Aristotle's Theory of Practical Wisdom
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Deliberation and the Role of the Practical Syllogism
Deliberation and the Role of the Practical Syllogism Thesis submitted to the Kent State University College and Graduate School of Philosophy in partial fulfillment of the requirements for the degree of MA in Philosophy By Timothy A. Elsey May 2011 © Copyright, 2011 by Timothy A. Elsey All Rights Reserved ii Thesis written by Timothy A. Elsey B.A., Mount Union College, 2007 M.A., Kent State University, 2011 Approved by Gina Zavota, Ph.D. , Advisor David W. Odell-Scott, Ph.D. , Chair, Department of Philosophy Timothy Moerland, Ph.D. , Dean, College of Arts and Sciences iii TABLE OF CONTENTS CHAPTER INTRODUCTION . 1 I AN OVERVIEW OF ARISTOTLE . 6 The Soul According to Aristotle . 7 Wish . 9 The Necessary Balance . 11 Agents Must Deliberate About Means, Tendencies, and Character . 14 Decision vs. Appetite . 16 What Controls Actions? . 18 Voluntary and Involuntary Actions . 21 Mixed Actions . 22 Ethical Evaluation and Accountability . 23 Continence vs. Incontinence . 25 Conclusions . 27 II AN OVERVIEW OF JOHN M. COOPER . 32 Why Deliberation is Essential . 35 The Means-End Pattern and the Rule-Instance Pattern . 38 The Practical Syllogism . 42 The End of Deliberation . 49 III AN OVERVIEW OF FRED D. MILLER . 52 The Action-Terminating and Action-Type Terminating Interpretations . 55 Miller’s Analysis of Aristotle . 58 The Role of the Practical Syllogism . 63 The Necessary Insight . 67 IV AN OVERVIEW OF MY THESIS . 71 Against Cooper . 72 Support From Aristotle . 75 Paula Gottlieb’s Reflective Deliberation . 76 Cooper, Gottlieb, and Miller . 79 Deliberation Occurs, Until Action is Performed . 83 REFERENCES . 88 iv An Introduction One distinguishing aspect of a moral theory is the point at which ethical evaluations are assigned. -
ED305329.Pdf
DOCUMENT RESUME ED 305 329 SP 030 956 AUTHOR Sarvimaki, Anneli TITLE Knowledge in Interactive Practice Disciplines. An Analysis of Knowledge in Education and Health Care. Research Bulletin 68. INSTITUTION Helsinki Univ. (Finland). Dept. of Education. REPORT NO ISBN-951-45-4787-X PUB DATE 88 NOTE 292p. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Educational Objectives; Educational Philosophy; Educational Practices; *Educational Principles; Health Promotion; *Interaction; Sociolinguistics; *Theory Practice Relationship; Values ABSTRACT This study formulates a conception of knowledge in interactive practice disciplines such as education and health care and clarifies different types of knowledge in these disciplines. Focus is on the relationship between practical and theoretical knowledge. Four theses are discussed: (1) the role of knowledge in an interactive practice is to guide practice; (2) different types of knowledge in an interactive practice consist of value-knowledge, factual knowledge and procedural knowledge, parts of which are unarticulated, parts articulated; (3) science is a way of articulating and creating knowledge that can be used as internal action determinants in the practice concerned; and (4) theories in an interactive practice can have both a theoretical and a practical purpose but the theoretical purpose is also indirectly linked to the practical. (Author/JD) "t***************************************************2****************** * Reproductions supplied by EDRS are the -
Practical Rationality–Its Nature and Operation
Studia Humana Volume 8:2 (2019), pp. 55—68 DOI: 10.2478/sh-2019-0018 Practical Rationality – its Nature and Operation Andrzej Niemczuk University of Rzeszów, Rejtana 16c Av., 35-959 Rzeszów, Poland e-mail: [email protected] Abstract: The article presents a proposal of explanation what practical rationality is, how it works and what are its criteria. In order to define practical rationality, the author starts from the general characteristics of reason, and then in the realm or reason activity distinguishes practical rationality from theoretical rationality. The necessary conditions of practical rationality are presented, as well as its standing between freedom and values. Next, the sources and nature of practical reasons are characterized, as well as their relation to values and desires. The problem of practical syllogism is briefly commented on. In the final part of the article the author proposes five criteria of practical rationality. Keywords: practical rationality, reason, practical reasons, criteria of rationality, practical syllogism, freedom, values. 1. General Remarks on the Concept of Rationality The typologies of rationality proposed in the literature on the subject are too varied to comment on them in detail in the present article. The differences between them vividly come to light when relevant works by Ryszard Kleszcz, Mieszko Tałasiewicz, Józef Życiński, Ryszard Szarfenberg and other authors are compared [3], [16], [17], [18], [14], [7]. Differentiated types are usually created by adding a domain adjective to the notion of rationality (e.g. epistemic, methodological, ontological, pragmatic rationality etc.), or a noun defining a field of thinking (e.g. rationality of science, politics, common thinking, decision, economic choice, etc.). -
