Aristotle: Moral Education

I have sought to keep a running tabulation of all books, edited collections, translations, and journal articles which are primarily devoted to Aristotle’s ethical and political writings (including their historical reception but excluding neo-Aristotelian virtue ethics). Criteria for inclusion in this bibliography are: (1) published after January 1, 2021 (including pre-publication articles assigned a DOI); (2) devoted to one of Aristotle’s ethical or political works (e.g., Pol, EN, EE, MM, Athenian Constitution, Protrepticus); and/or (3) devoted to ethical or political concepts (...) examined elsewhere in Aristotle’s corpus (e.g., Rhetoric, Poetics, zoological treatises, etc.). I encourage scholars to alert me about published works that I have omitted or listed incorrectly. (shrink)

Pascal famously wrote that Plato and Aristotle “ont écrit de politique c'était comme pour régler un hôpital de fous.” I argue that the best way of understanding Aristotle’s political thought is to see that although Pascal may be right about Plato, he is completely wrong about Aristotle—and that that difference in their political philosophies may provide resources for challenges we face today. The first five chapters of the book argue that Aristotle envisions the paradigmatic case in which the ethical virtue (...) of justice operates as that between citizens within one and the same political community. Just like the virtue of courage is one that paradigmatically applies to a citizen-solider defending his polis, the virtue of justice applies to the citizen-jurist and the citizen-assemblyman, exercising the virtue within the domains of the assembly and the law-courts. The last three chapters argue that Aristotle conceives of justice as an institutional characteristic paradigmatically in the case of politeiai, both in how they are governed and which citizens they incorporate into the governing of the political community. The final chapter maps out how Aristotle understands justice in three domains that are significantly different than paradigmatic citizen roles. I look at what place, if any, Aristotle has for justice between human and non-human animals, within the household (specifically, towards slaves, children, and female spouses), and between poleis (or “inter-nationally”). (shrink)

In this paper, I examined whether evidence from the neuroscience of morality supports the standard models of phronesis, i.e., Jubilee and Aretai Centre Models. The standard models explain phronesis as a multifaceted construct based on interaction and coordination among functional components. I reviewed recent neuroscience studies focusing on brain networks associated with morality and their connectivity to examine the validity of the models. Simultaneously, I discussed whether the evidence helps the models address challenges, particularly those from the phronesis eliminativism. Neuroscientific (...) evidence supported the importance of brain networks, i.e., the default mode, salience, and central executive functioning networks, in moral functioning in general. The findings favorably supported the multifaceted and integrative nature of phronesis proposed by the standard models. Finally, I considered how the two models could explain the mechanisms of phronesis more integratively based on neuroscientific findings. At the end of this paper, with the evidence, I proposed several practical ideas to promote the cultivation of phronesis, e.g., the consideration of coordination among components for moral functioning and the use of moral exemplars. (shrink)

This paper reflects my journey, as a racialized settler and K–12 practitioner in British Columbia, Canada, towards developing a pedagogical understanding of how to transform the experience of inherited colonial shame among settler children in my classroom. Canada has a shameful history of colonialism, the progressive revelations of which provoke an iterative cycle of shame among many of the children in our schools. This cycle prevents these children from emerging as responsible agents of reconciliation. I examine the hidden pedagogical potential (...) of shame to function as an ethical catalyst for reconciliatory change. I posit that Aristotle’s conception of shame (aidos), when paired with Freire’s (1970) critical pedagogy, can provide the means to energize my pedagogical efforts to address the shame of settler students and enable them to pursue respectful mutual relationships with Indigenous Peoples in Canada. By fusing the philosophical horizons of Aristotelian shame with Freire’s critical pedagogy, I argue that the future for settler children need not appear as a fait accompli, in which the “sins of father” will be visited upon the children of another generation. (shrink)

