Virtue ethics focuses on developing good character and moral excellence through virtues rather than rules or consequences. It asks how one should live and what kind of person one should be rather than what the right action is in a specific situation. Virtue ethics emphasizes cultivating virtues like practical wisdom, excellence, and moral character which allow one to determine the right course of action and experience eudaimonia or flourishing. While modern, it remains in the minority among approaches to ethics.
INTRODUCTION:
TEACHING
TEACHING METHOD
SOCRATES BELIEFS
VIRTUES
PHILOSOPHER AND TEACHER
STUDENTS
QUOTES
SOCRATES AND SOPHISTS
SOCRATES AND GREEK
SOCRATES’ APPROACH TO PHILOSOPHY
Three Major Contributions Of Socrates To The Development Of Education
WHY SOCRATES?
POLITICAL VIEWS OF SOCRATES
The Demise of Socrates
FINAL WORDS
LEGACY
EFFECT IN HISTORY
SOCRATES TODAY
Why is it that everyone is in the pursuit of the good life? One must find the truth what the good is before one can even try to locate that which is good.
INTRODUCTION:
TEACHING
TEACHING METHOD
SOCRATES BELIEFS
VIRTUES
PHILOSOPHER AND TEACHER
STUDENTS
QUOTES
SOCRATES AND SOPHISTS
SOCRATES AND GREEK
SOCRATES’ APPROACH TO PHILOSOPHY
Three Major Contributions Of Socrates To The Development Of Education
WHY SOCRATES?
POLITICAL VIEWS OF SOCRATES
The Demise of Socrates
FINAL WORDS
LEGACY
EFFECT IN HISTORY
SOCRATES TODAY
Why is it that everyone is in the pursuit of the good life? One must find the truth what the good is before one can even try to locate that which is good.
Aristotle. His teaching. Ontology, Gnosiology (epistemology), Ethics, PoliticsRuhull
Aristotle was born in 384 BC in Stagira (Macedonia)
His father was physician to the king of Macedonia.
When he was 7, he went to study at Plato’s Academy.
Began as a student, became a researcher and finally a teacher.
Was considered one of Plato’s best students.
Plato died and willed the Academy to his nephew.
Aristotle left and founded the Lyceum.
342 tutored the Macedonian prince, Alexander; little discernible influence
335 returned to Athens, where he wrote most of his works;
Died in Euboea in 322.
The historical significance of Aristotle
Ontology, Gnosiology (epistemology), Ethics, Politics
Lesson in Introduction to Philosophy of Human Person
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Introduction to the Philosophy of the Human Person - Inductive and Deductive ...Juan Miguel Palero
This is a powerpoint presentation that discusses about one of the core subjects in the k-12 curriculum of the Senior High School: Introduction to the Philosophy of the Human Person. On this presentation, it discusses about the definition and philosophical definition of inductive and deductive reasoning with philosophers who pioneered it.
Lesson in Introduction to Philosophy of Human Person
"Join me on my YouTube channel for more insightful topics! Don't forget to hit the subscribe button and share with your friends to stay updated on all the latest content!"
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Wat spierballen zijn voor het lichaam dat zijn deugden voor de ziel. Zij maken het makkelijker om goed te handelen. Anderzijds zorgen de goede handelingen ervoor dat men goede gewoontes kweekt, dat wil zeggen deugden. De vier belangrijkste deugden, de kardinale deugden, waren reeds bij de oude Grieken bekend: standvastigheid, voorzichtigheid, rechtvaardigheid en matigheid. Het kost inspanning en moeite om de deugden te verwerven maar het is een inspanning, die net als sport, uiteindelijk blij maakt. Er zijn ook deugden die men niet uit eigen kracht kan verwerven, maar die door God worden gegeven. Het zijn de deugden geloof, hoop en liefde die op God gericht zijn; deze worden de goddelijke deugden genoemd. In de katholieke Kerk worden die personen heilig genoemd die zowel de kardinale als ook de goddelijke deugden op een heldhaftige wijze wisten te beleven. In een zekere zin kan men zeggen: heiligheid is topsport voor de ziel.
Aristotle. His teaching. Ontology, Gnosiology (epistemology), Ethics, PoliticsRuhull
Aristotle was born in 384 BC in Stagira (Macedonia)
His father was physician to the king of Macedonia.
