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Lesson 8 - virtue ethics overview

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By the end of today’s lesson you will have: Examined the strengths and weaknesses of virtue ethics Recapped an overview of the theory
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Page 1: Lesson 8 -  virtue ethics overview

By the end of today’s lesson you will have:

Examined the strengths and weaknesses of virtue ethics

Recapped an overview of the theory

Page 2: Lesson 8 -  virtue ethics overview

What are Virtues?

A virtue is a positive character trait. Modern-day virtue ethicist Alastair

Macintyre points out that different virtues have been prized by different societies, and at different points in history.

Virtue Ethics is therefore a morally relativist, non-cognitivist theory.

Page 3: Lesson 8 -  virtue ethics overview

Origins The ancient Greeks

recognised virtue as a central element of ethical thinking.

Virtue is particularly important in the writings of Aristotle.

The emphasis that the theory puts on the whole person is typical of the ancient Greeks.

Page 4: Lesson 8 -  virtue ethics overview

A Different Kind of Theory

Not the same as Utilitarianism or Kantianism i.e. Not so much a guide for moral decision-making, more a description of the moral life.

Utilitarianism and Kantianism ask “How should I act?” – Virtue Theory asks “How should I live my life?”, and “What kind of person should I be?”

It is interested in the whole person, not just their actions.

Page 5: Lesson 8 -  virtue ethics overview

We are Judged by our Character

The theory suggests that we are judged by our character, not specific actions.

An individual who has developed good character traits (virtues) is judged to be a morally good person.

An individual who has developed bad character traits (vices) is judged as a morally bad person.

Most of us have a mixture or virtues and vices.

Page 6: Lesson 8 -  virtue ethics overview

Aristotle and the Doctrine of the Mean

Aristotle believed that the moral man was the man of virtue.

He did not see virtue as the opposite of vice.

Virtue is the mean between two extremes – a middle way.

For example, courage is the mean between cowardice and foolish bravado.

Finding this middle way is the key to leading a moral life.

Yet in some cases the doctrine of the Golden mean can not be applied. Aristotle dealt with this problem by observing that what is evil is obviously evil, which relies on our intuition to make the distinction.

Page 7: Lesson 8 -  virtue ethics overview

How do we become Virtuous? We become virtuous by doing virtuous acts

We become patient by doing patient acts We become brave through acts of bravery As with learning an instrument, we get better

with practice The virtuous life is a happy life – we will

enjoy acting virtuously Becoming virtuous is a developmental

process, it requires moral education The end purpose of man, claims Aristotle, is

rational thought and his highest good is to be found in intellectual virtue

Page 8: Lesson 8 -  virtue ethics overview

Virtues in Homer’s Greece

Physical Strength Courage Cunning Friendship

Page 9: Lesson 8 -  virtue ethics overview

Virtues in Athens

Courage Friendship Justice Temperance (self-control) Wisdom

Page 10: Lesson 8 -  virtue ethics overview

Christian Virtues St Ambrose (340-397) defined the

following Greek virtues as the four cardinal virtues:

Courage Justice Temperance Wisdom He took the following three from St. Paul

and these became known as the three theological virtues:

Faith Hope Love (charity – Greek: caritas)

Page 11: Lesson 8 -  virtue ethics overview

Victorian Virtues

Temperance Modesty Piety Obedience Conformity

Page 12: Lesson 8 -  virtue ethics overview

Virtues Today

Tolerance Individuality Generosity Patience Loyalty

Page 13: Lesson 8 -  virtue ethics overview

Further Scholars Elizabeth Anscombe – 20th century

revival of Virtue Ethics – a society without God would be anachronistic in a society which craves rules. We should instead focus on human flourishing

Richard Taylor – Rejects a system of morals based on Divine commands

Phillipa Foot – Although virtues can not guarantee happiness, they can go some way to achieving it

Page 14: Lesson 8 -  virtue ethics overview

Advantages of Virtue Ethics

Emphasis on pleasure and emotion – it is good that we should enjoy acting virtuously

Moral education – being moral is a developmental process

Consideration of life as a whole – “One swallow does not make a spring” (Aristotle)

Page 15: Lesson 8 -  virtue ethics overview

Advantages of Virtue Ethics Virtue ethics avoids having to use a

formula (e.g. GHP) to work out what we ought to do and focuses on the kind of person we ought to be.

It understand the need to distinguish good people from legalists (i.e. Just because one obeys the laws and follows rules does not make one a good person)

Page 16: Lesson 8 -  virtue ethics overview

Advantages of Virtue Ethics

It encourages us to be more virtuous so that we will not need an ethical theory to make our decisions for us. It stresses character- after all someone who helps the poor out of compassion does seem morally superior to someone who does it out of duty!

Page 17: Lesson 8 -  virtue ethics overview

Disadvantages of Virtue Ethics

Offers no solution to specific moral dilemmas Not everyone has the equal opportunity to

develop morally – do we judge them the same?

Many non-virtuous people live happy lives, many virtuous people are miserable

Cultural relativism – whose virtues are best? We recognise that some non-virtuous people

are useful in our society; life would be dull without them

Page 18: Lesson 8 -  virtue ethics overview

Disadvantages of Virtue Ethics

Virtue ethics seems to praise some virtues that we might see as immoral e.g. Soldiers fighting unjust wars may be courageous but that does not make them morally good.

Louden points out that it is difficult to decide who is virtuous on the outside may not necessarily have good motives and versa.

Page 19: Lesson 8 -  virtue ethics overview

Disadvantages of Virtue Ethics

Virtue ethics does not seem to have room for basic concepts such as rights and obligations, so as a theory of ethics it seems inadequate in dealing with big issues- it does not always have a view about what makes an act right or wrong.

How do we decide which virtues are to be cultivated the most? Why should we prefer certain ideals to others?

Page 20: Lesson 8 -  virtue ethics overview

Disadvantages of Virtue Ethics

Aristotle’s Golden mean does not easily to apply to all virtues. Is it possible to take compassion to an extreme, where it becomes a vice? Even where there is a mean how do we identify where it lies?

Page 21: Lesson 8 -  virtue ethics overview

Disadvantages of Virtue Ethics

Aristotle gave no guidance in situations where Virtues conflict and where we need rules to guide our actions. Because the emphasis of the approach is on being rather than doing, it can also be seen as a selfish theory, placing greater emphasis on personal development than on the effect our actions have on others.

Page 22: Lesson 8 -  virtue ethics overview

Disadvantages of Virtue Ethics

Aristotle was writing in the context of the 4th century BC Greek city state, in which inequalities between nobleman and slaves were the norm. Alasdair MacIntyre observes ‘the whole of human life reaches its highest point in the activity of a speculative philosopher with a reasonable income’

Page 23: Lesson 8 -  virtue ethics overview

Disadvantages of Virtue Ethics

Aristotle’s virtues are masculine, frequently associated with the battlefield, such as bravery and honour. Therefore his approach can be seen as chauvinistic giving little credit to feminine virtues such as humility and empathy.

In his defence Aristotle's static society was very different to our own in which diversity and flexibility are valued.


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