This essay aims to appreciate the evolution of the problems regarding the ontological understanding of the photographic image and its derivative, the film, in the face of the sophistication of the apparatus of its production. The creative freedom in making images through optical machines is inversely proportional to their credibility as documents. Since its appearance in the human landscape, as a cultural object, the technology of recording images with lights has brought with it a complex of aporias about what would (...) the nature of the image produced by cameras be: a document or an artistic object, intentionally produced and with created meaning? Consequently: are they denotative or, necessarily, connotative? The development of automatic image capture in the 1980s represented the first update of the question. To what extent, and for how long, will it be possible to trust photography and film as documents through which man aims to access reality? The question now seems to be settled, definitively, in the face of the invention of artificial photography made by algorithms. (shrink)

ABSTRACT In the present study, we examined how the perceived attainability and relatability of moral exemplars predicted moral elevation and pleasantness among both adult and college student participants. Data collected from two experiments were analyzed with Bayesian multilevel modeling to explore which factors significantly predicted outcome variables at the story level. The analysis results demonstrated that the main effect of perceived relatability and the interaction effect between attainability and relatability shall be included in the best prediction model, and thus, were (...) deemed to predict the outcome variables significantly. The main effect of relatability as well as its interaction with attainability positively predicted elevation and pleasantness. We discussed educational implications of the findings in terms of how relatability may be the first point of emphasis for moral educators to focus on and attainability can then bolster the effectiveness. These relatable and attainable moral exemplars can be sources for moral elevation and pleasantness, which promote motivation to emulate moral behavior presented by the exemplars. (shrink)

Two arguments in Eudemian Ethics 2 that are crucial to Aristotle’s definition of moral virtue as a mean state contain claims that Aristotle says are clear by induction. In these contexts, he explicitly appeals to examples coming from arts and sciences like gymnastic training and medicine for evidence. But Aristotle does not here, or elsewhere (at least in any extant work), including the parallel arguments in the Nicomachean Ethics, actually supply or discuss the evidence that makes these inductive arguments clear. (...) Fortunately, strong support for them can be found in the Hippocratic Corpus, especially in On Ancient Medicine and On Regimen. (shrink)

Jimenez’s lucid, focused book is indispensable for those interested in social and emotional aspects of moral maturation. Arguing primarily that shame is central to Aristotle’s account of moral deve...

Journal of Human Values, Volume 28, Issue 1, Page 11-19, January 2022. This work is a study of Aristotle’s Nicomachean Ethics to characterize the good: the good that features in education and good life. Nicomachean Ethics teaches us that human good is neither in thought/theory, nor in action/practice alone, it is neither an exclusively individual prerogative, nor an outright social preserve. And, human good is impossible without education. The practice of education can neither be isolated nor conceptualized apart from the (...) demands of human life. If education is for human well-being—for human good—the good then is not in action alone, but action in accordance with the excellence of the actor. What unifies reason and action, knowing and doing is learning to be an excellent person—a person who is well-disposed in her affections and action, whose judgements are true, and decisions correct; and whose intellect and character are in harmony with the human nature. (shrink)

Central to Aristotelian ethics is the process of habituation by which agents acquire virtue. Aristotle holds that we become virtuous by performing virtuous actions—but he also holds that in order to perform virtuous actions, one must be virtuous. I explain that the Aristotelian account of habituation is not a closed circle, but rather a positive feedback loop relying on Aristotle’s division of the soul into an affective and intellectual part. When I act virtuously, my intellectual part shapes my affective part, (...) regulating my feelings; and my affective part, thus improved, can act on my intellectual part, making me receptive to increases in my ethical knowledge; increases which in turn improve the ability of my intellect to regulate my feelings; and so on. (shrink)

That character virtue is produced, according to Aristotle, through a process of moral habituation is a familiar feature of his ethics. And yet our feeling of familiarity with the notions of habit and habituation can engender a like feeling of familiarity with the process Aristotle describes, and encourage us to conceive of this process in an overly narrow way. In this chapter, I examine Aristotle’s notion of ethos and ethismos (habit, habituation) in the Nicomachean Ethics to better understand what Aristotle (...) means to convey when he claims that character virtue ‘arises from habit’. I argue that to characterise habituation as ‘non-rational’ is misleading, particularly when this characterisation forecloses questions about what kinds of activity may be involved in the process of habituation, and what kind of states can be produced as a result. Habituation, I argue, is not characterised as a non-rational process, but a process that involves action and activity. This allows that the process of habituation may be understood in a relatively broad way and as potentially involving a range of activities which engage and develop a variety of psychological capacities. It also raises interesting questions about what a learner’s activity affords and how this contributes to her successful habituation. (shrink)

