Intelligent Virtue

Annas, Julia

doi:10.1093/acprof:oso/9780199228782.001.0001

Cited by 857 publications

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“…Some think that virtues can be taught and learned like skills (e.g., playing the piano), which is a view similar to Aristotle's position (Annas 2011). Others seem to be confident that virtues can be taught in courses in practical ethics (see Harris 2008;Pellegrino 2002).…”

Section: Spielthenner G Virtue-based Approaches To Professional Ethicsmentioning

confidence: 98%

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Virtue-based Approaches to Professional Ethics: a Plea for More Rigorous Use of Empirical Science

Spielthenner

2017

ethic@

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Until recently, the method of professional ethics has been largely principle-based. But the failure of this approach to take into sufficient account the character of professionals has led to a revival of virtue ethics. The kind of professional virtue ethics that I am concerned with in this paper is teleological in that it relates the virtues of a profession to the ends of this profession. My aim is to show how empirical research can (in addition to philosophical inquiry) be used to develop virtue-based accounts of professional ethics, and that such empirically well-informed approaches are more convincing than traditional kinds of professional virtue ethics. The paper is divided into four sections. In the first, I outline the structure of a teleological approach to virtue ethics. In Section 2, I show that empirical research can play an essential role in professional ethics by emphasizing the difference between conceptual and empirical matters. Section 3 demonstrates the relevance of virtues in professional life; and the last section is concerned with some metaethical issues that are raised by a teleological account of professional virtues.Keywords: Empirical ethics; professional ethics; professional virtues; science-based ethics; teleological virtue theory; virtue ethics This article concerns itself with the application of virtue theory to professional ethicsthat is, in short, to the ethics of professionals who are members of a particular profession such as medicine, law, teaching, or social work. Until recently, professional ethics was largely principle-based and virtues were deemphasized. Ethical conduct of professionals was commonly portrayed as consisting in adherence to ethical codes of conduct that had been adopted by professional associations. But critics have pointed out the limitations of this approach, e.g., the abstract nature and rigidity of principles and their failure to capture the richness and complexity of moral life. It is now widely acknowledged that not everything that is important in professional life can be captured by codes of conduct and that professionalism goes beyond ethical principles. This has led to an attempt to enrich principle-based ethics by including virtues to professional ethics. http://dx.doi.org/10.5007/1677-2954.2017v16n1p15 16 ethic@ -Florianópolis, Santa Catarina, Brasil, v. 16, n. 1, p. 15 -34. Jul. 2017 SPIELTHENNER, G. Virtue-Based Approaches to Professional EthicsThere is, however, a great variety of virtue theories, which differ both in terms of their aims and how they define the virtues (see Swanton 2013, for discussion). The most often employed approach to professional virtue ethics is the neo-Aristotelian type, according to which virtues are grounded in a purpose or end (telos).2 In Aristotle's ethics, this is the end of human beings; and in a neo-Aristotelian version of professional ethics, it is the end of a profession. That is to say, the kind of professional ethics that I am concerned with in this paper is teleological (but not consequentialist) in...

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Section: Spielthenner G Virtue-based Approaches To Professional Ethicsmentioning

confidence: 98%

“…Theorists frequently claim that virtues are intrinsically good (Annas 2011;Swanton 2003). This is, however, a controversial view because it entails that a trait like courage would be valuable even if it had no effects on its possessor's behaviour and even if it consistently led to immoral conduct.…”

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Virtue-based Approaches to Professional Ethics: a Plea for More Rigorous Use of Empirical Science

Spielthenner

2017

ethic@

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“…Good character is formed in part through guided practice in making decisions and engaging other people in admirable ways, and the success of such practice depends on the learner having an autonomous aspiration to get better (Annas, 2011). Modeling, understanding, and the satisfaction of relational, competence and autonomy needs are crucial to the formation of such aspiration and striving.…”

Section: Motivation and Well-beingmentioning

confidence: 99%

“…Modeling, understanding, and the satisfaction of relational, competence and autonomy needs are crucial to the formation of such aspiration and striving. The guidance that practice requires must be reasoned, drawing the learner's attention to the relevant factors she must attend to and care about, while being nurturing and needs-supportive in the way SDT understands this (Annas, 2011;Curren, 2014c). In this way, the learner may be induced to notice and care about what it is important to notice and care about in order to make progress.…”

Section: Motivation and Well-beingmentioning

confidence: 99%

Why character education?

Curren

2017

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Character education in schools has been high on the UK political agenda for the last few years. The government has invested millions in grants to support character education projects and declared its intention to make Britain a global leader in teaching character and resilience. But the policy has many critics: some question whether schools should be involved in the formation of character at all; others worry that the traits schools are being asked to cultivate are excessively competitive or military. In this pamphlet Randall Curren sets out a robust defence of character education. He welcomes the political support it presently enjoys, but contends that greater clarity about the nature, benefits and acquisition of good character is essential. In particular, he argues that too narrow a focus on traits like perseverance and resilience is a serious mistake: these traits are only virtues when they are part of a wider set of moral and intellectual qualities, and when their exercise is guided by good judgment. Curren offers us a compelling and coherent account of what good character is and how it might be cultivated in schools. He explains why schools must be needs‐supporting environments that provide students with opportunities to engage in rewarding activity, and why cultivating good character implies promoting the ‘fundamental British values’ of democracy, the rule of law, individual liberty, and mutual respect and tolerance. His groundbreaking pamphlet promises to expand the scope and strengthen the foundations of character education in British schools, and should go a long way towards allaying the fears of its detractors.

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“…Ан-нас отрицает, что счастья можно добиться при переходе в нужное психическое состояние. Для его приобретения нужно выстроить жизнь так, чтобы осуществились важнейшие идеалы и были достигнуты главные цели [1].…”

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Subjectivist and Objectivist Theories in Contemporary Research of Happiness

Demenev¹

2016

Vestn. Volgogr. gos. univ. Ser. 7. Filos. sociol. soc. tehnol.

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Intelligent Virtue

Cited by 857 publications

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Virtue-based Approaches to Professional Ethics: a Plea for More Rigorous Use of Empirical Science

Virtue-based Approaches to Professional Ethics: a Plea for More Rigorous Use of Empirical Science

Why character education?

Subjectivist and Objectivist Theories in Contemporary Research of Happiness

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