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Conclusion to Part I

from Part I - Theoretical Perspectives on Ethical Education

Published online by Cambridge University Press:  30 June 2020

Scherto Gill
Affiliation:
University of Sussex
Garrett Thomson
Affiliation:
College of Wooster, Ohio
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Summary

This first part of the book has indicated why it is not enough for ethics to be defined in terms of an individual person’s character traits, as many writings in the Aristotelian tradition tend to do (Steutel and Carr, 1999). Aristotle’s ethical theory amounts to the claim that virtues are character traits, the exercise of which forms part of a flourishing life for a person defined in terms of the development of the person’s essential nature. In short, the starting point of a typical Aristotelian theory is the individual person, her flourishing, and her activities rather than the social relations that enable them. This implies that the primary ethical concern is me: How can I become more virtuous? This indicates that, in this tradition, relationships themselves are of derivative ethical concern.

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Chapter
Information
Ethical Education
Towards an Ecology of Human Development
, pp. 59 - 60
Publisher: Cambridge University Press
Print publication year: 2020

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