Moral virtue is, for Aristotle, a state to which an agent’s motivation is central. For anyone interested in Aristotle’s account of moral development this invites reflection on two questions: how is it that virtuous motivational dispositions are established? And what contribution do the moral learner’s existing motivational states make to the success of her habituation? I argue that views which demand that the learner act with virtuous motives if she is to acquire virtuous dispositions misconstrue the nature and structure of (...) the habituation process, but also obscure Aristotle’s crucial insight that the very practice of virtuous actions affords a certain discovery and can be transformative of an agent’s motivational states. Drawing attention, in Aristotle’s account, to an asymmetry between the agential perspective and the observation of others, I consider what the agential perspective affords the learner, and offer a novel interpretation of the role a learner’s existing motives play in her habituation. (shrink)

In Nicomachean Ethics 2.4 Aristotle raises a puzzle about moral habituation. Scholars take the puzzle to concern how a learner could perform virtuous actions, given the assumption that virtue is prior to virtuous action. I argue, instead, that Aristotle is concerned to defend the necessity of practice, given the assumption that virtue is reducible to virtuous action.

This book presents a novel interpretation of Aristotle's account of how shame instils virtue, and defends its philosophical import. Shame is shown to provide motivational continuity between the actions of the learners and the virtuous dispositions that they will eventually acquire.

For Aristotle, in making the deliberate choice to incorporate the extensive requirements of the young into the aims of one’s life, people realise their own good. In this paper I will argue that this is a promising way to think about the ethics of care and parenting. Modern theories, which focus on duty and obligation, direct our attention to conflicts of interests in our caring activities. Aristotle’s explanation, in contrast, explains how nurturing others not only develops a core part of (...) the self but also lead to an appreciation of the value of interpersonal relationships. (shrink)

Moral virtue is, for Aristotle, famously acquired through the practice of virtuous actions. But how should we understand the activity of Aristotle’s moral learner, and how does her activity result in the acquisition of virtue? I argue that by understanding Aristotle’s learner as engaged in the emulative imitation of a virtuous agent, we can best account for her development. Such activity crucially involves the adoption of the virtuous agent’s perspective, from which I argue the learner is positioned so as to (...) appreciate the value of virtuous action—its fineness—and what it would be to act finely herself. (shrink)

The specific role of empeiria in Aristotle’s ethics has received much less attention than its role in his epistemology, despite the fact that Aristotle explicitly stresses the importance of empeiria as a requirement for the receptivity to ethical arguments and as a source for the formation of phronêsis.1 Thus, while empeiria is an integral part of all explanations that scholars give of the Aristotelian account of the acquisition of technê and epistêmê, it is usually not prominent in explanations of the (...) acquisition of phronêsis.2 The abundant mentions of empeiria in Aristotle’s ethical treatises are often eclipsed in the secondary literature... (shrink)

I argue that, for Aristotle, virtue of character is a state of the non-rational part of the soul that makes one prone to making and acting on decisions in virtue of that part’s standing in the right relation to (correct) reason, namely, a relation that qualifies the agent as a true self-lover. In effect, this central feature of virtue of character is nothing else than love of practical wisdom. As I argue, it not only explains how reason can hold direct (...) authority over non-rational desires but also why Aristotle defines virtue of character as hexis prohairetikē. (shrink)

This paper concentrates on friendship as the best context to philosophize. Although Aristotle says that even alone a person could contemplate the truth, it is possible to argue that a philosophical society is indeed necessary for human beings. In every friendship, it is necessary to share certain activities and, at the same time, notice the presence of the friend. In philosophical friendship, the shared activity is philosophy itself and mutual knowledge among friends acquires a peculiar character, because everyone does not (...) only consider the truth with the friend but also he thinks about it as shared with the friend. To teach philosophy represents a kind of unequal friendship, because teachers give to the disciples the great good of knowledge. Further, the paper argues that Aristotelian friendship could not be understood in a narcissistic way, since friends are loved because of their uniqueness and their personal character. (shrink)