When he was 7, he went to study at Plato’s Academy.
Began as a student, became a researcher and finally a teacher.
Was considered one of Plato’s best students.
Plato died and willed the Academy to his nephew.
Aristotle left and founded the Lyceum.
342 tutored the Macedonian prince, Alexander; little discernible influence
335 returned to Athens, where he wrote most of his works;
Died in Euboea in 322.
The historical significance of Aristotle
Ontology, Gnosiology (epistemology), Ethics, Politics
Lesson in Introduction to Philosophy of Human Person
"Join me on my YouTube channel for more insightful topics! Don't forget to hit the subscribe button and share with your friends to stay updated on all the latest content!"
https://www.youtube.com/@JehnSimon
Introduction to the Philosophy of the Human Person - Inductive and Deductive ...Juan Miguel Palero
This is a powerpoint presentation that discusses about one of the core subjects in the k-12 curriculum of the Senior High School: Introduction to the Philosophy of the Human Person. On this presentation, it discusses about the definition and philosophical definition of inductive and deductive reasoning with philosophers who pioneered it.
Lesson in Introduction to Philosophy of Human Person
"Join me on my YouTube channel for more insightful topics! Don't forget to hit the subscribe button and share with your friends to stay updated on all the latest content!"
https://www.youtube.com/@JehnSimon
Wat spierballen zijn voor het lichaam dat zijn deugden voor de ziel. Zij maken het makkelijker om goed te handelen. Anderzijds zorgen de goede handelingen ervoor dat men goede gewoontes kweekt, dat wil zeggen deugden. De vier belangrijkste deugden, de kardinale deugden, waren reeds bij de oude Grieken bekend: standvastigheid, voorzichtigheid, rechtvaardigheid en matigheid. Het kost inspanning en moeite om de deugden te verwerven maar het is een inspanning, die net als sport, uiteindelijk blij maakt. Er zijn ook deugden die men niet uit eigen kracht kan verwerven, maar die door God worden gegeven. Het zijn de deugden geloof, hoop en liefde die op God gericht zijn; deze worden de goddelijke deugden genoemd. In de katholieke Kerk worden die personen heilig genoemd die zowel de kardinale als ook de goddelijke deugden op een heldhaftige wijze wisten te beleven. In een zekere zin kan men zeggen: heiligheid is topsport voor de ziel.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
4. Virtue Ethics
• How should I live?
• What kind of
person should I be?
• Good Life
• Life Focus
• Virtuous Character
Virtue Theory
• What is the right
action?
• What are the
consequences?
• Right Actions
• Specific Dilemma Focus
• Rules
5. Virtue
~ Excellence ~ Arete ~
“The fully virtuous do what they should do
without a struggle against contrary desires”
– Stanford Encyclopedia of Philosophy
“A virtuous person is a morally good, excellent
or admirable person who acts and feels well.”
– Stanford Encyclopedia of Philosophy
6. Practical Wisdom
~ Phronesis ~
Practical wisdom is the knowledge or
understanding that allows the person to do just
that in any situation.
“Natural Virtue” - a person who acts on
inclination or motivation
7. Eudaimonia
~ Happiness ~ Flourishing ~
“Living a life in accordance with virtue is
necessary for eudaimonia”
– Stanford Encyclopedia of Philosophy
8. Objections to Virtue Ethics
• Application Problem
• Charge of Cultural Reality
• Conflict Problem
• Self-Effacing
• Justification Problem
• Egoism
• Situationist Social Psychology
Aristotle, the father of virtue ethics, founded his work on the character of the individual. Aristotle focused on the character of an individual, and how moral education shapes how a person acts. According to Aristotle, virtues such honesty, justice, patience, and courage develop over time and through life experiences. Through time individuals develop a balance of standards through watching, and observing to determine how to act ethically. As individuals encounter different moral experiences, they develop their individual character and determine who they want to be and how they should live their lives. Individuals who develop habits toward behaving act ethically or virtuously and those who develop poor habits will not. The expectation is individuals walk the walk and talk the talk as they develop individual character into a virtuous being.
