Transcript Lesson 10 Aristotle and Virtue Ethics

ARISTOTLE &
VIRTUE ETHICS:
Character, Virtue, Courage &
Friendship
Today’s Assignment:
Aristotle : Character & Virtue Ethics
Objectives from reading:
• EMP (27 pages)
– Aristotle and the Ethics of Virtue
and Character (Lucas), 169-172;
The Moral Virtues (Aristotle), 173178; Habit and Virtue (Aristotle),
179-182; Courage (Aristotle), 183186; Friendship, (Aristotle), 187190; Warriors: Reflections on Men
in Battle (Gray), 191-193.
• CSME (5 pages)
– CWO Hugh W. Thompson at My
Lai (Lucas), pp. 95-98; Hugh
Thompson; The Sequel (Lucas),
pp. 2227.
Comprehend key concepts of
Aristotelian Virtue or Character
ethics
• What is Aristotle’s basis for
human flourishing?
• What is the concept of the
“golden mean?”
• Relative importance of
mentorship and habituation
• What exactly is character?
• 4 cardinal virtues
• How does Aristotle’s view of
the virtues of courage and
friendship fit w/in the context
of our roles as military
officers?
The Range of Ethics
Absence of
Ethics
The
Criminal
“I KILLED HIM
AND I DON’T
CARE”
The
Delinquent
Relativism
Normative
Relativism
Consequentialism
Utilitarianism
Descriptive
Relativism
Most Pleasure
Individual
Relativism
Greater Net
Happiness
Accepted
Practices
Based On :
Consequences
Outcomes
Duty Ethics
(Absolutism)
Virtue
Kantian – Duty
Aristotle
Truth
Honor
Justice
Character
Rights
Habituation
Divine Law
Stoicism
Natural Law
“I DON’T CARE
ABOUT THAT”
“CATCH ME IF
YOU CAN.”
Rule Based Moral Theories
Character
Based
Admirable action?
Extreme action?
Justifiable? What if the Capt had died?
Would you rather lead an
enviable or an admirable life?
• Why?
• What is the difference?
Which life is best for the bearer?
Enviable vs. Admirable
• What is a good life?
• Would you rather lead an enviable life or an
admirable life?
– Give your example of an enviable life
– Give your example of an admirable life
• How do you want to live?
– What do you value?
– How do you want to LEAD your life?
• Intrinsic vs Instrumental
To live the “right” kind of life…
How ought I to act?
(question of action)
What kind of person ought I to be?
(question of character)
Merriam Webster
on Virtue
Main Entry:
vir·tue
Pronunciation:
\ˈvər-(ˌ)chü\
Function:
noun
Etymology:
Middle English vertu, virtu, from Anglo-French, from Latin virtut-, virtus strength,
manliness, virtue, from vir man — more at virile
Date:
13th century
1 a: conformity to a standard of right : morality
b: a particular moral excellence
2 plural : an order of angels — see celestial hierarchy
3: a beneficial quality or power of a thing
4: manly strength or courage : valor
5: a commendable quality or trait : merit
6: a capacity to act : potency
7: chastity, especially in a woman
Class Exercise:
List Virtues of Professions
• “Excellence” (arete, virtue) is defined
with respect to a specific practice
• Some traits show up on several lists
• Some traits are recognizably moral traits
• Q: Are there excellences pertaining to
the “practice” of being a human being?
• Aristotle’s problem: what are the traits of
character that make for a full and
flourishing human life
(happiness, eudaimonia)
Character and Excellence
(arete)
u (X) =
Heretofore we have discussed rational
decision theory; morality seems to be
procedural…
B(x) - H(x)
– Utilitarian “Greatest Happiness”
calculus
– Categorical Imperative (CI) procedure
• (e.g., do not kill, harm, lie, cheat, steal, develop
yourself, help others)
But is Morality more than just a set
of decision procedures?
What Else might be Involved?
Perhaps morality is not just
about making the right choice
– doing the “right thing”
(duty)
– getting the right result
(greatest good for the greatest number)
Perhaps morality is also about
building character
– what kind of person do I wish to
become?
