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AutorFerkany, Matt
TitelA Developmental Theory for Aristotelian Practical Intelligence
QuelleIn: Journal of Moral Education, 49 (2020) 1, S.111-128 (18 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-7240
DOI10.1080/03057240.2018.1461081
SchlagwörterTheories; Intelligence; Ethics; Cognitive Development; Moral Development; Psychological Patterns
AbstractIn Aristotelian virtue theories, "phronesis" is foundational to being good, but to date accounts of how this particularly important virtue can emerge are sketchy. This article plumbs recent thinking in Aristotelian virtue ethics and developmental theorizing to explore how far its emergence can be understood developmentally, i.e., in terms of the growth in ordinary conditions of underlying psychological capacities, dispositions, and the like. The purpose is not to explicate Aristotle, nor to assimilate Aristotelian ideas to cognitive developmental moral theorizing, but to draw on both to build an independently plausible theory of practical intelligence and its development. It is argued that one fruitful direction attends to the psychology of virtues Aristotle associates with practical intelligence, including comprehension, understanding, sense, and cleverness, instead of Aristotle's remarks distinguishing fully virtuous persons from the continent, incontinent and the many. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/2/04
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