The Stoics and the Practical: a Roman Reply to Aristotle
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2013 The Stoics and the practical: a Roman reply to Aristotle Robin Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Robin, "The Stoics and the practical: a Roman reply to Aristotle" (2013). College of Liberal Arts & Social Sciences Theses and Dissertations. 143. https://via.library.depaul.edu/etd/143 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE STOICS AND THE PRACTICAL: A ROMAN REPLY TO ARISTOTLE A Thesis Presented in Partial Fulfillment of the Degree of Doctor of Philosophy August, 2013 BY Robin Weiss Department of Philosophy College of Liberal Arts and Social Sciences DePaul University Chicago, IL - TABLE OF CONTENTS - Introduction……………………..............................................................................................................p.i Chapter One: Practical Knowledge and its Others Technê and Natural Philosophy…………………………….....……..……………………………….....p. 1 Virtue and technical expertise conflated – subsequently distinguished in Plato – ethical knowledge contrasted with that of nature in -
Aeschynē in Aristotle's Conception of Human Nature Melissa Marie Coakley University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 3-20-2014 Aeschynē in Aristotle's Conception of Human Nature Melissa Marie Coakley University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Philosophy Commons Scholar Commons Citation Coakley, Melissa Marie, "Aeschynē in Aristotle's Conception of Human Nature" (2014). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/4999 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Aeschynē in Aristotle’s Conception of Human Nature by Melissa M. Coakley A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Science University of South Florida Major Professor: Joanne Waugh, Ph.D. Bruce Silver, Ph.D. Roger Ariew, Ph.D. Thomas Williams, Ph.D. Date of Approval: March 20, 2014 Keywords: Shame, Anaeschyntia, Aidōs, Aischynē, Ancient Greek Passions Copyright © 2014, Melissa M. Coakley DEDICATION This manuscript is dedicated to my husband Bill Murray and to my parents: Joan and Richard Coakley. Thank you for your endless support, encouragement, and friendship. To Dr. John P. Anton, I have learned from you the importance of having a “ton of virtue and a shield of nine layers for protection from the abysmal depths of vice.” Thank you for believing in me, my dear friend. -
The Practical Syllogism in Context: De Motu 7 and Zoology
The Practical Syllogism in Context: De Motu 7 and Zoology Pierre-Marie Morel, Ecole Normale Supérieure de Lettres et de Sciences humaines, Lyon Ziel dieses Beitrags ist es, die Erörterungen zum Praktischen Syllogismus in De motu animalium, Kapitel 7, in ihren unmittelbaren Kontext einzuordnen. Dieser Kontext ist keineswegs ein logischer. De motu ist eine psychologische oder zoo- logische Abhandlung, die in den Rahmen der Naturphilosophie gehört. Darüber hinaus kann der Praktische Syllogismus aus De motu nicht auf „praktische“, d.h. anthropologische Fälle wie akrasia eingeschränkt werden. Er ist vielmehr in eine physiologische Erörterung eingefügt, die die biologische Erklärung der Emotionen, Reaktionen und Handlungen von Lebewesen betrifft. Daher bedeutet die Notwen- digkeit der Konklusion – hier der Handlung selbst – nicht, dass die Handlungsbe- dingungen auf Propositionen oder logische Beziehungen reduziert werden könnten. Eher steht sie für die Notwendigkeit, welche die Relation zwischen Handelndem und Leidendem in der Bewegung der Lebewesen bestimmt. Anyone who intends to explore Aristotle’s conception of the so-called practical syllogism, or practical reasoning, immediately feels embarrassed: there is neither a clear definition, nor a logical justification of this procedure in Aristotle’s texts. Moreover, Aristotle makes use of the practical syllogism in particular contexts – ethical (EN VII 5), psychological (De an. III 11), zoological (MA 7) – without explaining the general conditions of this use. This particular exegetical situation entails an obvious methodological rule: one needs, at first, to describe and analyze the immediate context of the specific uses of the practical syllogism in order to explain its meaning and theoretical function. 1 My first and foremost aim in this paper is to inscribe chapter 7 of the De motu animalium on the practical syllogism in its immediate context. -
Educational Thoughts of Aristotle and Confucius
