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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.
The original Socratic questioning on ethics started at least partly as a response to sophism, which was a popular style of education and speech at the time. Sophism emphasized rhetoric , and argument, and therefore often involved criticism of traditional Greek religion and flirtation with moral relativism .
“Virtue is the golden mean between two vices, the one of excess and the other of deficiency.” 42. “It is the mark of an educated mind to expect that amount of exactness which the nature of ...
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.
Ethics is the branch of philosophy that examines right and wrong moral behavior, moral concepts (such as justice, virtue, duty) and moral language. Ethics or moral philosophy is a branch of philosophy that "involves systematizing, defending, and recommending concepts of right and wrong behavior".
In Aristotle's Nicomachean Ethics, Book 2, chapter 6: "Virtue (arete), then, is a habit or trained faculty of choice, the characteristic of which lies in moderation or observance of the mean relatively to the persons concerned, as determined by reason, i.e., by the reason by which the prudent man would determine it."
The Peripatetic school (Ancient Greek: Περίπατος lit. ' walkway ') was a philosophical school founded in 335 BC by Aristotle in the Lyceum in ancient Athens.It was an informal institution whose members conducted philosophical and scientific inquiries.
Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced.