We revisit questions about the scientific status of the pilot Phase I study of deep brain stimulation (DBS) in early stage Parkinson’s disease (PD), as well as questions about enrolling and retaining subjects. In doing so, we highlight a compelling ethical dimension reported to us by patients thinking about becoming research subjects in that study.

This study analyzes a series of complex, ambivalent literary responses to the decades of civil turmoil in seventeenth-century England that simultaneously demanded public commitment and prompted private withdrawal. From their various perspectives the Royalist writers raised in the humanist tradition are shown to appreciate anew the value of patient fortitude.

Richard J. Regan's new translation of texts from Thomas Aquinas' _Summa Theologica_ II–II--on the virtues prudence, justice, fortitude, and temperance--combines accuracy with an accessibility unmatched by previous presentations of these texts. While remaining true to Aquinas' Latin and preserving a question-and-answer format, the translation judiciously omits references and citations unessential to the primary argument. It thereby clears a path through the original especially suitable for beginning students of Aquinas. Regan's Introduction carefully situates Aquinas' analysis of these virtues within the (...) greater ethical system of the _Summa Theologica_, and each selection is introduced by a thoughtful headnote. A glossary of key terms and a select bibliography are also included. (shrink)

In times of stress, trauma and crisis—whether on a personal or global scale—it can be all too easy for us to externalize a larger-than-life figure who can assuage our suffering, a Hero who comes to the fore even as we recede into the background. In taking on our collective burden, however, such an omnipotent Hero can actually undermine us, representing as it does the very same characteristics we fail to note in one another. By granting the Hero to power to (...) set things right, we seem to deny it to ourselves, leaving us temporarily lightened but ultimately helpless. In response, Sue Grand deconstructs the myth of the Heroic and argues for the "ordinary hero," a more realistic figure with the same limitations, concerns and fears as the rest of us, but who nonetheless stands up for the greater good in the face of danger, despair and villainy. From the foundation of relational psychoanalysis, Grand incorporates cultural and ethical considerations in her examination of what this ordinary hero might look like, a trip that takes us from the consulting room to right outside our front doors, from the heart of a "civilized" nation to the myriad war-torn regions dappling the globe, both past and present. Along the way we meet individuals whose encounters with adversity range from the mundane to the catastrophic, and learn how they struggle against the dubious concept of the Hero looming large in their lives. Recounting this journey in finely-tuned yet imminently accessible and enjoyable prose, Grand demonstrates that the best place to ultimately find the ordinary hero is within each other: The hero is us. (shrink)

Many ethics initiatives have stipulated sets of principles and standards for good technology development in the AI sector. However, several AI ethics researchers have pointed out a lack of practical realization of these principles. Following that, AI ethics underwent a practical turn, but without deviating from the principled approach. This paper proposes a complementary to the principled approach that is based on virtue ethics. It defines four “basic AI virtues”, namely justice, honesty, responsibility and care, all of which represent specific (...) motivational settings that constitute the very precondition for ethical decision making in the AI field. Moreover, it defines two “second-order AI virtues”, prudence and fortitude, that bolster achieving the basic virtues by helping with overcoming bounded ethicality or hidden psychological forces that can impair ethical decision making and that are hitherto disregarded in AI ethics. Lastly, the paper describes measures for successfully cultivating the mentioned virtues in organizations dealing with AI research and development. (shrink)

Suffering, in one form or another, is present in all of our lives. But why do we suffer? On one reading, this is a question about the causes of physical and emotional suffering. But on another, it is a question about whether suffering has a point or purpose or value. In this ground-breaking book, Michael Brady argues that suffering is vital for the development of virtue, and hence for us to live happy or flourishing lives. After presenting a distinctive account (...) of suffering, and a novel account of its core element, unpleasantness, Brady proceeds to focus on three claims that are central to his picture. The first is that forms of suffering, like pain and remorse, can themselves constitute virtuous responses. The second is that suffering is essential for four important classes of virtue - virtues of strength, such as fortitude and courage; virtues of vulnerability, such as adaptability and humility; moral virtues, such as compassion; and the practical and epistemic excellences that make up wisdom. His final claim third is that suffering is vital for the social virtues of justice, love, and trust, and hence for the flourishing of social groups. (shrink)

Eight moral virtues that have figured prominently in various cultures throughout history will be discussed: altruism, empathy, gratitude, humility, and the “cardinal virtues” of justice, prudence, fortitude, and temperance. The focus will be on how to understand them and what their relationship is to happiness. It will be argued that all eight essential moral virtues enhance happiness in most people most of the time. Their favourable impact on happiness may motivate humans to become better, which includes the decision to (...) subject themselves voluntarily to moral bioenhancement (MBE)—in order to achieve this betterment. Nonetheless, the development of MBE technologies is still in its infancy and moral education remains the primary means for the moral enhancement of humans, as well as for the enhancement of their happiness. This may however change in the relatively near future. (shrink)

