VIRTUE ETHICS Michael Slote
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UC San Diego Electronic Theses and Dissertations
UC San Diego UC San Diego Electronic Theses and Dissertations Title Justice as Fairness Modified: A Contractarian Coherentist Response to MacIntyre Permalink https://escholarship.org/uc/item/15w7x72f Author Gillis, Robert Charles Publication Date 2017 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Justice as Fairness Modified: A Contractarian Coherentist Response to MacIntyre A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Philosophy by Robert Charles Gillis Committee in charge: Professor Georgios Anagnostopoulos, Chair Professor David Brink Professor Harvey Goldman Professor Gary Jacobson Professor S. Nicholas Jolley 2018 The Dissertation of Robert Charles Gillis is approved, and it is acceptable in quality and form for publication on microfilm and electronically: __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Chair University of California, San Diego 2018 iii DEDICATION I dedicate this to the memory of my parents, Herbert and Paula Gillis, and my Uncle, Charles Englund. Their hard work made it possible for me to study philosophy. iv TABLE OF CONTENTS Signature Page …………………………………………………………………………......... iii Dedication …………………………………………………………………………………… iv Table of Contents -
I-Ii, Question 55, Article 4
Cambridge University Press 978-1-107-16578-6 — Commentary on Thomas Aquinas's Virtue Ethics J. Budziszewski Excerpt More Information i-ii, question 55, article 4 Whether Virtue Is Suitably Dei ned? TEXT PARAPHRASE [1] Whether virtue is suitably dei ned? Is the traditional dei nition of virtue i tting? “Virtue is a good quality of the mind that enables us to live in an upright way and cannot be employed badly – one which God brings about in us, with- out us.” St. Thomas respectfully begins with this widely accepted dei nition because it would be arrogant to dismiss the result of generations of inquiry without examination. The ultimate source of the view which it encapsulates is St. Augustine of Hippo, but Augustine did not use precisely this wording. His more diffuse remarks had been condensed into a formula by Peter Lombard, 2 and the formula was then further sharpened by the Lombard’s disciples. Although St. Thomas begins with the tradition, he does not rest with it – he goes on to consider whether the received dei nition is actually correct. The i rst two Objections protest calling virtue a good quality. The third protests calling it a quality of the mind . The fourth objects to the phrase that it enables us to live rightly and the i fth to the phrase that it cannot be employed badly . Finally, the sixth protests the statement that God brings it about in us, without us . Although, in the end, St. Thomas accepts the dei nition, he does not accept it quite in the sense in which some of his predecessors did. -
Aristotle on Love and Friendship
ARISTOTLE ON LOVE AND FRIENDSHIP DAVID KONSTAN Philia is exceptional among ancient Greek value terms for the number of still unre- solved, or at least intensely debated, questions that go to the heart of its very nature.1 Does it mean “friendship”, as it is most commonly rendered in discussions of Aris- totle, or rather “love”, as seems more appropriate in some contexts? Whether it is love, friendship, or something else, is it an emotion, a virtue, or a disposition? The same penumbra of ambiguity surrounds the related term philos, often rendered as “friend” but held by some to include kin and other relations, and even to refer chiefly to them. Thus, Elizabeth Belfiore affirms that “the noun philos surely has the same range as philia, and both refer primarily, if not exclusively, to relationships among close blood kin” (2000: 20). In respect to the affective character of philia, Michael Peachin (2001: 135 n. 2) describes “the standard modern view of Roman friendship” as one “that tends to reduce significantly the emotional aspect of the relationship among the Ro- mans, and to make of it a rather pragmatic business”, and he holds the same to be true of Greek friendship or philia. Scholars at the other extreme maintain that ancient friendship was based essentially on affection. As Peachin remarks (ibid., p. 7), “D. Konstan [1997] has recently argued against the majority opinion and has tried to inject more (modern-style?) emotion into ancient amicitia”. Some critics, in turn, have sought a compromise between the two positions, according to which ancient friend- ship involved both an affective component and the expectation of practical services. -
THE CARDINAL VIRTUE of JUSTICE in a TIME of PANDEMIC This Is the Second in a Series of Four Reflections on the Cardinal Virtues, Presented by Fr
