernard Williams and comes from my ongoing thinking about the conditions for trustworthy practice. I propose that educative teaching is a practice whose definitive purpose is to enable (...) people’s flourishing by developing their capabilities as these are connected to what Williams calls ‘the virtues of truth’—‘Accuracy’ and ‘Sincerity’. I consider the case for claiming that the purpose of educative teaching is to enable learners to develop the virtues of truth and that trustworthy practice depends on teachers having these virtues themselves. En route I challenge MacIntyre’s grounds for refusing to admit teaching as a practice. (shrink)

Plato's Socrates denies that he knows. Yet he frequently claims that he does have certainty and knowledge. How can he avoid contradiction between his general stance about knowledge and his particular claims to have it? Socrates' disavowal of knowledge is central to his defence in the Apology. For here he rebuts the accusation that he teaches – and thus corrupts – the young by telling the jury that he cannot teach just because he knows nothing. Hence his disavowal of knowledge (...) is important to Socrates. Why does he make this claim? And how then can he justify engaging in any philosophical activity at all? (shrink)

Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. Expanding (...) the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom. (shrink)

Is wisdom a virtue? I think it is and also that it is an important virtue. But, it should be granted at the outset that the claim is controversial, that there are philosophers who either do not think of wisdom as a virtue1, or do not think of it as relevantly similar to other virtues. For example, Stanley Godlovitch comments: Wisdom sits alone. We cannot rehearse or practice it. We cannot be prompted to assume it—wheth er for our sake (...) or for the sake of others. We cannot expect, should we be in possession of it, to win friends and influence people. Wisdom calls into prominence a state of mind rather than a readiness to act in specified ways. As such, its status as a virtue must remain rather aloof.2. (shrink)

What task might a society undertake dearer to it than the cultivation of its teachers? And when it nurtures them, what should it seek but excellence, what should it transmit but the highest f its ideals, and what should it evoke but the richest expressions of its wisdom and love? As David C. Jones surveyed young teachers in preparation after nearly thirty years as an educator, he felt that many of them would benefit by hearing from those who have advanced (...) in the field, who have seen meaning in life and who have embraced life purposefully, wholeheartedly and affectionately. So what is a master teacher after? A heightened awareness of self and of the motives, virtues, and actions which fulfill it. Then a deepened recognition that love fulfills it, or more specifically, unconditional love. This long-awaited book begins and ends with ideals. In the middle is the interplay between hoping and doing as experienced by eleven outstanding mentors. Few stories of the search for teaching excellence are as compelling and insightful. (shrink)

An entertaining and thought-provoking look at the food on our plates, and what it can teach us about being human, from the author of The Pig That Want's to be Eaten.

I offer an account of sexual ethics, and thus of an education in sexual morality, that tries to make some sense of how a view of consent as central to those ethics might be combined with an education in certain virtues. I do so by exploring what some see as the shortcomings of a standard of consent, namely, how it can deal with instances of prima facie bad sex. I consider and reject various attempts to show that consensuality is (...) sufficient for morally good sex. I then show how a needed supplement to the standard of consent can appeal to a broader view of why consent matters. This in turn connects to those personal and interpersonal virtues that the 2019 Department of Education guidance on relationships and sex education suggests should be taught. Finally, I provide an account of why more than consensuality is needed in the case of sex. In short, I insist on the critical importance of consent but supplement the standard of consent by an appeal to why consent matters and does so especially in the case of sex. (shrink)

Recent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom (phronesis) also linked by Aristotle to the development of virtue and character. This has in turn led recent educational philosophers and theorists – inspired by latter-day developments in virtue (...) ethics and virtue epistemology – to investigate the contribution of various forms of virtue to the effective practice of teaching. In this light, the present paper undertakes further exploration of the logical geography of virtue, character and practical deliberation in teaching. (shrink)

Islamic ideology and teachings about various trades and transactions in day to day life.