A theology of accompaniment offers insights on how to journey with and be present to those who suffer from terminal illness. In order to sustain acts of accompaniment, the companion must cultivate specific virtues through prayer and the practices of the Christian community. This ethic of accompaniment is based on a Thomistic conceptualization of the virtues of charity and fortitude. These virtues enable the companion to engage in four types of practices with and on behalf of the dying patient. (...) Ethical accompaniment offers the following contributions to end-of-life care, the companion can function as a healthcare proxy, offers a viable alternative to physician-assisted suicide, and overcomes the loss of meaning associated with death through the Christian narrative. (shrink)

This study examines whether character strengths predict resilience (operationalized as stable or higher mental health and subjective well-being despite an adverse event) over a period of approximately one month during the COVID-19 pandemic lockdown in Spain. Using a longitudinal design, participants (N = 348 adults) completed online measures of sociodemographic data, information regarding their situation in relation to the COVID-19, character strengths, general mental health, life satisfaction, positive affect and negative affect. All variables were measured at Time 1 and Time (...) 2, except for sociodemographic and most COVID-related information (Time 1 only). Time 1 data collection was conducted between March 21, 2020 and April 2, 2020, i.e., approximately the second week of lockdown in Spain. Time 2 data collection was conducted between April 24, 2020 and May 18, 2020, after the Spanish government announced ita intention to progressively release the lockdown. A principal component analysis of character strengths was conducted. Five character strength factors were extracted: fortitude, goodness, intellectual, interpersonal, and restraint. Factor structures at Times 1 and 2 were highly consistent. All character strength factors at Time 1 correlated positively with life satisfaction and positive affect, and negatively with negative affect and mental health at T2 (higher scores in the mental health measure indicate poorer mental health). Fortitude strengths showed the highest correlations. We conducted a series of regression analyses with strength factors at Time 1 as predictors, and mental health, life satisfaction, and positive and negative affect as dependent variables, controlling for their baseline levels. To test the directionality of the relationship between strengths and the dependent variables, all analyses were reversed. All character strength factors predicted an increase in mental health. They also predicted positive affect, with the exception of strengths of restraint. Fortitude, intellectual and interpersonal strengths predicted an increase in life satisfaction. Finally, fortitude strengths, interpersonal strengths, and strengths of restraint, predicted a decrease in negative affect. None of the reversed analyses yielded significant effects. Limitations, implications, and possible character strengths-based interventions aimed at promoting mental health in the COVID-19 pandemic are discussed. (shrink)

Some philosophers working on the epistemology of disagreement claim that conciliationist responses to peer disagreement embody a kind of intellectual humility. Others contend that standing firm or “sticking to one’s guns” in the face of peer disagreement may stem from an admirable kind of courage or internal fortitude. In this paper, we report the results of two empirical studies that examine the relationship between conciliationist and steadfast responses to peer disagreement, on the one hand, and virtues such as intellectual (...) humility, courage, grit, and actively open-minded thinking, on the other. We observed positive correlations between measures of conciliationism, intellectual humility, and actively open-minded thinking but failed to find any reliable association between steadfastness, courage, and grit. Our studies reveal that there are at least two important intellectual virtues associated with conciliationist responses to peer disagreement (viz., intellectual humility and actively open-minded thinking) and two vices associated with steadfast responses (intellectual arrogance and myside bias). These findings shed new light on the overall epistemic goodness of the conciliationist perspective. -/- keywords: disagreement, conciliationism, steadfastness, intellectual humility, courage, actively open-minded thinking. (shrink)

Current frameworks on ethical decision-making process have some limitations. This paper argues that the consideration of moral competencies, understood as moral virtues in the workplace, can enhance our understanding of why moral character contributes to ethical decision-making. After discussing the universal nature of four moral competencies (prudence, justice, fortitude and temperance), we analyse their influence on the various stages of the ethical decision-making process. We conclude by considering the managerial implications of our findings and proposing further research.

