Notice bibliographique
Résumé
A Neo-Aristotelian EducationTraditional virtue ethics characteristically treats a range of topics which seldom, if ever, form the central concerns of various versions of deontology and utilitarianism.These topics include such items as moral motivation, moral character, moral education, moral wisdom, friendship and family relationships, the role of the emotions in the moral life, as well as questions about what sort of person one should be and how one should live.But the extent to which virtue ethics forms a distinctive category of ethical theory is complicated, not only by the fact that deontologists and utilitarians continue to make revisions to their theories which take into account standard objections made on behalf of virtue ethics, but also because there is more than one version of virtue ethics.So where Aristotle provides us with one brand of virtue ethics, Nietzsche gives us another, and the differences between them can be as significant as the difference between any one of them and some particular deontological or utilitarian theory.Such complications then should serve as warning shots across the bow of any attempt to give a short and quick answer to the question "What is virtue ethics?"What is needed instead is a detailed concrete working out of a particular version of a virtue ethic.Then we can see how it differs from or is similar to a particular version of deontology or utilitarianism.It is with these matters in mind that Rosalind Hursthouse in her new book, On Virtue Ethics, explores a particular virtue based ethical theory; a theory which she describes as neo-Aristotelian.Obviously her approach has its roots in Aristotle's Nicomachean Ethics, but nonetheless deserves the "neo," not only because it does not share Aristotle's views about slavery and women, but also because the standard list of virtues includes items not found in Aristotle's list (e.g., charity and benevolence.)Moreover, contemporary ethical theory needs to consider issues about which Aristotle had little or nothing to say (e.g., can an Aristotelian ethical naturalism survive sceptical criticisms of it?)In what follows I want to consider certain aspects of Hursthouse's neo-Aristotelianism, especially as they bear upon our conception of moral education. Right ActionOne of Kohlberg's objections to a moral education based on the virtues is that recognition of a trait as a virtue provides no guidance as to what one ought to do.So even though we may agree that honesty is a genuine virtue, doing so does not help determine whether, for example, one ought or ought not to tell a friend who has been seriously injured in a car accident that the accident had killed the rest of her family.For Kohlberg, knowing the right thing to do is a matter of appealing to a defensible principle rather than, as an agent-centred virtue ethics would have it, appealing to what a virtuous agent would
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,005 | 0,017 |
| Communication savante | 0,007 | 0,008 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,007 | 0,009 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».