This article offers an approach to advance the use of virtue ethics in the training of business managers and leaders, as well as in the education of business students. A thesis is that virtue ethics offers a valuable way to think about how we want to be and what we should strive to become qua businessperson, manager, and leader. The article provides a framework for thinking about virtue ethics in the context of business and leadership, with emphasis on building trust (...) in organizations. It includes a brief summary of Aristotelian virtue ethics, core concepts, and how they apply to management and leadership decision-making. The article concludes with a summary of an approach for teaching a virtue ethics module, which has evolved over the past 20 years. Included are exercises, a survey tool, and a business case as components of the module. The module has been used in corporate training, as well as graduate and undergraduate business education. It is hoped this approach will spur others to explore other ways to bring virtue ethics to business and business education. (shrink)

Aquinas teaches that the acquired moral virtues associated with the civil life are to be differentiated from the gratuitous moral virtues associated with the spiritual life. An interpretation of Aquinas will benefit from situating his various remarks on the moral virtues within the context of his teaching regarding how Christian persons develop in virtue over time. In this account, Aquinas makes a distinction between the moral virtues exercised in this life and in heaven, as well (...) as between three stages of the Christian moral life in via. I argue that Aquinas indicates that for Christian persons the acquired moral virtues are retained in the active life in via, but not in patria. Further, claims that Aquinas makes regarding the relationship between the contemplative moral virtues and the active moral virtues provide an analogy for understanding how infused charity might relate to the acquired moral virtues. (shrink)

In this paper I give an account and defence of the thought and practice associated with the notion of obedience in religious ethics, especially in reply to the claim that obedience is necessarily unconscientious. First, I argue that it is conscientious to give weight to commands if they are identifiable as pieces of authoritative advice, or, as theists commonly believe, if they have intrinsic moral force. Second, I argue that a theist's strictly moral reasons for fulfilling obligations are not replaced (...) but reinforced by reasons arising out of a personal relationship with God. Anyone who loves God will want to please God, to act in accordance with His teaching and to avoid His punishment, and theists can do these things by respecting existing moral reasons for action. Third, I show how it can be valuable that people submit to God in further ways, by doing what God commends, and by committing themselves to obeying divine commands which would not otherwise be addressed to them. Finally, I argue that subordinating oneself to God's will is itself a partial attainment of the spiritual ideal of mystical union with God. (shrink)

Notwithstanding its obvious educational importance, the idea of an ethics of belief has been little explored by educational philosophers. The notion turns out to be more complex and to involve more difficulties than is usually supposed. Exploring these complexities and difficulties opens up many avenues of philosophical and educational inquiry. These in turn can enrich our reflections on contemporary educational developments and on ethical aspects of teaching. In particular they alert us to the need for educational theorists to give (...) overdue attention to the intellectual virtues. (shrink)

MOOCS, or massive, online, and open courses aheady have made a major impact on college education. They are touted as a means of developing the best educational products most efficiently and to the widest possible audiences. Of several reasons for concern about MOOCs, however, one briefly considered here isthe contribution MOOCs might make to the decline of the professoriate. The major issue I discuss pertains to the way we ought to understand the ethics of teaching. While promoters of MOOCs (...) believe that the process of teaching can be separated from its content, or product, I dispute this claim. Followmg Alasdair Maclntyre, I argue for an ethics of teaching that includes an ethics of aspiration as well as the virtues. On the model of ethical teachuig thus presented, process cannot be separated from product, and MOOCs seriously interfere with the ethical objectives we seek to attain with our students. (shrink)

Work with the Angels to Detox Your Body and Energy Detoxing with the help of your angels is a gentle way to release impurities from your body, fatigue, and addictions. Doreen Virtue and naturopath Robert Reeves teach yousimple steps to increase your energy and mental focus, banish bloating, feel and look more youthful, and regain your sense of personal power. Rid your life of physical toxins, as well as negative emotions and energies. Angel Detox guides you step-by-step on how to (...) detox your diet, lifestyle, and relationships. You'll learn how to reduce or eliminate cravings for unhealthful food and substances, feel motivated, and enjoy wellness in all areas of your life. This book also includes 7-Day Detox Plans for those wanting to quit smoking or drinking, or to flush out environmental pollution. (shrink)