Educational Thoughts of Aristotle and Confucius JEONG-KYU LEE Korean Educational Development Institute Hongik University, Seoul ABSTRACT: This study examines the educational principles and aims of Aristotle and Confucius. Through a descriptive analysis, the research questions of the study are assessed . Both philosophers subscribed to the common educational principles that emphasize ethical education for building individual cultivation, social harmony, and the ideal state. The individual and social aims of education are: (a) to provide the proper m ethod of training the virtuous persons who have ideal characters through self-cultivation, and (b) to build the harmonious community and the good state through development of a gentleman or a noble man. On the other hand, differences include: Confucius emphasized his ethical and political principles without supporting the metaphysical and epistemological theories, which was unlike Aristotle's approach; he did not use a set of tools like Aristotle's Organon to justify his ethical a nd political thought. Finally, the article claims that Confucius generally stressed self cultivation through humanity and ritual, while Aristotle primarily emphasized self-actualization through habit and reason. RESUME: Cette etude examine de s principes d'education et des objectifs d'Aristotle et de Confucius. Les questions de la recherche sont evaluees a travers une analyse descriptive. Les deux philosophes souscrivent aux principes communs d'education qui mettent en valeur l'e ducation ethique dont le but primordial est de co nstruire la culture individuelle, l'harmonie sociale et l'etat ideal. Confucius soulignait des notions ethiques et politiques et n e supportait pas les theories metaphysiques et episte mologiques ce qui e tait different de l'approche d'Aristotle. -
Humanity at the Heart of Practice
Humanity at the Heart of Practice Humanity at the Heart of Practice: A Study of Ethics for Health- Care Students and Practitioners By Beverly J. Whelton and Jane Neuenschwander Humanity at the Heart of Practice: A Study of Ethics for Health-Care Students and Practitioners By Beverly J. Whelton and Jane Neuenschwander This book first published 2019 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2019 by Beverly J. Whelton and Jane Neuenschwander All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-3280-1 ISBN (13): 978-1-5275-3280-9 TABLE OF CONTENTS Introduction to the Text .............................................................................. 1 Section One: Values and Practical Reasoning Chapter 1 .................................................................................................... 6 Values Introduction Ethical Decisions are Similar to Clinical Decisions Community Values Personal Values Seeking the Principle-based Action Student Starters and Submissions Outline Terminology Chapter 2 .................................................................................................. 13 Practical Reasoning Introductions to -
Nova Magna Moralia ------PHYSICS-ETHICS-POLITICS: NEOCLASSIC CONCEPTS for POSTMODERN TIMES
Nova Magna Moralia ------------------ PHYSICS-ETHICS-POLITICS: NEOCLASSIC CONCEPTS FOR POSTMODERN TIMES By Paris Arnopoulos Published in SKEPSIS: A Journal of Philosophy & Interdisciplinary Research Volume XIII-XIV, Athens, 2002-3 ABSTRACT At the dawn of the third millennium, humanity is increasingly aware that its traditional ethnocentric ethic is inadequate for the task of global sustainability. It is by now apparent that the contradictory requirements of physical nature, modern culture and human nurture, demand an evolving and dynamic homeostasis among all three existential realms. Under the circumstances, traditional morality may seem too restricted in time and place to suffice in the interdependent and interacting world of the present and future. Yet, it is the fundamental axiom of this paper that updating, enlarging and readapting the classic cannon of ethics as a Modern Macro-Morality (M3) is the best way of resolving some of our planetary problems. In the Emerging Global Order (EGO) of the new millennium, renewed ethics will have to be applied in an ecumenical scale in order to harmonize both the potentiality and responsibility of humanity towards itself and its environment. Building a holistic ethic can only be done by transcending local particularities and emphasizing global similarities, found in all great philosophies, ideologies and religions. A distillation of the essence of these ideas indicates the shared deontology of our species. These human universals are firmly rooted in the implicate order of things from which they draw their common heritage and to which they eventually return. The primordial origin of this particular study is classic natural law as the eternal foundation of a renewed cosmopolitan ethic. -
Pragmatism Gateway to Artful Analytic Management Philosophizing