Virtue ethics emphasizes the virtues or moral character rather than the duty (deontology) or consequences of the action (utilitarianism). Virtue ethics essentially re-emerged as a result of the lack of addressing virtues, motives and moral character, moral education, moral wisdom, friendship and family, happiness, and the role of emotions within the context of other ethics. Deontology and Utilitarianism also failed to address what sort of person should I be and how I should live which are the major questions addressed by virtue ethics. The re-emergence of virtue ethics forced the discussion within deontology and utilitarianism that we see today and actually forces us to recognized the difference between virtue ethics and virtue theory discussed within the context of other normative
Virtue ethics differs from virtue theory which is addressed within other ethical theories. Virtue ethics is concerned with the good life and what kinds of persons we should be to answer the questions of "How should I live? What kind of person should I be?.” Virtue ethics moves from the examination of specific problems to a large view of life as a whole. As a result, virtue ethics asks what kind of person one should be all the time thus the development of one’s character where virtue theory addresses the question of what should I do in a situation. Virtue theory is not the development of character or the virtuous being.
Despite the variations and development of modern virtue ethics there are three concepts which are central: virtue, practical or moral wisdom and eudaimonia
A virtue is not just a habit of doing something or specific to a situation. Being virtuous is not accomplished with a single action. To possess virtue consists of emotions, emotional reactions, choices, values, desires, perceptions, attitudes, interest, expectations and sensibilities. It is whole-hearted acceptance, and a way of life. As a result, virtues are not easily developed and take time to develop. Living a virtuous life takes time, reflection, consideration and practice to determine the appropriate balance. To be fully virtuous is rare. To be fully virtuous an individual must take action despite the circumstances and without temptation to do otherwise.
Practical wisdom is the knowledge or understanding that allows the person to do just that in any situation. A virtuous person is a morally good, excellent or admirable person who acts and feels well. Sometimes a morally good person may act wrong despite good intentions. Practical wisdom comes with life experience and is a mindfulness of consequences of possible actions. Practical wisdom is the ability to recognize an aspect of a situation as more important than another. An individual who has not yet developed practical wisdom may act on inclination or motivation or what Aristotle calls “natural virtue”; virtue which is in the development phase.
Aristotle focused on the the need for in individual to fine the right balance; not doing too little as or too much. For example, finding the balance of honesty. Learning to find the mean of honesty; not being too honest but also recognizing that honesty is the best policy.
Eudaimonia Is recognized as happiness, well-being or flourishing. These terms are subjective in nature making the concept of eudaimonia challenging to define as it termed as an objective concept. There is agreement that living a virtuous life is necessary to achieve eudaimonia and that a life dedicated to physical pleasure or wealth is not eudaimonia.
Aristotle believed eudaimonia occurred as a result of living a virtuous life. Living a virtuous life leads a life of patience, courage, temperance and justice; all termed as factors of happiness for rational beings.
Application Problem – There are no rules or codes to follow to be virtuous. The objection is the exact problem as there are no set universal guidelines to define the virtuous being.
Charge of Cultural Reality – There are different virtues for different culture. The objection states that there are different virtues for different cultures.
Conflict Problem – A dilemma may require the use of different virtues which asks for different actions. What is the correct path to follow?
Self-Effacing – If virtue ethics makes a an action right then it is changing the motivation of the person which then forces a persons character.
Justification – The subjectivity of character traits and being virtuous make it a challenge to justify.
Egoism – A person is doing what is virtuous because that is what he/she wants to do or because he/she is trying to achieve eudaimonia which in turn makes the choice not virtuous at all.
Situationist – There is such thing as character traits or virtues.
Virtue-ethics is in the minority in terms of being an applied. Moral dilemmas are often viewed through the deontological or utilitarian lens over that of virtue ethics leading. However, there is the expectation that virtue ethics will continue to extend in the fields of environmental, political and educational ethics. This includes extensions into the field of bioethics, and biomedical ethics. There is also debate as to whether virtue ethics has a place in modern political philosophy. However, modern virtue ethics has stressed the importance of moral education as the training of character which continues to extend towards a movement of virtues education.
Modern virtue ethics continue to arise such as the work of Michael Slote. Slote and other modern virtue ethics philosophers have adapted the principles somewhat from the Greek roots by focusing on virtuous motives instead of virtues. Like other non-Aristotelian forms of virtue-ethic, Slote’s work ventures from the ancient Greek tradition but still finds a basis on the core concepts.