Edmund Pellegrino considered medicine as a skill, art, and perhaps most importantly, a moral enterprise. In this essay, I attempt to exemplify how the legacy and contributions of Edmund Pellegrino, as a teacher and a physician, could allow for a renaissance of medical practice in which physicians engage intellectual and moral virtue to both effect sound care, and do so in a humanitarian way, rather than in simple accordance with a business model of medicine. The virtues are viewed in (...) a renewed light as being key characteristics of physicians, and important to patient centered care. (shrink)

In this paper I will discuss Aristotle's phenomenology of giving. I try to point out the relations between virtues such as liberality, magnificence and magnanimity. These virtues deal with different domains, i.e. with the right flow of money, with expenditure and finally with political and spiritual greatness. I argue, however, that they share a common structure, the friendship with oneself. Aristotle's concept of friendship with oneself means a personal integration, an achieved harmony of individual faculties, which represents the (...) core of the different virtues. It can be recognized in its most accomplished form in the case of magnanimity, a secondlevel virtue that is not primarily about economic goods and deals rather with self-knowledge and self-realization. Friendship with oneself is actually the result of a long process of maturation, made possible by practice, imitation of good models, teachings and personal reflection. During this process the natural individuality, with its attachments and cravings, is regenerated and adjusted to higher goals: the ethical and political life. Accordingly, I try to make clear that both the liberal and the magnificent man have gone through this long and challenging path. Both the liberal and the magnificent citizen can give to others in the right way as they do not rob themselves of the good they deserve. The consequence of Aristotle's theory of virtuous giving is intriguing: one can give to other people in a virtuous way only if one is friend of himself and recognizes himself the right to the goods he is truly worth of. (shrink)

The practice of teaching virtue for pay was typical of the Greek sophists but consistently eschewed by their contemporary Socrates. Plato and Xenophon offer various explanations for Socrates' refusal to take pay, explanations intended not only to reflect favourably upon their teacher but also to reflect negatively upon the sophists. Indeed, Plato and Xenophon have been so persuasive in this regard that the mere fact of accepting pay has become a common source of invective against the sophists. This paper (...) examines and evaluates these passages of Plato and Xenophon in light of the historical information we have concerning sophistic and Socratic pedagogy in general and it reaches two major conclusions: first, that most of the reasons ascribed to Socrates for refusing to accept pay are sufficiently problematic to raise serious doubts about their authenticity and, second, that none of these reasons functions successfully as a general critique of the sophists. (shrink)

Adam Smith's ethics have long been thought to be much closer to the Stoic school than to any other school of the ancient world. Recent scholarship however has focused on the fact that Smith also appears to be quite close to Aristotle. I shall attend to Smith's deployment of a version of the doctrine of the mean, shall show that it is quite close to Aristotle's, shall demonstrate that in its detailed application it is seriously at odds with Stoic (...) class='Hi'>teaching on the passions, and particularly with their teachings on anger, and shall conclude that on a central issue of ethics Smith is a good deal closer to Aristotelian than to Stoic thinking. (shrink)