THE CARDINAL VIRTUE OF JUSTICE IN A TIME OF PANDEMIC This is the second in a series of four reflections on the Cardinal Virtues, presented by Fr. Anthony Barratt, STL, PHD, ChD, from the Upstate New York Area We continue our reflections on the four cardinal virtues; remembering that they are called “cardinal” virtues because everything hinges on them (the word cardinal originally means a hinge or foundation). This time, let us explore the virtue of justice. It may seem strange to think of justice as a virtue, since we often think of justice as more of a thing or entity, or as a system or process. Two things may help us here. The root of the word justice comes from the Latin “ius”; a word that means “right” or “making right”: That is right as in being correct or true (rather than making a right turn, or even our human rights). Furthermore, the Catechism (n. 1807) defines the virtue of justice as “the moral virtue that consists in the constant and firm will to give their due to God and neighbor.” It is a much needed virtue, especially with all the stresses and strains of our uncertain times and the ongoing pandemic. For example, I think that many of us often find ourselves saying that there is no respect anymore; whether it be how people are treated, rudeness, a lack of respect for life, all the negativity and animus in politics, road rage, or whatever. What we are really talking about though is a lack of the virtue of justice. -
Summary Or St. Augustine's City of God | Augustine of Hippo | Virtue
City of God St. Augustine Book I Preface Augustine explains how he wants to tackle the “glorious city of God” in his work. By this he means he wants to defend his God is the only true God and to show others who believe in other deities that they need to change their views. He praises God and all his works. Chapter 1 He gives a very brief history of Roman times as it relates to worshipping God. Additionally, he goes on to discuss how many people take God and his works for granted. Chapter 16 Here we see some of the first shades of Augustine’s beliefs. He writes: “the only difficulty is so to treat the subject as to satisfy at once modesty and reason” showing his focus on the need for modest means. He goes on to say how the true virtuous life is in the soul and not worldly pleasures. The body and its desires and needs are secondary to those of the soul. Chapter 18 In this section he discusses the contradictions between the body and the soul when controlled by others. He writes that even though the body many be controlled by others (that is, even though you may be forced to do something by another person), no one can ever control your will. He focuses on “purity” of the soul and writes on that matter: “If, on the other hand, it belongs to the soul, then not even when the body is violated is it lost.” As long as the soul remains pure and virtuous then nothing that happens with the body matters. -
Rosalind Hursthouse, on Virtue Ethics. Oxford: Oxford University Press, 1999
Rosalind Hursthouse, On Virtue Ethics. Oxford: Oxford University Press, 1999. Pp. x, 275. Reviewed by Gilbert Harman, Department of Philosophy, Princeton Univer- sity Virtue ethics is atype of ethicaltheory in which the notion of virtue or good character plays a central role. This splendid new book describes a “program” for the development of a particular (“Aristotelian”) form of virtue ethics. The book is intended to be used as a textbook, but should be read by anyone interested in moral philosophy. Hursthouse has been a major contributor to the development of virtue ethics and the program she describes, while making use of the many contributions of others, is very much her program, with numerous new ideas and insights. The book has three parts. The first dispels common misunderstandings and explains how virtue ethics applies to complex moral issues. The sec- ond discusses moral motivation, especially the motivation involved in doing something because it is right. The third explains how questions about the objectivity of ethics are to be approached within virtue ethics. Structure Hursthouse’s virtue ethics takes as central the conception of a human be- ing who possesses all ethical virtues of character and no vices or defects of character—”human being” rather than “person” because the relevant char- acter traits are “natural” to the species. To a first approximation, virtue ethics says that a right action is an action among those available that a perfectly virtuous human being would charac- teristically do under the circumstances. This is only a first approximation because of complications required in order accurately to describe certain moral dilemmas. -
Transition Booklet