Scholars have long debated how exactly Aristotle thinks that agents acquire the distinctivearchai(“principles” or “starting‐points”) that govern their practical reasoning. The debate has traditionally been dominated by anti‐intellectualists, who hold that for Aristotle all agents acquire theirarchaisolely through a process of habituation in the nonrational soul. Their traditional opponents, the intellectualists, focus their argument on the case of the virtuous person, arguing that in Aristotle’s view virtuous agents acquire theirarchaithrough a process of reasoning. I intervene in this debate in two (...) main ways: first, I press a heretofore underappreciated objection against anti‐intellectualism, that it is inconsistent with Aristotle’s account ofakrasia; and second, I urge that all sides in the debate would benefit from more sustained attention to Aristotle’s nonvirtuous character types. In the final section, I suggest that proper consideration of the full breadth of Aristotle’s account of character points in the direction of a new approach that I call “character pluralism,” according to which Aristotle’s moral psychology does not involve a single conception of psychic structure or moral development that is equally applicable to all character types. (shrink)

This book faces the problem of how is it possible to conceive Aristotelian philosophy as a way of life, and not as a discipline or profession. If there are any of his texts where this concerns are to be found, it is in his practical treatises, in which he defends a philosophy of human affairs. However, Aristotle insists on the fact that philosophy, in its greatest expression, is the first philosophy, to which the idea of contemplation seems to refer to, (...) at the end of the Nicomachean ethics. How is this tension between human and first philosophy to be understood? Which one was more important in Aristotle’s conception of the good life? What will we be claiming here is that there’s no dichotomy between active and contemplative life beyond the conceptual analysis. On the contrary, the Aristotelian proposal is that choosing between action and contemplation is impossible without appealing to philosophy itself. The intellect, in his role as ruler of life, requires contemplation to lead action, in the same way as a medical practitioner requires natural science in order to guide his deeds. (shrink)

Our article deals with Aristotle’s account of the sphere of temperance in the Nicomachean Ethics. The goal is to provide a detailed analysis of NE III.10 in order to identify the difficulties this chapter presents us with and to introduce and discuss the interpretations set forth by the secondary literature. Of special interest to us are Aristotle’s intense dialogue with Plato; the difficulty in understanding touch as the most common of the senses and Aristotle’s severe judgment of the pleasures of (...) the sphere of temperance. In short, Aristotle seems to set out from platonic thesis and notions only to distance himself from them by introducing his own, associating temperance with the most common of the senses, namely, the sense of touch. This association is not based, as it could seem primafacie, on a merely empirical observation but on the assumption that touch is the most fundamental and necessary sense for humans and animals alike. Temperance, therefore, as the excellence in the relation with the most fundamental and necessary of the senses, seems to be a pre-condition for rational action. From this Aristotle derives the etymology of the term, as the one who preserves practical reason. This hypothesis would explain why Aristotle seems to engage in apotreptic language to characterize the lack of temperance, that is, the vice of intemperance – something we do not find the in the account of any other virtue and vice. (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)

The picture of moral development defended by followers of Aristotle takes moral cultivation to be like playing a harp; one gets to be good by actually spending time playing a real instrument. On this view, we cultivate a virtue by doing the actions associated with that virtue. I argue that this picture is inadequate and must be supplemented by imaginative techniques. One can, and sometimes must, cultivate virtue without actually performing the associated actions. Drawing on strands in Buddhist philosophy, I (...) explain several methods of moral development that rely on imagination and visualization rather than overt action. These techniques are essential in cases where cultivating virtue the way one practices the harp is impossible. In particular, I focus on single-event virtues, first-time virtuous acts, and morally dangerous situations. (shrink)

Contrapondo-se às interpretações que sobrevalorizam o papel da razão nas escolhas dos fins morais, pretendo resgatar o papel positivo que a virtude do caráter, uma virtude não-racional, pode exercer em tais escolhas. Isto será feito levando em consideração a análise que Aristóteles faz da crise moral de Neoptólemo na tragédia Filoctetes.