Almost a quarter-century after the Carnegie report, Scholarship Reconsidered, the scholarship of teaching remains a contested idea, celebrated by some and critiqued by others. This new book is particularly relevant now however as it explores the notion of the scholarship of teaching through the lens of authenticity, a complex, intriguing and particularly striking and distinctively helpful notion which has caught the attention of several authors in adult and higher education. However, those writing about authenticity do not always make (...) explicit what it is that they mean by this notion, nor are they clear about the philosophical foundations underpinning it. In developing the notion of the scholarship of teaching as an 'authentic practice', the author draws on several complementary philosophical ideas to explore the nature of this practice, why it is imperative for universities to engage in it, what meaningful engagement wold look like and the conditions under which it might qualify as 'authentic'. Core constructs employed include practice virtue communicative action 'being', 'power', critical reflection and transformationThe scholarship of teaching is described as a practice sustained through critical reflection and critical self-reflection. Being a scholar of teaching is viewed as an ongoing transformative learning process, a process of becoming authentic, the latter ultimately aimed at both helping students to become authentic and creating a better world in which to teach, learn and live. Although explored as a practice in its own right, the scholarship of teaching is seen to be strengthened by being situated within a wider integrated notion of academic practice. The book combines the author's previous research on authenticity with earlier work on the meaning of the scholarship of teaching, offering a provocative, fresh and timely perspective on the scholarship of teaching and professional learning in our times but also providing guidance on how to create a better world in which to learn, teach and live. (shrink)

In the film and play Twelve Angry Men, Juror 8 confronts the prejudices and poor reasoning of his fellow jurors, exhibiting an unwavering capacity not just to formulate and challenge arguments, but to be open-minded, stay calm, tolerate uncertainty, and negotiate in the face of considerable group pressures. In a perceptive and detailed portrayal of a group deliberation a ‘wheel of virtue’ is presented by the characters of Twelve Angry Men that allows for critical thinking virtues and vices to (...) be analysed in context. This article makes the case for the film being an exceptional teaching resource, and, drawing primarily on the ideas of Martha Nussbaum concerning contextualised detail, emotional engagement, and aesthetic distance, its educational value being intimately related to its being a work of fiction. (shrink)

McCullough and colleagues draw an historical line from the writings of Percival, who found himself resolving arguments (sometimes violent) between physicians, surgeons and apothecaries, to the concept of civility as a professional virtue and duty. The authors show that civility is a prerequisite to effective cooperation, which itself underpins patient safety and positive clinical outcomes—desirable endpoints of any discussion about healthcare. They exhort academic leaders to teach, role model and reward correct behaviours.1 Why then, as a clinician manager with a (...) deep interest in fostering civility and psychological safety, am I not satisfied? Three reasons: the paper does not adequately explore the reasons why, its focus is largely restricted to academic institutions, and it does not encompass the non-clinical workforce; as a result, its proposed solutions appear ungrounded. Why are ‘good people’, who were attracted to careers that demand altruism and empathy, uncivil in the workplace? What are the competing goals that result in curt, disrespectful or downright rude exchanges? This has been studied. Leape et al concluded that endogenous factors such as personality, insecurity, anxiety, depression, narcissism and responses to prior …. (shrink)

How can we cultivate intellectual virtues in our students? I provide an overview of virtue epistemology, explaining two types of intellectual virtues: reliabilist virtues and responsibilist virtues. I suggest that both types are acquired via some combination of practice on the part of the student and explanation on the part of the instructor. I describe strategies for teaching these two types of virtues in the classroom, including an activity for teaching the skill of (...) using the square of opposition, and several activities that encourage students to practice open-minded acts, intellectually courageous acts, and the motivation for truth. (shrink)