Religious Studies Year 11-12 Bridging Project Welcome to Religious Studies at A Level! Now that you’ve decided to study Religious Studies at A level, you’ll need to do a bit of preparation. This pack contains activities and resources to prepare you to start your A level in September. It is aimed to be used throughout the rest of the summer term and over the summer holidays to ensure you are ready to start your course in September. When you arrive to your first lesson in September you should also bring a folder, lined paper, dividers and plastic wallets. This course is split into 3 components: 1. Study of a Religion (Hinduism) 2. Ethics 3. Philosophy The resources include: A task for each of the three components. Including research, podcasts, reviews, questions and videos. There is also some suggested tasks to complete and books you could read. 1. Study of a Religion The religion you will be studying is Hinduism. Please read through this article https://www.hinduamerican.org/blog/12-things-you- need-to-know-about-hinduism/ from the article add a list of key terms and definitions you think will be useful for the course. You could also watch the following BBC documentary on Gandhi. Watch all 3 episodes and make notes on what Gandhi believed and why he was so important to the development of modern India. https://youtu.be/TQNbHVjC0sQ 2. Ethics Use the following website to choose a podcast that interests you. Listen to the podcast and write a review below. Think about the ethical issues that arise and arguments for and against the issue. -
On the Arrangement of the Platonic Dialogues
Ryan C. Fowler 25th Hour On the Arrangement of the Platonic Dialogues I. Thrasyllus a. Diogenes Laertius (D.L.), Lives and Opinions of Eminent Philosophers 3.56: “But, just as long ago in tragedy the chorus was the only actor, and afterwards, in order to give the chorus breathing space, Thespis devised a single actor, Aeschylus a second, Sophocles a third, and thus tragedy was completed, so too with philosophy: in early times it discoursed on one subject only, namely physics, then Socrates added the second subject, ethics, and Plato the third, dialectics, and so brought philosophy to perfection. Thrasyllus says that he [Plato] published his dialogues in tetralogies, like those of the tragic poets. Thus they contended with four plays at the Dionysia, the Lenaea, the Panathenaea and the festival of Chytri. Of the four plays the last was a satiric drama; and the four together were called a tetralogy.” b. Characters or types of dialogues (D.L. 3.49): 1. instructive (ὑφηγητικός) A. theoretical (θεωρηµατικόν) a. physical (φυσικόν) b. logical (λογικόν) B. practical (πρακτικόν) a. ethical (ἠθικόν) b. political (πολιτικόν) 2. investigative (ζητητικός) A. training the mind (γυµναστικός) a. obstetrical (µαιευτικός) b. tentative (πειραστικός) B. victory in controversy (ἀγωνιστικός) a. critical (ἐνδεικτικός) b. subversive (ἀνατρεπτικός) c. Thrasyllan categories of the dialogues (D.L. 3.50-1): Physics: Timaeus Logic: Statesman, Cratylus, Parmenides, and Sophist Ethics: Apology, Crito, Phaedo, Phaedrus, Symposium, Menexenus, Clitophon, the Letters, Philebus, Hipparchus, Rivals Politics: Republic, the Laws, Minos, Epinomis, Atlantis Obstetrics: Alcibiades 1 and 2, Theages, Lysis, Laches Tentative: Euthyphro, Meno, Io, Charmides and Theaetetus Critical: Protagoras Subversive: Euthydemus, Gorgias, and Hippias 1 and 2 :1 d. -
Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress
The Law of Education: Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress R. GEORGE WRIGHT* I. INTRODUCTION ................................................................................... 385 II. EDUCATION: PURPOSES, RECENT OUTCOMES, AND LEGAL MECHANISMS FOR REFORM ................................................................ 391 A. EDUCATIONAL PURPOSES AND RIGHTS LANGUAGE ...................... 391 B. SOME RECENT GROUNDS FOR CONCERN IN FULFILLING EDUCATIONAL PURPOSES ............................................................. 393 C. THE BROAD RANGE OF AVAILABLE TECHNIQUES FOR THE LEGAL REFORM OF EDUCATION ............................................................... 395 III. SOME LINKAGES BETWEEN EDUCATION AND THE BASIC VIRTUES, PERFECTIONISM, AND CULTURAL PROGRESS ..................................... 397 IV. VIRTUES AND THEIR LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 401 V. PERFECTIONISM AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 410 VI. CULTURAL PROGRESS OVER TIME AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM .............................................. 417 VII. CONCLUSION: EDUCATION LAW AS RIGHTS-CENTERED AND AS THE PURSUIT OF WORTHY VALUES AND GOALS: THE EXAMPLE OF HORNE V. FLORES ............................................................................................ 431 I. INTRODUCTION The law of education -
Explaining Emotional Outbursts: a Davidsonian Account of Hursthouse's Arational Actions