In the Nicomachean Ethics, Aristotle makes the following claims: “the end cannot be a subject of deliberation, but only what contributes to the ends” (NE 1112b33-34) and “virtue makes the goal right, practical wisdom makes the things to- ward the goal right" (NE 1144a7-9). A problem arises from such claims: the ends as- sumed by a moral agent cannot be subject to rational choice. For deliberation, an intel- lectual procedure, is bound to deal with the things that contribute to the (...) ends, and the ends, in turn, fall within the realm of virtue of character, which is described by Aristotle as a virtue of the non-rational part of the soul. In order to understand how Aristotle sup- ports such thesis, this research investigates how virtue of character and practical wis- dom are related and their work to delimit the ends and the things that contribute to the ends in the moral actions. (shrink)

Interpretation of Aristotle’s theory of action in the last few decades has tended toward an intellectualist position, according to which reason is in charge of setting the goals of action. This position has recently been criticized by the revival of anti-intellectualism (particularly from J. Moss’ work), according to which character, and not reason, sets the goals of action. In this essay I argue that neither view can sufficiently account for the complexities of Aristotle’s theory, and propose an intermediate account, which (...) I call indirect intellectualism, that preserves the merits of both traditional interpretations and is able to dispel the problems that trouble each. There is very strong textual evidence for the claim that goal-setting is the task not of reason but of character (and in this anti-intellectualists are right); but reason is able to set goals indirectly by carefully shaping the processes of habituation that constitute a person’s character (and in this intellectualists are right). I argue for this position through a study of the division of labour between character and reason, and through a reconstruction of Aristotle’s conception of habituation. (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)

In this essay, I offer a survey of Julia Annas’ perspective on virtue ethics. I focus on her most recent work and highlight the role reflection plays in shaping her conception of the virtuous agent. I compare her approach with that of rival moral conceptions, both within and outside virtue ethics, and conclude with a doubt raised from a Humean point of view.

Aristotle ’s claim that we become virtuous by doing virtuous actions raises a familiar problem: How can we perform virtuous actions unless we are already virtuous? I reject deflationary accounts of the answer given in _Nicomachean Ethics_ 2.4 and argue instead that proper habituation involves doing virtuous actions with the right motive, i.e. for the sake of the noble, even though learners do not yet have virtuous dispositions. My interpretation confers continuity to habituation and explains in a non-mysterious way how (...) we become virtuous by doing virtuous actions in the right way. (shrink)

This paper is a study about the social dimension of the philosophical education according to Aristotle. Aristotle is not a individualistic thinker but he understands the philosophical activity in the social context of the friendship.

At least since Burnyeat’s “Aristotle on Learning to Be Good,” one of the most popular ways of explaining moral development in Aristotle is by appealing to mechanisms of pleasure and pain. Aristotle himself suggests this kind of explanation when he says that “in educating the young we steer them by the rudders of pleasure and pain” (Nicomachean Ethics X.1, 1172a21). However, I argue that, contrary to the dominant view, Aristotle’s view on moral development in the Nicomachean Ethics is not mainly (...) about learning to feel pleasures and pains in relation to the right kinds of objects and activities. I show that given Aristotle’s account of the relationships between pleasure and virtuous actions, on the one hand, and between pleasure and virtuous dispositions, on the other, pleasure can only have a supporting role in our learning to be good, and not a guiding one. (shrink)

The significance of imitation for moral development during childhood, in Aristotle’s ethics, has been recognized and studied. However, what role does imitation play in the morally mature agent’s character development? In this paper, I argue that moral development is possible for the advanced moral agent, when she imitates her character-friend. But the mature agent’s imitation is of a thoroughly different type than the imitation of the young moral agent; the mature imitation mechanism is selective and interpretative. The agent selects from (...) the goodness in her friend, depending on the agent’s own sensitivities, and adopts this goodness as a pattern that allows for personalized implementations, depending on her own dispositions and skills. In this way, the morally mature agent develops her moral character by enriching her epistemic tools and experience within the spectrum of the good. (shrink)

