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Item Open Access Teaching Virtue(2018) Snow, Nancy; Beck, ScottCan virtue be taught? The question is a controversial one, harking back to Confucianism and the Platonic dialogues. We assume that virtue can be taught in the sense that teachers can influence character development in their students and explore the challenges and opportunities of teaching virtue from a variety of perspectives. In part I, Nancy E. Snow surveys a number of theoretical perspectives on teaching virtue which have been or are being implemented in schools. Scott Beck, the principal of Norman High School, describes in part II the grassroots approach to character development recently initiated at his institution. In part III we discuss how features of the Norman High initiative illus-trate aspects of the approaches discussed in part I, and conclude with general observations about roles for askesis, or disciplined practice, in changing school communities and cultivating character.Item Open Access The Dignity of Persons and the Value of Uniqueness(2016-11) Zagzebski, LindaPresidential Address delivered at the one hundred thirteenth Central Division meeting of the American Philosophical Association in Chicago, IL, on March 4, 2016.Item Open Access The Joys and Sorrows of a Philosophical Life(2016-11) Zagzebski, LindaJohn Dewey lecture delivered at the ninetieth Pacific Division meeting of the American Philosophical Association in San Francisco on April 1, 2016.Item Open Access Can there be a virtue ethics of institutions?(2015-01) Cordell, SeanI consider this question in light of Slote’s proposal for an ‘agent-based’ account of social justice, on which we can evaluate a society in terms of the morally virtuous motives being expressed in the ‘actions’ of laws, institutions and customs. I first motivate Slote’s project, then present two interpretations of his account: one which assesses the actual or apparently manifest motives of a sufficient number of individuals who instantiate social and political institutions, and one where social and political institutions are thought of as discrete agents which themselves express or reflect quasi-motives , aside from any particular individual’s actual or apparent motive. I argue that both of these formulations of the agent-based picture of social justice meet the same problem. For example, with regard to individuals’ motives, what would count as the good or virtuous motive qua political participant or representative can only be properly specified by prior reference to the expectations attached to particular social or political roles. Having exposed the problems in the agent-based approach, I end by considering whether and to what extent it generalizes and threatens to hamper any kind of virtue ethical project in social and political philosophy.Item Open Access ISHF e-Newsletter 01 (January 2016)(2016-01) ISHFThis is a quarterly electronic publication of the Institute for the Study of Human Flourishing. It features a brief overview of past events and activities of the Institute and its partner institutions, and a look ahead to upcoming events.Item Open Access Virtue, Practical Wisdom and Character in Teaching(2014-06) Cooke, Sandra; Carr, DavidRecent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom (phronesis) also linked by Aristotle to the development of virtue and character. This has in turn led recent educational philosophers and theorists – inspired by latter-day developments in virtue ethics and virtue epistemology – to investigate the contribution of various forms of virtue to the effective practice of teaching. In this light, the present paper undertakes further exploration of the logical geography of virtue, character and practical deliberation in teaching.Item Open Access Can the love of learning be taught?(2004) Nillsen, RodneyThis paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.Item Open Access Open-mindedness in Three Dimensions(2009) Higgins, ChrisIn this programmatic essay, I approach the question "What is open-mindedness?" through three more specific questions, each designed to foreground a distinct dimension along which the analysis of open-mindedness might proceed: When is open-mindedness? What is not open-mindedness? and, Where is open-mindedness? The first question refers to the temporal dimension of open-mindedness, which I analyze in terms of Dewey’s distinction between recognition and perception and the psychoanalytic concept of disavowal. The second question refers to the dialectical dimension of open-mindedness, to what the many aspects of closed-mindedness reveal about open-mindedness. Here I recall Aristotle’s doctrine of the mean. The third question refers to the dimension of scale, asking what open- and closed-mindedness look like on the interpersonal and social levels. To bring out this third dimension, I draw on Jonathan Lear's reading of the Republic and psychoanalytic group dynamics theory. Through these three related inquiries I show the range of this central intellectual virtue and bring out its connections to two central, related features of the moral life: the need for integration and the need for openness to newness and complexity.Item Open Access Ten Myths About Character, Virtue and Virtue Education - Plus Three Well-Founded Misgivings(2013-04-30) Kristjánsson, KristjánInitiatives to cultivate character and virtue in moral education at school continue to provoke sceptical responses. Most of those echo familiar misgivings about the notions of character, virtue and education in virtue – as unclear, redundant, old-fashioned, religious, paternalistic, anti-democratic, conservative, individualistic, relative and situation dependent. I expose those misgivings as ‘myths’, while at the same time acknowledging three better–founded historical, methodological and practical concerns about the notions in question.