Richard Levins’s (Am Sci 54(4):421–431, 1966) paper sets a landmark for the significance of scientific model-making in biology. Colombo and Palacios (Biol Philos 36(5):1–26. 10.1007/s10539-021-09818-x, 2021) have recently built their critique of the explanatory power of the Free Energy Principle on Levins’s insight into the relationship between generality, realism, and precision. This paper addresses the issue of the plausibility of biological explanations that are grounded in the Free Energy Principle (FEP) and deals with the question of the realist fortitude (...) of FEP’s theoretical framework. It indicates that what is required for establishing the plausibility of the explanation of a target system given a model of that system is the dosage or the harmony between the generality and accuracy of explanatory models. This would also provide a basis for seeing how scientific realism could be a viable option with respect to FEP. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Renaissance Crisis of ExemplarityFrançois Rigolot“Every example is lame” (Tout exemple cloche), acknowledged Montaigne in the last chapter of his Essais. 1 Was this the moaning of a lone, disillusioned skeptic or the idiosyncratic formulation of a widely shared attitude of mistrust at the end of the sixteenth century? To answer this question one must first examine the epistemological status of examples at the end of the period we (...) still conventionally call the “Renaissance”; and this is the purpose of this group of papers. 2In his work on the notion of exemplum in early modern France and Italy John D. Lyons helped restore the concept of exemplarity to its central place in the history of rhetoric. 3 From Aristotle’s paradeigmata—simple case stories at the orator’s disposal (Rhetoric 1.2. 1356b)—to Montaigne’s “lame” exemples—contingent instances unfit for demonstrative purposes (Essais III, 13, 1070)—the rhetorical impulse has followed strangely circuitous ways. Part of the confusion is probably due to the transformation of technical language under the pressure of common usage. Throughout the early modern period, while the Latin word exemplum continued to refer to rhetorical practice (an illustrative anecdote with a moral point), its vernacular derivatives (esempio, ejemplo, exemple, etc.) generally had a broader, looser, and less didactic meaning, as the emphasis was displaced to the “narrative” aspect of instances, regardless of their intentionality. In other words, although examples were often used to illustrate a didactic point, they differed from exempla inasmuch as they were not always meant to serve a demonstrative purpose.Of course, to the extent that choosing an example necessarily involves some form of selective process from a larger quantity of material, every instance is [End Page 557] bound to entertain a metonymic relation with a greater whole. But, etymologically, an example (essample, in Old French spelling) is a sample, one thing merely alleged to resemble another one, not a demonstrative tool. Yet in his Dictionarie of the French and English Tongues (London, 1611), Randle Cotgrave gave polysemous English equivalents for exemple and exemplaire:Exemple: 1) An example, sample, patterne, or president [sic] to follow; 2) a copie, or counterpane of a writing; 3) one thing alledged to prove, or inforce another that resembles it.Exemplaire: 1) A patterne, sample, or sampler; 2) an example, president [sic] or precedent, for others to follow, or to take heed by; 3) also, the copie, or counterpane of a writing. 4There is an odd mixture of demonstrative and non-demonstrative connotations. The two seemingly interchangeable words receive tripartite definitions, with the three meanings of exemple corresponding to the three of exemplaire.In Renaissance humanistic oratory the evocation of examples was often a simple matter of style. For better elocutory purposes public speakers were encouraged to use graphic case stories to make their speeches more appealing and enjoyable, but orators also used what they called exemplars (Latin exemplaria) to provide their audience with models of conduct to imitate. Worthiness was the ultimate criterion for exemplarity. Cato and Socrates were living symbols of moral determination and courage. They became powerful exemplars of ancient “virtue,” or moral fortitude (Latin virtus; Italian virtù). In the selective process of arguments (inventio), they were chosen because they exemplified a specific attitude or line of conduct: they were, by definition, exemplary examples. 5In the Renaissance the uplifting reading of ancient exemplars was closely related to the doctrine of imitatio, the sacrosanct recourse to inherited cultural models. At the same time the appeal of mimesis, characterized by the actual experience of the real world in reaction to scholastic insularity, greatly problematized the reception of ancient models. Whereas a long-held reverence for the imitative power of traditional exempla offered compelling patterns of moral conduct, the new attractiveness of a more “natural” mimetic discourse [End Page 558] tended to turn the study of models away from duplication. 6 In the face of the inexhaustible diversity and unpredictability of human actions, how can we choose a proper model after which to pattern our own behavior? This is one of the many questions raised by the humanist’s disenchantment with imitative symbols of moral conduct.In recent years the concept... (shrink)

Abstract. The American dream of the “self-made man” is as central to the functioning of our capitalist society as Wall Street and as familiar as the Statue of Liberty. According to this dream, the tired masses have a shot at making it on their own if they have the will power, stamina, and intestinal fortitude to survive and compete. What do we do now that we are faced with scientific evidence that this very strategy is driving society into disconnection, (...) despair, and even poor health? Relational-cultural theory states that growth happens through and toward relationships not toward increased separation and autonomy. Relational-cultural theory describes empathy and mutuality as key components to healthy relationships. This essay will focus on the latest research in the neuroscience of relationships—the development of the capacity to connect within relationships, the systems that help us read and empathize with others, the adaptability and plasticity of the central nervous system, and the destructive nature of isolation. (shrink)

In this chapter it is argued that Mary Wollstonecraft’s political is best characterized as ‘feminist republicanism’. Wollstonecraft’s feminism challenges republicanism from within. The republican movement used the language of rights and liberty in arguments for popular sovereignty and against despotic and aristocratic privilege. Wollstonecraft articulated her feminism within and against this movement, which argued for the rights of all while taking for granted that ‘all’ is properly represented by white men with property. Her feminism requires the dismantling of all hierarchies, (...) for the sake of freedom and virtue. Many have read Wollstonecraft as a liberal. If by liberal one simply means a philosophy based on natural rights and a principle of individual liberty, then Wollstonecraft was a liberal, but we do not gain any understanding of the particulars of her thinking in that way. The republican conception of personal freedom – independence or freedom from arbitrary rule – is an organising principle in Wollstonecraft’s thought. This conception of freedom feeds her feminist critique of republicanism: the sexism of republicanism is found in the definitional association of liberty and virtue with maleness. Of equal importance is her critical take on the civic humanist discourse of virtue as a way of living freely in society. Virtue is not a set of rules; it is the learnt habit of a resolute and independent personal character. This in turn requires that a person receives rational education and is treated with equal respect. Women are deliberately kept out of this sphere of moral progress. When Wollstonecraft ironically notes that ‘truth, fortitude and humanity’ are seen to be ‘manly morals’ she attacks, from within, the republican language that makes virtue into a male domain. (shrink)