A standard thesis of contemporary Aristotelian virtue ethics and some recent Heideggerian scholarship is that virtuous behavior can be performed immediately and spontaneously without engaging conscious processes of deliberative thought. It is also claimed that phronēsis either enables or is consistent with this possibility. In the Nicomachean Ethics, however, Aristotle identifies phronesis as the excellence of the calculative part of the intellect, claims that calculation and deliberation are the same and that it is the mark of the phronimos to be (...) able to deliberate well. He also insists that for an action to count as virtuous it must issue from rational choice, which he characterizes as determined by deliberation. It thus seems that any exegetically respectable attempt to explain virtuous action within an Aristotelian framework would need to integrate with some account of deliberative choice. This creates a tension in Aristotelian scholarship. In this paper, I shall formalize this tension in terms of an apparently inconsistent triad of claims and shall examine the merits of at least one prominent interpretation of phronesis with respect to its reconciliation. (shrink)

Topical bibliography of Aristotle's Nicomachean Ethics, organized by books/subjects within the Ethics. Includes editions and lexica for the study of Aristotle's Eudemian Ethics and Magna Moralia.

Several scholars argue that Aristotle's character friendship occurs only between completely virtuous moral agents. Oppositely, others seem to be more skeptical about such an interpretation. Especially John Cooper (1980) has given to us an original and creative understanding of the matter at hand. Particularly, he argues that not only the completely virtuous agents can engage in virtuous friendship; less morally developed agents can do so as well. The key advantage of Cooper’s account is that it allows agents of unequal moral (...) development to take part in character friendship. That is, if an agent A has advanced high in the levels of moral excellence, this does not mean that he necessarily has to find someone with the same level of moral excellence to befriend. I will argue that this agent can also be friends with a less morally developed agent. I will call this relationship: character friendship between unequally developed moral agents. In fact, I will not only follow Cooper’s argument, but I will also try to extend it. Specifically, I will argue that the most significant upshot of his argument is that Aristotle has found a way for the less morally developed agents to improve in moral excellence, throughout the help of their friends of higher moral status. I will suggest then, that this interpretation of character friendship, can not only give an answer to scholars that support the ‘completely virtuous agents’ presupposition; and especially those who reject character friendships between unequally developed agents (Cocking & Kennett, 1998). Cooper’s interpretation can be the stepping stone in understanding character friendship as a mechanism in Aristotle’s hands for his less morally developed agents to further advance in virtue. If we accept the ‘completely virtuous agents’ argument about character friendship then the circumstance just mentioned is impossible. In order for Cooper’s argument to work, however, we have to give a solution to what I will call the Reciprocity Problem. Unfortunately, he does not discuss this matter. I will suggest though, that Aristotle covers this potential gap of Cooper’s theory in his discussion based on superiority. In this manner we can have a less problematic version of the extended view of character friendship. I will thus deploy this paper in the subsequent order. I will first explore the ‘completely virtuous agents’ view of character friendship. I will argue there that despite the merits of such an interpretation, Aristotle seems to offer a more extended view of character friendship. My next task will be to demonstrate why Cooper’s position covers this extended view. Before I move one, I will give a solution to the Reciprocity Problem. After that, I will try to show that Cooper’s view can be extended, so as to explain the prospect of less morally developed agents to advance in the sphere of virtue, by participating in character friendship between unequally developed moral agents. Lastly, I will try to show how the extended view of character friendship can work as an anti-luck shield against the vulnerability of the human character. (shrink)

It is widely agreed that Aristotle holds that the best moral education involves habituation in the proper pleasures of virtuous action. But it is rarely acknowledged that Aristotle repeatedly emphasizes the social and political sources of good habits, and strongly suggests that the correct law‐ordained education in proper pleasures is very rare or non‐existent. A careful look at the Nicomachean Ethics along with parallel discussions in the Eudemian Ethics and Politics suggests that Aristotle divided public moral education or law‐ordained habituation (...) into two types. One type is a defective form practiced by the Spartans, producing civic courage and similar defective virtue‐ like states motivated by external incentives. By contrast Aristotle endorses the law‐ordained musical education described in Politics 8. The chapter argues that Aristotle considers the well‐habituated state of proper pleasures in virtue to be best cultivated by this kind of musical education; and that this explains both his emphasis on good laws and on their scarcity. (shrink)