– “what kind of a human being
ARE you?”
Utilitiesman 2nd Class Michael Deangelo attached to Construction Battalion
Maintenance Unit Two Zero Two (CBMU-202) looks for the name of a Seabee killed
during combat in Vietnam
Merriam Webster
on Character
Main Entry:
Etymology:
Function: noun
Pronunciation: \ˈker-ik-tər, ˈka-rik-\
Middle English caracter, from Latin character mark, distinctive quality, from Greek charaktēr, from charassein to scratch, engrave; perhaps akin to Lithuanian žerti
to scratch
1 a: a conventionalized graphic device placed on an object as an indication of ownership, origin, or relationship
b: a graphic symbol (as a hieroglyph or alphabet letter) used in writing or printing
c: alphabet e (1): writing, printing
(2): style of writing or printing
(3): cipher
2 a: one of the attributes or features that make up and distinguish an individual
b (1): a feature used to separate distinguishable things into categories; also : a group or kind so separated <advertising of a
very primitive character>
(2): the detectable expression of the action of a gene or group of genes
(3): the aggregate of distinctive qualities characteristic of a breed, strain, or type <a wine of great character>
c: the complex of mental and ethical traits marking and often individualizing a person, group, or nation <the character of the
American people>
d: main or essential nature especially as strongly marked and serving to distinguish <excess sewage gradually changed the
character of the lake>
3: position, capacity
4: reference 4b
5: reputation <the scandal has damaged his character and image>
6: moral excellence and firmness <a man of sound character>
7 a: a person marked by notable or conspicuous traits <quite a character>
b: one of the persons of a drama or novel
c: the personality or part which an actor recreates <an actress who can create a character convincingly>
d: characterization especially in drama or fiction
e: person, individual <a suspicious character>
8: a short literary sketch of the qualities of a social type
Proposal: Virtue = strength/excellence of character
Central Questions about
Character or Virtue Ethics
• What are the “right habits”?
– (i.e., the ones that lead to human
flourishing, happiness)?
• Are you born with them or are
they cultivated?
• Can they be taught?
– Or must they be acquired over
time?
Aristotle
384-322 BC
• Student of Plato at the Academy (no not Annapolis!)
• Teacher of Alexander the Great
• Zoologist, Biologist (chemist, mathematician, political
scientist, literary, geography, geology, meteorology,, etc)
• Founded the Lyceum
• Author- Significant writings:
–
–
–
–
–
–
Logic
Physical and scientific
Metaphysics
Ethics
Aesthetics
Politics
Influenced :
• Aquinas,
• Bentham,
• Mill,
• Kant
The “Range” of Attitudes
Facing Danger or
death
Giving
Towards other’s
suffering
Towards Self
Deficit
(Vice)
Mean
(Virtue)
Excess
(Vice)
Cowardice
Courage
Reckless
Cheap
Charitable
Prodigal
Indifference
Meanness
Empathy
Compassion
Pity
“Bleeding Heart”
Self-deprecating
Self Respect
Vanity, Arrogance
Conceit,
Narcissism
For each of these…do we have a natural tendency in one direction?
The “Range” of Attitudes
Sphere of Existence
Attitude toward self
Deficiency
Servility
Self-deprecation
Ignoring them
Attitude toward
offenses of others Being a Doormat
Attitude toward
good
deeds of others
Suspicion
Envy
Ignoring them
Indifference
Attitude toward our
own offenses Remorselessness
Downplaying
Attitude toward
our friends
Indifference
Mean
Proper Self-Love
Proper Pride
Self-Respect
Anger
Forgiveness
Understanding
Gratitude
Admiration
Agent Regret
Remorse
Making Amends
Learning from them
Self-Forgiveness
Loyalty
Excess
Arrogance
Conceit
Egoism
Narcissism
Vanity
Revenge
Grudge
Resentment
Over
indebtedness
Toxic Guilt
Scrupulosity
Shame
Obsequiousness
Aristotle’s Types of Virtue
Virtues or excellences of character
include:
– Moral virtues
honesty, fairness or justice
– Prudential virtues
temperance, modesty
– Intellectual virtues
wisdom
– Some that are hard to classify
courage
Virtue As the “Golden Mean”
• Strength of character (virtue),
involves finding the proper balance
between two extremes
– Excess: having too much of
something.
