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Virtue ethics (also aretaic ethics, [a] [1] from Greek ἀρετή ) is a philosophical approach that treats virtue and character as the primary subjects of ethics, in contrast to other ethical systems that put consequences of voluntary acts, principles or rules of conduct, or obedience to divine authority in the primary role.
Virtue epistemology replaces formulaic expressions for apprehending knowledge, such as "S knows that p", by amending these formulas with virtue theory applied to intellect, where virtue then becomes the fulcrum for assessing [clarification needed] potential candidates of "knowledge". This amendation raises problems of its own, however.
Kantian ethics; Pragmatic ethics; Virtue ethics – describes the character of a moral agent as a driving force for ethical behavior. Aristotelian ethics – the beginning of ethics as a subject, in the form of a systematic study of how individuals should best live. Aristotle believed one's goal should be living well and "eudaimonia", a Greek ...
[5] [6] According to Anscombe, the modern "consequentialist" moral philosophers were distinguished from the earlier ones by that their theories allow actions, once they fall under a moral principle or (secondary) rule, to be treated, in practical deliberation, as if they were consequences—objects of maximization and weighing—, such that an ...
They form a virtue theory of ethics. The term cardinal comes from the Latin cardo (hinge); [1] these four virtues are called "cardinal" because all other virtues fall under them and hinge upon them. [2] These virtues derive initially from Plato in Republic Book IV, 426-435. [a] Aristotle expounded them systematically in the Nicomachean Ethics.
The Nicomachean Ethics has received the most scholarly attention, and is the most easily available to modern readers in many different translations and editions. Some critics consider the Eudemian Ethics to be "less mature," while others, such as Kenny (1978), [4] contend that the Eudemian Ethics is the more mature, and therefore later, work.
Susie Coughlin was concerned when her daughter struggled with reading skills at her public school.. The mom of two was disappointed her district didn't teach phonics as part of its literacy program.
The Potter Box is a model for making ethical decisions, developed by Ralph B. Potter, Jr., professor of social ethics emeritus at Harvard Divinity School. [1] It is commonly used by communication ethics scholars. According to this model, moral thinking should be a systematic process and how we come to decisions must be based in some reasoning.