Philosophy of Management DOI 10.1007/s40926-017-0065-y Actions and Decisions: Pragmatism Gateway to Artful Analytic Management Philosophizing Pierre Guillet de Monthoux1,2 # The Author(s) 2017. This article is an open access publication Abstract How management philosophy is conceived depends on if pragmatism is acknowledged or not! After having been under the main domination of management science both research and education has until recently widened its scope from a decision-making to an action-perspective. It seems to be a recent reconnection to pragmatism that makes the 2011 Carnegie report propose to rethink management in liberal arts terms, whilst the vastly influential 1959 Carnegie Pierson report distanced itself from American pragmatism thus focusing on decisions and forgetting actions. Actions may contain decisions and choices but contain more than that. A decision-perspective explains by causal inference modelling choices as calculated or programmed. The action-perspectives strive at understanding intentions of agents by philosophical interpretations of action stories. It is less limited to finding the logics for constructing worlds, to paraphrase Herbert Simon’s favorite philosopher Rudolf Carnap, than embarking on plausible, although not certain, reconstructions of intentions giving meaning to action stories. This can be illustrated by turning to Elizabeth Anscombe’s Wittgensteinian investigation of intentions as Aristotelian syllogistic reasoning. Her constant analytical care to defend a philosophy of action against metaphysical assumptions and taken-for-granted Bpsychologisms^ shows that an action-perspective is as analytic as ever one of decision-making. What differs is that the latter seems constantly attracted by programming inquiry by Bscientific methodology^ whilst the latter is charmed by philosophical approaches to action welcoming fascinating conundrums, enigmas and human goofs in the reality of managerial practice. -
Appendix: Can Unconditional Moral Principles Be Justified?
Appendix: Can Unconditional Moral Principles Be Justified?1 This attempt to justify unconditional moral principles in Aristotle’s ethics will make use of subject matter taken directly from the Nicomachean Ethics, but it will not rest on this material entirely. Some tools from contemporary model theory are imple- mented too. Constructing an axiomatic model for a portion of Aristotle’s ethics is not only possible, but helpful in making explicit relationships among concepts at the core of Aristotle’s theory. When its subject matter is understood from the perspec- tive of a deductive paradigm, this Aristotelian approach to ethics offers a promising basis for a realist ethical theory. Of course, a large portion of ethical subject matter would not fall within the scope of a science of ethics, but an important set of core ethical concepts can. Seeing how these concepts relate to one another puts us in a better position to understand the nature of the subject matter of ethics. Let us assume that it is legitimate to treat a significant portion of Aristotle’s ethics deductively. With this assumption in place we can ask how far a deductive paradigm of ethics would extend and how the basic concepts within Aristotle’s ethics are interrelated. The model developed below will offer a specific proposal about how we might get started. Methodological Considerations As we saw in Chapter 3, much of the subject matter in Aristotle’s ethics could be fit within the model of science that Aristotle proposes in the Posterior Analytics. That specific type of model will not be developed here because of the difficulties that come with working with such a cumbersome structure, which would be distracting. -
1 Francisco De Vitoria on Prudence and the Nature of Practical Reasoning the History of the Concept of Prudence in Moral Philoso
Francisco de Vitoria on Prudence and the Nature of Practical Reasoning The history of the concept of prudence in moral philosophy is often portrayed as a history of loss. According to the classical version of this view, it is, more specifically, a loss in moral significance: On Aristotle's account, there is a constitutive link between prudence and morality. Prudence provides morality with a sense for the particularities and the contingency of the situations in which agent has to act. And morality, by way of a substantial conception of the good life for human beings, provides prudence with an ethical impregnation that sets it apart from mere cleverness or cunning.1 Aquinas and other medieval authors largely adopt this Aristotelian doctrine, though they relocate it in the wider framework of Christian moral theology.2 In the philosophy of modernity, however, the constitutive link between morality and prudence is cut off by authors like Machiavelli, Hobbes, and Kant. They take prudence to be the ability to identify the most effective means to goals set no longer by morality but by the agent's contingent desires. So for them, prudence is mere cleverness or cunning after all.3 There is, however, an alternative to this classical version of the history of the concept of prudence. It is also essentially a history of loss, but it suggests that the history of the concept of prudence must be divided in a rather different manner: not between antiquity and the Middle Ages on the one hand and modernity on the other, but rather between antiquity on the one hand and the Middle Ages and modernity on the other; and not for moral, but for epistemological reasons.4 According to this view, the overly Aristotelian interpretation of Aquinas's moral philosophy implied in the classical version of the history of prudence has been justly criticized for overlooking an important difference between the moral theories of Aristotle and Aquinas: For Aristotle, there can be no such thing as a moral or practical science.