– Deficiency: having too little of
something.
Main Entry: mean
Function:
noun
• Not mediocrity, but harmony and
balance
• There do not seem to be general
rules or principles, and certainly no
algorithms or formulae for virtue
• Example of courage
– Sometimes the deficiency is more to
be avoided than the excess
1 a (1): something intervening or
intermediate
(2): a middle point between
extremes
b: a value that lies within a range of
values and is computed according to a
prescribed law
* Courtesy of Merriam-Webster Dictionary
“It is the things which we are
naturally inclined that appear
to us more opposed to the
mean.”
Childhood & Adult Morality
• We can contrast two approaches to
the moral life.
– The childhood conception of morality:
• Comes from outside (usually parents)
• Is negative (“don’t touch that stove burner!”)
• Rules and habit formation are central
– The adult conception of morality.
• Comes from within (self-directed)
• Is positive (“this is the kind of person I want to be.”)
• Virtue-centered,often modeled on ideals
Moral Growth & Progress
• Both of these conceptions of
morality are appropriate at
different times in life.
• During adolescence and early
adulthood (some) people make
the transition from the
childhood conception of
morality to the adult
conception….hopefully
Do some take longer than others…?
Rightly-ordered Desires
Aristotle draws an interesting contrast
between:
– Weakness of will (akrasia) occurs when
individuals cannot keep their desires
under control.
– Continent people, who have unruly
desires but manage to control them.
– Temperate people, whose desires are
naturally—or through habit, secondnature—directed toward that which is
good for them.
Rightly-ordered Desires & the
Goals of Moral Education
• Moral education may initially
seek to control unruly desires
through rules, the formation of
habits, etc.
• Ultimately, moral education
aims at forming rightly-ordered
desires
– that is, teaching people to desire
what is genuinely good for them.
Gen Hagee conducting
USMC Core Values
Training at Al, Asad, Iraq, May 2006
From “Weak-willed” to “Continent” to “Temperate”…
…cultivating the right desires
Aristotle’s Observations
about Virtues
Virtues, including moral virtues, are not so much
taught as learned by example, observation,
practice.
– Cultivating these traits is compared
to practicing archery or marksmanship
– Hitting the “bull’s eye” takes time,
practice, patience
Demonstrating the appropriate behavior at the
“right” time, “right” place, to the “right” degree
This has clear implications for moral education, for Aristotle
obviously thinks that you can teach people to be virtuous.
Importance of Habituation
“…Virtues are concerned with actions and feelings;
but every feeling and every action implies pleasure
or pain.”
– Aristotle, Nichomachean Ethics
• Natural capacities are not acquired by
habituation
• Virtue and vice are formed by good and
bad actions
• Right sort of habituation must avoid excess
and deficiency
• Virtue requires habituation, and therefore
requires practice, not just theory
…until it becomes second nature
Aristotle vs. Kant
“To help others where one can is a duty,…there are many spirits…that find
inner pleasure in spreading happiness…Yet, I maintain that in such a case an
action of this kind, however right and amiable it may be, has still no genuinely
moral worth.”
–Kant Groundwork of the Metaphysics of Morals
You can always trust a
dishonest man to be
dishonest. Honestly, it’s the
honest ones you have to look
out for, cause you never
know when they're going to
do something incredibly
stupid.
Captain Jack Sparrow
“Someone who abstains from bodily pleasures enjoys the
abstinence itself, then he is temperate, but if he is grieved by it, he
is intemperate.”
- Aristotle Nichomachean Ethics
Is this about Character?…
Will Col MacKenzie
be able to lead
his troops as well
tomorrow as he
did yesterday?
Which virtues of his
character got
Col Mackenzie in
trouble here?
Col. Tom Mackenzie dances with Sgt. Copeland
of US Combined Forces Command during a
New Year celebration at their base in Kabul, Afghanistan
Aristotle on Friendship
“Reciprocal Good Will”
• 3 Motives for Friendship
– Pleasure
– Utility
– Friends for Friends’ own sake
• Good and alike in virtue
• Involves experience and familiarity
• Challenges
– Friendship between “superior” and “junior”
• Do you agree with his equation of proportionality?
– Delta in virtue between friends
Moral Virtue - Courage
• 5 kinds of false courage
– Applied Compulsion
– Ignorance
– Sanguine, optimistic
– Passion
– Experience with particular regard to facts
• True courage
– is not forced,
– is cognizant of the real peril, and
– is the execution of the rational decision to face that
peril - because it is the right thing to do
Do you think this is important for a ENS/2ndLt to understand???
The Right Action…
Moral Courage=Moral Values+Character
The Moral Values to
Know What is Right
To Do the Right Action
Determine the Specific
Rule/Principle
Our Basic
Moral Values
The Character to Do
What is Right
Specific
Virtue Required
Our Virtues
(Character)
If you knew it was wrong, then why did you do it?
Hugh Thompson:
Moral Courage
Case Study: Hugh Thompson
April 15, 1943 – January 6, 2006
Future
Actions
Character
Actions
What were his options?
Why would someone in his situation chose
the hardest possible option with all these
terrible consequences?
From his actions, how would you describe
his character?
Hugh Thompson, on the right, and Lawrence
Colburn, his helicopter door-gunner, at My Lai
village, 16 March 1998
Summary of Virtue Theory
• Human happiness, flourishing,
stem from cultivation of proper
virtues
• This is an ongoing, life-long task
• Social practice:
– Experienced veterans provide
“mentorship” and constraints
(laws)
• Friendship, and the role (and
regulation) of emotions are
included in the mix
Limitations of the Theory
• Some vices (murder, adultery)
don’t have a “mean” or a
virtue-correlate
• Some people are just not
“teachable,” they cannot hope
to take on even a “tincture” of
virtue
• Law and legal institutions
limit their behavior, and also
help habituate the teachable
(especially the young)
“Virtuous, Weak-Willed, Innocent, Wicked”
BBC- 29 April, 2005:
The defense said Sgt Hasan Akbar was
mentally ill at the time of the attack
Criticisms of Virtue Theory
• Indeterminate, vague, imprecise
• Possessing the requisite virtues
does not guarantee how one will
act in a given situation
• Indeed, virtue theory does not
provide the specific kind of
behavioral guidance that modern
procedural theories offer
NASA Astronaut Being
Charged in Murder Plot
Posted Feb 6, 2007, 2:45 PM ET
Reading For Next Class
Religion & Military Ethics (Divine Law)
• EMP (4 Pages)
– Religion and Military Ethics (Lucas), pp.
97-98; Religion and Morality: Exploring
the Connections (Cook), pp. 99-103;
Abraham’s Obedience Test, p. 135.
• CSME (9 Pages)
– A Sailor’s Request for Abortion Case
(Rubel), pp. 167-169; Altering the Uniform
(Gunther), pp. 171-176.
Objectives from reading:
Religion in the Military
(Divine Law)
What are differences &
similarities between
ethics based on divine
command and ethics
based on natural law?
What are the possible
tensions between divine
command & legal rules
and obligations? (Give
an example of such)
Are these tensions
resolvable?
If yes: How?
If no: Why not?
Reading & Homework for Next Class
Natural Law
• EMP (15 pages)
– The Tradition of Natural
Law (Lucas), pp. 195-198;
from “Summa Theologica
(St. Thomas Aquinas), pp.
199-202; from The Ethics
of Natural Law (Harris),
pp. 203-209.
Objectives from reading:
Natural Law
Know difference between descriptive
(scientific ), prescriptive (natural and
divine), & human (civil, positive,
statue) laws
Comprehend Aquinas’ features of a
law, how natural law can be explained
in terms of moral standards and the 4
natural inclinations of human beings.
Comprehend the concept of “the
common good” vs. concept of
“greatest good for the greatest
number.”
Know & apply the Principle of
Forfeiture and the Principe of Double
Effect