In parts I and II, this article briefly sketches two approaches to virtue ethics – those taken by Aristotle and the contemporary exemplarist moral theory of Linda Zagzebski – with an eye to providing resources for miliary educators. Each section concludes with remarks about the pros and cons of the author’s experiences of teaching these theories to undergraduates. Part III deals with the social articulation of morality and its implications for war crimes. The social articulation of morality is the (...) idea that moral principles cannot be applied in the abstract, but must be interpreted in terms of social backgrounds and norms. This draws on War Crimes: Causes, Excuses, and Blame (2019) by Talbert and Wolfendale, who consider how social articulations of morality led the military in various countries to commit war crimes in the mistaken belief that they were acting in accordance with moral principles. Democratic countries have commitments to free speech that enable us to resist such abuses. The implications for military education are that virtues such as intellectual discernment should be joined with discussions of ethical issues to ensure that future military leaders do not fall prey to false moral narratives. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Becoming Nonviolent Peacemakers: A Virtue Ethic for Catholic Social Teaching and US Policy by Eli Sasaran McCarthyMarc V. RuganiBecoming Nonviolent Peacemakers: A Virtue Ethic for Catholic Social Teaching and US Policy Eli Sasaran McCarthy EUGENE, OR: PICKWICK PUBLICATIONS, 2011. XVII 1 259 PP. $32.00Contemporary US political discourse is generally couched in the language of rule-based rights analysis or utilitarian calculus, both of which limit the imagination (...) of decision-makers and society at large. In Becoming Nonviolent Peacemakers, Eli Sasaran McCarthy seeks to disrupt any complacency Americans and our representative leadership might have with these ethical approaches. Drawing on well-reasoned philosophical arguments and the witness of paradigmatic figures, McCarthy builds a case for public policies of nonviolent peacemaking created from and analyzed through the framework of virtue ethics. Such policies, he posits, would not only achieve a more comprehensive agenda of peacemaking but would also approach more closely the vision of Dr. Martin Luther King Jr.'s "Beloved Community."McCarthy's project is ambitious and multifaceted. He sets out to synthesize critiques of prevailing rule- and strategy-based assessments of nonviolent [End Page 204] peacemaking, making proposals for a virtue-based assessment from Christian, Hindu, and Muslim sources as well as with the best contributions of human rights theory in order to supplement a virtue approach. At the outset he states, "My thesis is that a virtue-based assessment of nonviolent peacemaking enhanced by aspects of human rights discourse largely resolves key limits of rule-based and strategy-based assessments of nonviolent peacemaking for public discourse and policy" (2). To prove this, he grapples with influential scholars on the subject, such as James Childress and Gene Sharp, to show how deontology and consequentialism too narrowly constrain the vision of what nonviolent peacemaking can achieve, both in effect and the formation of agents' character. Addressing the work of Bernard Häring, Stanley Hauerwas, and Lisa Sowle Cahill, he brings the fruit of Christian theological ethics to bear on the advantages of a virtue-based assessment of nonviolence. Though that is significant enough, McCarthy also presents the life and work of both Mahatma Gandhi and Abdul Ghaffar Khan to demonstrate the consonance of a virtue approach even across cultural and religious lines. He finally plots a way forward using the best of rights theory and virtue theory to show how nonviolent peacemaking fulfills the Catholic social tradition's vision of human dignity and the common good.McCarthy lends much to the argument that "we ought to consider nonviolent peacemaking a distinct virtue rather than merely subsuming it in the paradigmatic actions of other virtues" (75). With scripture at its foundation and positioned within the traditions of virtue ethics and the Catholic social doctrine, he weaves a tight argument for nonviolence within a Christian context while also aiming to be approachable and sympathetic to non-Christian perspectives. Because of the contemporary context of McCarthy's project, he does focus his attention almost exclusively on twentieth- and twenty-first-century sources; it would be helpful to be already familiar with virtue ethics and its classic sources, like Aristotle, Cicero, and Aquinas.McCarthy writes clearly and directly to readers, making the schema of his argument explicit in each chapter. His extensive referencing and ample bibliography engage both academic research and popular journalism, making this a great resource for those pursuing public theology and students in advanced undergraduate and professional study. His last chapter, which provides a case study regarding the Sudanese genocide in Darfur, applies his peacemaking proposals in a compelling thought experiment. One can hope McCarthy's continued research yields not only more case studies that invite creative problem-solving through the virtue of nonviolent peacemaking but also a book-length study that challenges US domestic policy as successfully as his investigation of US foreign policy here. [End Page 205]Marc V. RuganiThe Catholic University of AmericaCopyright © 2017 Society of Christian Ethics... (shrink)