The direct reference point for these analyses is the process of making moral decisions, but a particular point of interest is the difficulty associated with making decisions when acting subjects are aware that their choice of moral good can lead to the breakdown of relationships with those close to them or to their exclusion from the group that have been most important to them so far in their lives, consequently causing them to experience loneliness. This difficulty is a challenge for (...) education, which in supporting the moral development of a maturing person should prepare her/him for choosing moral good even if this requires personal sacrifices. In these analyses, assuming that knowledge of moral good is not sufficient for morally good actions, I refer mainly to the virtues of character that facilitate making morally good decisions and I seek the answer to the question: what character traits should be shaped in maturing persons, so that as adults they can resist moral evil, even when this will clearly lead to the experience of loneliness? I propose these character traits as expressing moral virtues—especially the cardinal virtues of prudence, justice, temperance and fortitude. In this way, I join in the discussion relating to the teleology of education. I do not touch on the methodology of education, however. The argument is presented in two parts. In the first, I introduce the problem of decision-making implying consent to loneliness. In the second, I reflect on the characteristics of a person who is capable of making such a decision. (shrink)

For most of the past generation, clinicians have been taught to treat patients' pain until the patient says it is relieved. The opioid crisis has forced both clinicians and patients to reconsider that approach. This essay considers how Christians in particular might assume and seek to overcome their experiences of persistent pain. Wise and faithful responses to pain, especially chronic pain, can take their bearings from how early Christians made sense of the place of both medicine and suffering in a (...) faithful life. This results in not asking medicine to resolve persistent pain, especially not through the use of opioids. Resisting the impulse to medicalize chronic pain will require patience on the part of those who suffer, and both patience and fortitude on the part of the clinicians to whom they present. (shrink)

Moral theology: tradition and prospects -- Purpose, reason and action -- The process of practical reasoning -- How to evaluate good and bad actions -- Actions, dispositions and character -- The reality of sin -- Conversion to Christ -- God's will and God's law -- Virtues: moral dispositions for acting well -- Wisdom in action -- Justice -- Fortitude -- Self-control -- Faith -- Love -- Hope.

Speedrunning is a kind of ‘metagame’ involving video games. Though it does not yet have the kind of profile of multiplayer e-sports, speedrunning is fast approaching e-sports in popularity. Aside from audience numbers, however, from the perspective of the philosophy of sport and games, speedrunning is particularly interesting. To the casual player or viewer, speedrunning appears to be a highly irreverent, even pointless, way of playing games, particularly due to the incorporation of “glitches”. For many outside the speedrunning community, the (...) use of glitches appears to be cheating. For speedrunners, however, glitches are entirely within the bounds of acceptability. Because of this, however, speedrunning frequently involves sidestepping what are typically taken to be the core challenges of the game. By examining the distinction between the use of glitches and cheating in speedrunning, we can gain a greater understanding of the unique ethos of this activity; that is, we can make sense of what fundamentally constitutes speedrunning as a metagame. I argue that by understanding the code of the game not as rules but as physics, and by examining what actions are deemed impermissible by the speedrunning community – such as hardware modification and hacking – we can see that the ethos of speedrunning has three components: constitutive skills (including dexterity, memorisation and mental fortitude); a collective, fine-grained knowledge of the game and the desire to subvert the intentions of the programmers. Each of these components limits and structures the earlier ones: collective knowledge takes priority over constitutive skills, and subversion takes priority over both. These three components form the ethos that structures speedrunning as a metagame, expressing what speedrunners take to be its central aim. (shrink)

This article argues that Thomas Aquinas's virtue ethics approach to just war theory provides a solid ethical foundation for thinking about the problem of war. After briefly indicating some shortcomings of contemporary views of international justice, including pacifism, legalism, progressivism, realism, pragmatism, and consequentialism, the article examines Aquinas's question ?On War? in the Summa Theologiae. It then attempts to show that Aquinas's thinking on war is rooted in his understanding of the virtues by providing a brief overview of how the (...) cardinal virtues (prudence, justice, fortitude, temperance) and theological virtues (faith, hope, and charity) are connected to just war considerations. (shrink)

Some philosophers working on the epistemology of disagreement claim that conciliationist responses to peer disagreement embody a kind of intellectual humility. Others contend that standing firm or ‘sticking to one's guns’ in the face of peer disagreement may stem from an admirable kind of courage or internal fortitude. In this paper, we report the results of two empirical studies that examine the relationship between conciliationist and steadfast responses to peer disagreement, on the one hand, and virtues such as intellectual (...) humility, courage, grit, and actively open-minded thinking, on the other. We observed positive correlations between measures of conciliationism, intellectual humility, and actively open-minded thinking but failed to find any reliable association between steadfastness, courage, and grit. Our studies reveal that there are at least two important intellectual virtues associated with conciliationist responses to peer disagreement (viz., intellectual humility and actively open-minded thinking) and two vices associated with steadfast responses (intellectual arrogance and myside bias). These findings shed new light on the overall epistemic goodness of the conciliationist perspective. (shrink)

