Virtue as Social Intelligence: An Empirically Grounded Theory takes on the claims of philosophical situationism, the ethical theory that is skeptical about the possibility of human virtue. Influenced by social psychological studies, philosophical situationists argue that human personality is too fluid and fragmented to support a stable set of virtues. They claim that virtue cannot be grounded in empirical psychology. This book argues otherwise. Drawing on the work of psychologists Walter Mischel and Yuichi Shoda, Nancy E. Snow argues that the social psychological experiments that philosophical situationists rely on look at the wrong kinds of situations to test for behavioral consistency. Rather than looking at situations that are objectively similar, researchers need to compare situations that have similar meanings for the subject. When this is done, subjects exhibit behavioral consistencies that warrant the attribution of enduring traits, and virtues are a subset of these traits. Virtue can therefore be empirically grounded and virtue ethics has nothing to fear from philosophical situationism.
The last thirty years have seen a resurgence of interest in virtue among philosophers, psychologists, and educators. Over time, this interdisciplinary conversation has included character cultivation and education, in addition to more abstract, theoretical discussions of virtue. As is often the case when various disciplinary endeavors become entwined, this renewed interest in virtue cultivation faces an important challenge--namely, meeting the varying requirements imposed by different disciplinary standards. For virtue in particular, this means developing an account that practitioners from multiple disciplines find sufficiently rigorous, substantive, and useful. This volume represents a response to this interdisciplinary challenge. This co-authored book not only provides a framework for quantifying virtues, but also explores how we can understand virtue in a philosophically-informed way that is compatible with the best thinking available in personality psychology. Its objective is twofold: first, drawing on whole trait theory in psychology and Aristotelian virtue ethics, it offers accounts of virtue and character that are both philosophically sound and psychologically realistic. Second, the volume presents strategies for how virtue and character can be translated into empirically measurable variables and, thus, measured systematically, relying on the insights from the latest research in personality, social, developmental, and cognitive psychology, and psychological science more broadly. This volume presents a major contribution to the emerging science of virtue measurement and character, demonstrating just how philosophical understanding and psychological research can enrich each other.
This Element provides an overview of the central components of recent work in virtue ethics. The first section explores central themes in neo-Aristotelian virtue ethics, while the second turns the discussion to major alternative theoretical perspectives. The third section focuses on two challenges to virtue ethics. The first challenge is the self-centeredness or egoism objection, which is the notion that certain kinds of virtue ethics are inadequate because they advocate a focus on the person's own virtue and flourishing at the expense of, or at least without due regard for, the concerns of others. The second is situationist challenges to the ideas that there are indeed virtues and that personality is integrated enough to support virtues.
An ecological model through which we can imagine Aquinas' vision of moral character The images we use to think about moral character are powerful. They inform our understanding of the moral virtues and the ways in which moral character develops. However, this aspect of virtue ethics is rarely discussed. In Ecological Moral Character, Nancy M. Rourke creates an ecological model through which we can form images of moral character. She integrates concepts of ecology with Aquinas' vision and describes the dynamics of a moral character in terms of the processes and functions that take place in an ecosystem. The virtues, the passions, the will, and the intellect, are also described in terms of this model. Ecological Moral Character asks readers to choose deliberately the models we use to imagine moral character and offers this ecological virtue model as a vital framework for a period of environmental crisis.
Virtue as Social Intelligence: An Empirically Grounded Theory takes on the claims of philosophical situationism, the ethical theory that is skeptical about the possibility of human virtue. Influenced by social psychological studies, philosophical situationists argue that human personality is too fluid and fragmented to support a stable set of virtues. They claim that virtue cannot be grounded in empirical psychology. This book argues otherwise. Drawing on the work of psychologists Walter Mischel and Yuichi Shoda, Nancy E. Snow argues that the social psychological experiments that philosophical situationists rely on look at the wrong kinds of situations to test for behavioral consistency. Rather than looking at situations that are objectively similar, researchers need to compare situations that have similar meanings for the subject. When this is done, subjects exhibit behavioral consistencies that warrant the attribution of enduring traits, and virtues are a subset of these traits. Virtue can therefore be empirically grounded and virtue ethics has nothing to fear from philosophical situationism.
A collection of original short stories created from writings in old newspapers dating back to the 1880s including the Choteau Acantha that will entertain and inform both Montana residents and visitors alike. Learn about the people, climate and landscape from the city of Choteau north to the Blackfeet Reservation and Glacier National Park, from true yarns spun about the region's memorable events, tragedies, crimes, businesses, government officials, veterans, heroes and villains.
The title describes how Kennewick School District focused on elementary reading, basedlined it currently performance of 57% at standard in 1996, set a clear goal of 90%, and created the rationale, assessment, reporting, and accountability systems to get to to goal. Describes role of board, superintendent, principals. Describes what works and did not work. Details organization and operation of the Reading Foundation, a multi-district non-profit organization which encourages parents to read aloud with their child 20 minutes a day from birth.
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