From Virtue Argumentation to Virtue Dialogue Theory: How Aristotle Shifts the Conversation for Virtue Theory and Education

Autor/in	Finley, Cassie
Titel	From Virtue Argumentation to Virtue Dialogue Theory: How Aristotle Shifts the Conversation for Virtue Theory and Education
Quelle	In: Educational Theory, 73 (2023) 2, S.153-173 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12571
Schlagwörter	Ethics; Educational Theories; Moral Values; Personality Traits; Dialogs (Language); Epistemology; Educational Philosophy; Persuasive Discourse + Suchen Sie Ihr Suchwort? Ethik; Educational theory; Theory of education; Bildungstheorie; Moral value; Ethischer Wert; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Dialog; Dialogs; Dialogue; Dialogues; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Persuasion; Persuasive Kommunikation
Abstract	Andrew Aberdein recently explored whether Aristotle held a (proto-)virtue argumentation theory, which would evaluate a good argument in terms of whether the arguers engaged virtuously. Aberdein admits, however, that connections between virtue, character, and argumentation are scarce within Aristotle's works. Accordingly, here Cassie Finley approaches this question from a different angle, comparing Aristotle's concepts of dialectic and rhetoric with virtue theories of argumentation. She argues that the essential features of dialectic and rhetoric are in tension with the defining characteristics of virtue argumentation theories. However, this tension raises a deeper methodological tension within virtue argumentation theories regarding their "intuitive" conception of arguments. Finley outlines a more viable route forward for virtue argumentation theorists, one that dissolves this tension through reframing their project as a virtue "dialogue" theory. This shift toward dialogue would help to assuage the main objections to virtue argumentation theories regarding adversariality, incompleteness, and vulnerability to "ad hominems." At the same time, developing toward a virtue dialogue theory better aligns with the intuitive sense of engaging well with others that defines the virtue argumentation project, and it also more fruitfully sets up the project to encourage future scholarship connecting virtue ethics, virtue epistemology, and philosophy of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01