This paper focuses on the emotional make-up of Descartes’s generous person. Described as having complete control over the passions, the generous person is not passion-free; she feels compassion for those in need but unable to bear their misfortunes with fortitude, hates vice, takes satisfaction in her own virtue, etc. To bring to light the coherence of the generous person’s emotional configuration, a compare and contrast analysis with Descartes’s deficient moral type, the abject person, is provided. Real life as well (...) as literary examples (Queen Christina of Sweden, Descartes himself and Kadhy Demba, one of the main characters of Marie NDiaye’s novel Trois Femmes Puissantes) further refine the portrait of Descartes’s generous person and show that generosity is achievable by anyone who uses their will well. Descartes’s position on harmonizing the passions is reconstructed as a developmental trajectory: harmonizing the emotions is possible courtesy of God who put this sphere of created affairs under our jurisdiction; harmonizing the passions is required since the alternative is sub-optimal (souls enslaved and miserable); finally, harmonizing the emotions is satisfying. Since, as the above examples demonstrate, in the process of making their emotional composition coherent, different people take different routes and thus “create for themselves a personal, quite personal ideal,” acquiring Cartesian generosity points the way to Nietzsche’s later notion of self-creation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume XXIV, Number 2, November 1998, pp. 295-311 Hume's Wide View of the Virtues: An Analysis of his Early Critics JAMES FIESER Hume discusses about 70 different virtues in his moral theory. Many of these are traditional virtues and have clear moral significance, such as benevolence, charity, honesty, wisdom, and honor. However, Hume also includes in his list of virtues some character traits whose moral significance is (...) not immediately obvious, such as wit, good manners, and dialogue. Mid-eighteenth century critics of Hume's moral theory almost unanimously felt that his notion of virtue was too broad and that Hume should have distinguished between genuine moral virtues, on the one hand, and mere intellectual abilities on the other. According to the critics, grouping the two together devalues the true virtues. Hume was aware that his broad understanding of the virtues was controversial and we know from his letters that he read at least some of these critiques. He nevertheless vigorously defended his position. Although Hume sees this as an issue worthy of defending, contemporary Hume scholarship has neither discussed the nature of the eighteenth century criticisms nor given adequate attention to the success or failure of Hume's position. I address these issues here. I begin by presenting Hume's defense of his wide view of the virtues as it appears in both the Treatise and the Enquiry concerning the Principles of Morals.1 Then I chronologically present early criticisms of Hume's view, including those by Francis Hutcheson, James Balfour, John Leland, and James Beattie. From these early discussions I suggest that we find three criteria to distinguish between genuine moral virtues, such as justice, and James Fieser is at the Department of Philosophy, University of Tennessee at Martin, Martin TN 38238 USA. email: [email protected] 296 James Fieser less morally urgent intellectual abilities, such as industriousness. The three criteria are: (1) moral virtues are a matter of choice and intellectual abilities are not; (2) moral virtues by themsleves aim at a good end and intellectual abilities by themselves do not necessarily do so; and (3) moral virtues are such that the failure to obtain them incites blame, whereas the failure to obtain intellectual abilities does not incite blame. Although I believe that the first criterion fails, I argue that the second and third criteria provide reasonable ways of distinguishing moral virtues from intellectual abilities. Hume's Argument Hume's first account of the wide scope of the virtues appears in Book III, Part iii, of the Treatise, published in 1740. His main criterion in determining the virtue of an agent's character trait is whether the action it produces has consequences that trigger symapthetic feelings of moral pleasure2 in the minds of spectators (T 574-575). In Section 4, entitled "Of Natural Abilities," he argues that the distinction between natural abilities and moral virtues is unfounded since both groups of mental qualities bring forth the same sympathetic moral feelings in the spectator (T 606-614). Anticipating objections, Hume considers several possible points of distinction between natural abilities and moral virtues, but then rejects them all. First, he considers that the precise feelings elicited in the spectator designate two separate classes. Hume's reply is that the precise feelings elicited by each virtue (for example, benevolence, charity, justice) are also distinct in minute ways. Nevertheless, we still classify all such elicited responses as feelings of moral approval. Second, he considers that natural abilities are involuntary whereas moral virtues are the result of free will. Hume's reply is that many involuntary abilities, such as fortitude, have classically been catalogued as virtues. He adds that there is no conceivable reason why any involuntary quality of an agent mazy not produce sympathetic pleasure in the spectator. Third, Hume considers that habits relevant to moral virtues can be altered through reward and punishment, whereas habits relevant to natural abilities are more fixed and cannot be altered by these means. Hume's reply is that if we are not biased by such moral systems, then this distinction would not even arise. In An Enquiry concerning the Principles of Morals (1751), published eleven years later, Hume presents the broad... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Grieving One More TimeNeethi Pinto"The deeper sorrow carves into your being, the more joy you can contain."—Kahlil GibranI take care of very sick children in the pediatric intensive care unit (PICU). When a child dies, grief strikes in three distinct waves. First, I grieve for the child we couldn't heal, the unfairness, and the complete and utter sadness of a life cut too short. Then, I grieve for the (...) survivors—the families whose lives will be changed forever and who must find the strength to go on. It's not until later, in solitude, that I am able to grieve a third time—this time by and for myself.As clinicians, we are also survivors. Yet, our culture in medicine rarely affords us the permission or the grace to unpack the depth of the sorrow and grief we regularly witness and suffer. Instead, we must summon up the fortitude to take care of the child in the next room before we can pause and process our grief. As a field, we have been more intentional about having "hot" (soon after the event) and "cold" (days to weeks later) debriefings, but these short conversations about our shared experience are limited. The sheer reality of our day-to-day lives in the PICU is that the next critically ill patient is waiting.My processing of grief happens when I replay the events leading up to the patient's death over and over and over again. Was there something I missed? Could I have done better? In fact, I teach my medical students, pediatric residents, and PICU fellows that this very questioning makes us better physicians—as long as we don't let our second-guessing or fear of making a mistake paralyze our actions in the future.Little did I know I would grieve a fourth time …"How would you feel if this was your daughter?" These words were harshly spoken by my patient's father, a former police officer, the day his daughter died of respiratory failure. I had cared for her on many occasions during her prolonged admission, including that very sad last day. Undoubtedly, he was grieving, but I could feel his anger when he interrogated me. I wondered if he remembered how he profusely thanked me for caring for his daughter when we first met or the many times our team had resuscitated her, saving her life. I spent countless hours at her bedside, during the day, in the middle of the night, away from my own young family. Sure, these hours—nights, weekends, and holidays—are "part of the job," but I chose a career in pediatric critical care because of a commitment to caring for the most medically vulnerable children—the sickest of the sick—despite these hours. As pediatric intensivists, we have a unique opportunity to help children and their families at the most harrowing times in their lives—when they face the possibility of death. Although we know at the outset that some children will not survive, the grief we experience when a child dies still runs deep. It hurts every single time. In this case, my profound grief was exacerbated by the father's hostility. One year later, my sorrow deepened when I answered my doorbell at home to find a police officer handing me a subpoena for a malpractice lawsuit regarding this child's death—a delivery intended to intimidate me. I found myself grieving a fourth time—grieving for the loss of joy—joy that had been central to my identity as a physician. [End Page 72]Then, the feeling of shame crept in and haunted me. I always understood that I entered a high-risk/high-stakes field where children die because of the severity of their illness despite state-of-the-art medicine and technology. Over the years, I've learned that not only is it rewarding to help a child survive critical illness but it is incredibly moving to forge an intense human connection with families when their children are dying. So, my shame was not due to a sense of failure in preventing this child's death but rather due to the... (shrink)