Aporia vol. 20 no. 1—2010 Explaining Emotional Outbursts: A Davidsonian Account of Hursthouse’s Arational Actions NICHOLAS BLOOM n his paper, “Actions, Reasons, and Causes,” Donald Davidson dis- cusses what makes an action intentional. According to Davidson, an Iagent acts intentionally if the agent acts for a reason. He defines reason as “a belief and desire” (5). This means that the agent desires to perform an action of a certain type and believes that the action she chooses is of that type. This explanation is very plausible since almost all intentional actions can be explained in this way. For example, if I want to illuminate my room and believe that turning on a light will do so, my turning on the light is intentional. In her essay “Arational Actions,” Rosalind Hursthouse presents a set of counterexamples to Davidson’s belief and desire theory of intentional action. Her counterexamples are supposed to illustrate arational actions, which she claims are intentional but do not fit into Davidson’s belief-desire formula. In this paper, I offer a response on behalf of David- son by arguing that arational actions do not exist as Hursthouse defines them. I do this by showing that Hursthouse’s arational actions either satisfy Davidson’s conditions of intentionality, or they are unintentional. My argument has four parts. First, I will explain Davidson’s causal theory of intentional action. Second, I will discuss Hursthouse’s theory of arational actions and explain how they may threaten Davidson’s theory. Third, I will present a counterargument to Hursthouse’s theory that shows how arational actions either fit into Davidson’s formula or are actually un- intentional. -
Anscombe, Foot, and Contemporary Virtue Ethics
J Value Inquiry (2010) 44:209–224 DOI 10.1007/s10790-010-9218-0 Virtue Ethics without Right Action: Anscombe, Foot, and Contemporary Virtue Ethics John Hacker-Wright Published online: 5 March 2010 Ó Springer Science+Business Media B.V. 2010 1 Introduction Working out a criterion of morally right action is central to developing virtue ethics.1 Most advocates of virtue ethics believe that achieving such a criterion is crucial to vindicating virtue ethics as a normative theory. Yet the centrality of this task marks a departure from the views of at least some of the philosophers credited with the revival of virtue ethics in the twentieth century, especially from the views of G.E.M. Anscombe and Philippa Foot. Anscombe especially has sharp criticisms of the way philosophers handle the concept of morally right action along with related concepts like moral obligation. Yet the work of contemporary virtue ethicists such as Rosalind Hursthouse, Michael Slote, and Christine Swanton features little discussion of Anscombe’s criticisms or the reasons that the other virtue revivalists avoided providing a criterion of moral rightness. The dominant assumption appears to be that the earlier virtue revivalists neglect establishing a criterion of morally right action because their concern is to give priority to the evaluation of an agent over his acts as a corrective to the exclusive attention given to act-evaluation in the moral philosophy of the time. For Anscombe and Foot, at least, the concern to give priority to agent-evaluation is not among their motives for advocating a return to virtues.2 Instead, they believe that moral philosophers from the modern period forward have given the terms ‘‘right’’ and ‘‘ought’’ an artificial and incoherent sense. -
Revised New Summary of Philebus
New Summary of Philebus REVISED 1. (11) Philebus maintains that pleasure, enjoyment, rejoicing, and their kind, are the best things for all animals, while Socrates maintains, for those able to partake of them, wisdom, mind, memory, and their kind, are the best. Each side must agree that it is a condition and disposition of soul that produces happiness. Stipulation: if some other life superior to both is found, then the victor will be he whose champion is closer to this hypothetical best life. a. (12c) Problem: are pleasure and likewise knowledge, both like and unlike themselves, because they each have various aspects and shapes? And are some of these shapes bad and some good? b. (14c) We must investigate this question with the aid of the principle that the one is many and the many are one. This is obvious and common property when applied to things that come to be and perish, but when applied to things like man, ox, beauty, and good, there are perplexities. i. (15b) The perplexities (there is unclarity about exactly what these three questions are): 1. Do such unities exist? 2. How do they, while remaining themselves, enter the domain of becoming? 3. How are they both one and many? ii. (15d) The identification of the one with the many arises everwhere from the nature of discourse itself—it entrances the young. iii. (16c) A gift of the gods: all things contain limit and the unlimited. We must not pass from the one to the infinite too quickly or slowly, but instead note all the intermediate numbers.