This article studies Walter Chatton 's account of the connection of the virtues and its relation to the teaching of Henry of Ghent and John Duns Scotus. Chatton 's position with regard to the connection of temperance, fortitude, and justice is influenced by Henry and yet importantly different from him. Chatton 's teaching on the connection between prudence and the moral virtues closely follows Scotus's view. Both Franciscans frame this problem in terms of the connection between intellect and will. (...) They both deny that having prudence implies possessing the moral virtues on account of the freedom of the will. Furthermore, they deny that prudence presupposes the moral virtues, because they consider it impossible that the will induce the intellect to err. (shrink)

With reference to the virtue-ethics tradition, especially the system of St. Thomas Aquinas, this essay interprets the pentangle emblazoned on Gawain’s shield as symbolizing the perfection of interconnected virtues, and the Green Knight as figuring Christ in his martyrdom. Linking these two strands of meaning is the Thomist idea of fortitude, the virtue under particular scrutiny in the poem. Gawain fulfills the secondary part of fortitude, attack, while the Green Knight fulfills the primary part, endurance, and is identified (...) with Christ. His axe, holly bob, and green coloration, and even his menacing aspect, all foster this significance. (shrink)

An exploration of modern applications of twelve ancient Greek and Roman philosophers, including Plato, Aristotle, Seneca, Epictetus, Heraclitus, Diogenes, and Skeptics and Stoics. Examples include the founders of cognitive behavioral therapy and the director of a resilience program for the U.S. Army. Offers lessons in happiness, fortitude, and fulfillment.

This paper examines the variety of procedures in the use that Saint Ambrose does of the Cicero's text, which cannot be reduced to a single model -synthesis, imitation, transformation, substitution-. It is exemplified by means of the comparison with the conception of verecundia and the fortitudo in book I. For the first time St. Ambrose applies ideas and terminology from military service to the development of the virtue of fortitude.

The author traces some forms of underground anti-Soviet activities of students of the Lviv Polytechnic Institute, currently the National University 'Lviv Politekhnika'. The rest of Lviv higher education establishments were also engaged in such activities. The research is based on scientific studies, recollections, archive materials and records of the Ukrainian Rebel Army, which cover the period of 1944-1953. The paper is timed to the bicentenary of the Lviv Politekhnika foundation and aims to demonstrate fortitude of Ukrainian spirit of young (...) people who sought after their independent Ukrainian state. A list of Politekhnika students is given, who displayed their bravery in individual anti-Soviet actions, as well as some underground independent student organizations and representatives of the national underground which considered youth development its priority since 1948 are indicated. Anti-Soviet activities of the student milieu included the making of politically focused leaflets and their distribution among city-folk and at higher education establishments. Despite a small time of underground activities because of frequent arrests, Lviv students continued their work up to 1953. All detected members of clandestine organizations were sentenced by the Military Tribunal of the Ministry for State Security to the terms of 10 - 25 years in correctional labor camps of the GULAG. Some of the released returned to their native land and managed to get across their viewpoint and motivation of their actions over the above period to new generations. (shrink)

Virtue is fundamental to guarantee the self- fulfillment of every human person. However, when we talk about virtue, in the thought of Thomas Aquinas, those cardinals tend to be mentioned (prudence, justice, fortitude and temperance) and the social ones are abdicated, which are equally fundamental for all human person be self-fulfilled and, at the same time, contribute to ensuring the good social harmony and vice versa. Perhaps, by approaching them, we can find answers to the current social crisis and, (...) thus, how we must behave in order to preserve common good. (shrink)

In 1933, Ethel Thompson Overby became the first African American female principal in Richmond, Virginia. Her motto was ?It is better to light a candle than to curse the darkness? (Overby 1975, 1). Before becoming principal, Overby had been a teacher in the southern urban de jure segregated schools of the city. How did the racially segregated context impact her understanding of democracy as an African American woman? As a teacher, what educational practices did she subscribe to? What educational theorizing (...) underpinned her educational practices as a teacher and as a principal? Who was she? These were the questions that guided this research into the educational theorizing of Ethel T. Overby. This research seeks to further the understanding of the theorizing that underpinned the educational practices of African American female teachers and principals who taught and led in public urban de jure segregated southern schools (Charron 2009; Johnson 2000; May 2007; Walker 2009). This historical qualitative research provides knowledge about the educational theorizing of African American educators and how past practices can support the educational fortitude of African American students today. ?To be a teacher, you had to be a good citizen.??Ethel Thompson Overby (1975, 10). (shrink)

Fear is a social phenomenon that develops in people facing a crisis, such as a pandemic. For instance, the entire world is currently exposed to Covid-19 pandemic, causing great fear. In the Bible, Jesus’ disciples were terrified of sinking in their boat during a storm. Although these two scenarios are different, the response is the same. Fear produces stress and anxiety disorders when not appropriately managed. This paper examines the causes of fear and how they can be addressed. Specifically, the (...) study involves determining the cause of fear and proposing a strategy based on Hope, as described by Erich in the book Revolution of Hope which positively correlates with building fortitude and endurance. Surrendering or persisting is a dialectical choice, though theology fear does not give chances. Instead, Humans only survive by depending on God. This research was involved literature reviews by utilizing reference sources, including books, journal articles, and other scientific content. (shrink)

Immanuel Kant defines virtue as a kind of strength and resoluteness of will to resist and overcome any obstacles that oppose fulfilling our moral duties. Human agents, according to Kant, owe it to ourselves to strive for perfect virtue by fully committing ourselves to morality and by developing the fortitude to maintain and execute this life-governing policy despite obstacles we may face. This essay reviews basic features of Kant’s conception of virtue and then discusses the role of emotions, a (...) motive of duty, exemplars, rules, and community in a virtuous life. Kant thinks that striving to be more virtuous requires not only respect for moral principles and control of our contrary emotions but also a system of legally enforced rules and communities of good persons. Exemplars and cultivated good feelings and emotions can also be useful aids along the way, but Kant warns us against attempting to derive our moral standards themselves from examples or feelings. The best any of us can hope for, in Kant’s view, is to make constant progress in our difficult struggle for moral perfection. (shrink)

The standard case of weakness of will involves a strong temptation leading us to reconsider or act against our judgments. Here, however, I consider cases of what I call ‘habitual weakness', where we resolve to do one thing yet do another not to satisfy any grand desire, but out of habit. After giving several examples, I suggest that habitual weakness has been under-discussed in the literature and explore why. These cases are worth highlighting for their ubiquity, and I show three (...) further advantages of appreciating habitual weakness as a kind of weakness: It challenges purportedly necessary conditions on akrasia, it side-steps outstanding skeptical concerns, and it provides a new model for considering the weak-willed behavior of group agents. I conclude by arguing that cases of habitual weakness are genuine cases of akrasia and weakness of will. Rather than lacking strength of will, habitual weakness involves lacking diligence, vigilance, or fortitude. (shrink)

Virtue ethics has a rich history; yet, its application in health ethics has been minimal compared to other major ethical frameworks. Even more, its application to health policy and population-level questions has been almost nonexistent. A new concept in moral theology, structures of virtue, provides impetus for ethicists to consider how virtue ethics can be a valuable addition to existing frameworks in public health ethics. This article offers a basic overview of virtue ethics and its value for analysis of social (...) structures in public health. It does so by explaining how virtue can be seen not only in the process of public health—the promotion of habituated behavior—but also in the content of public health—values such as temperance, fortitude and prudence. It concludes with two extended applications of virtue ethics: vaccination policy and healthy eating. (shrink)

In this chapter it is argued that Mary Wollstonecraft’s political is best characterized as ‘feminist republicanism’. Wollstonecraft’s feminism challenges republicanism from within. The republican movement used the language of rights and liberty in arguments for popular sovereignty and against despotic and aristocratic privilege. Wollstonecraft articulated her feminism within and against this movement, which argued for the rights of all while taking for granted that ‘all’ is properly represented by white men with property. Her feminism requires the dismantling of all hierarchies, (...) for the sake of freedom and virtue. Many have read Wollstonecraft as a liberal. If by liberal one simply means a philosophy based on natural rights and a principle of individual liberty, then Wollstonecraft was a liberal, but we do not gain any understanding of the particulars of her thinking in that way. The republican conception of personal freedom – independence or freedom from arbitrary rule – is an organising principle in Wollstonecraft’s thought. This conception of freedom feeds her feminist critique of republicanism: the sexism of republicanism is found in the definitional association of liberty and virtue with maleness. Of equal importance is her critical take on the civic humanist discourse of virtue as a way of living freely in society. Virtue is not a set of rules; it is the learnt habit of a resolute and independent personal character. This in turn requires that a person receives rational education and is treated with equal respect. Women are deliberately kept out of this sphere of moral progress. When Wollstonecraft ironically notes that ‘truth, fortitude and humanity’ are seen to be ‘manly morals’ she attacks, from within, the republican language that makes virtue into a male domain. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Utility and Morality: Adam Smith's Critique of Hume Marie A. Martin Reading Smith's Theory ofMoral Sentiments one cannot help but note that, in spite ofthe obvious similarities between Smith and Hume and the equally obvious borrowings and adaptions Smith makesofportions of Hume's theory, the two differ substantially on the role of utility in morality. The difference is, in fact, practically diametrical opposition. Hume believed that utility was the "foundation (...) of the chief part of morals." Smith, on the other hand, believed that, while utility may contribute an additional beauty to virtue, it is never the source oftheir virtue and rarely the source of moral approbation. Given their agreement in so many other respects, why the difference regarding utility? To answer this question I shall examine both Smith's specific criticisms ofHume regarding the role ofutility in morals and his more general objections to any theory that makes an appeal to utility a foundation ofmoral approval. I shall show that, while Smith does raise anumber ofgenuine difficulties for Hume's theory, he does not succeed in his most serious criticism, that is, that Hume's theory does not adequately capture the essentially social nature ofmorality. Hume's View ofthe Role ofUtility AccordingtoHume, the sentimentofmoral approbation arisesfrom the perception ofqualities ofcharacter or mind which are either useful or agreeable to ourselves or others. Examples of qualities agreeable to ourselves include cheerfulness, confidence, self-respect, and taste. Examples of qualities agreeable to others include manners, wit, eloquence, andmodesty. But themajorityofourmoral sentiments arise from the perception of the usefulness of qualities, that is, "from reflexions on their tendency to the happiness of mankind, and of particularpersons."2 Utility or usefulness is nothing but a tendency to a certain end. But, Hume claims, "itis acontradictioninterms, thatany thingpleases as means to an end, where the end itself no wise affects us" (E 219). Thus, ifwe approve ofthose qualities thathave a tendency to promote the happiness or well-being of either the possessor or others, it must be eitherbecause we value theirhappinessin itselforbecause we value it as a means to our own interests. Volume XVI Number 2 107 MARIE A. MARTIN Hume rejects the second alternative as contrary to experienced fact. The "selfish systems" which attempt to reduce all moral approbation to self-interest cannot account for our praise and admiration ofthe courage and fortitude ofour enemies even when their consequences thwart our own interests. Neither can such systems account for the fact that "[w]e frequently bestow praise on virtuous actions, performed in very distant ages and remote countries; where the utmost subtilty ofimagination would not discover any appearance ofself-interest" (E 215-16). If it is not self-interest that leads us to approve useful qualities, thenitis clear that"[w]e must adopt amore public affection, and allow, that the interests ofsocietyare not, even on their own account, entirely indifferent to us" (E 219). We approve of qualities that promote the well-being of others because we have a natural concern for their welfare. In general, it is certain, that, wherever we go, whatever we reflect on or converse about, every thing still presents us with the view of human happiness or misery, and excites in our breast a sympathetic movement of pleasure or uneasiness. (E 221) Thus, our approval of useful qualities rests on their tendency to promote the happiness of those who possess or are affected by them, and this, in turn, rests on sympathy, the communication of passions, whereby we "feel" for others—happiness for theirjoys, sorrow for their miseries. So, althoughtheutilityofqualitiesofcharacteris notthe solecause ofour approbation, it is the most extensive and important one. It appears tobe matter offact, that the circumstance oíutility, in all subjects, is a source ofpraise and approbation: That it is constantly appealed to in all moral decisions concerning the merit and demerit ofactions: That it is the sole source ofthat high regard paid to justice, fidelity, honour, allegiance, and chastity: That it is inseparable from all the other social virtues, humanity, generosity, charity, affability, lenity, mercy, and moderation: And, in a word, that it is the foundation ofthe chief part of morals, which has a reference to mankind and our fellow-creatures. (E... (shrink)