Many traditional accounts of Aristotle's theory of ethical education neglect its cognitive aspects. This book contributes to the debate on Aristotle by asserting that, in Aristotle's view, excellence of character is constituted both by the sentiments and by practical reason. In particular, the author considers four aspects of practical reason as they relate to character: moral perception, choice-making, collaboration and the development of these capacities in moral education. Throughout the book, the author takes into account contemporary moral debates and indicates the extent to which Aristotle's account of practical reason provides an alternative to theories of impartial reason.
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Many traditional accounts of Aristotle's theory of ethical education neglect its cognitive aspects. This book contributes to the debate on Aristotle by asserting that, in Aristotle's view, excellence of character is constituted both by the sentiments and by practical reason. In particular, the author considers four aspects of practical reason as they relate to character: moral perception, choice-making, collaboration and the development of these capacities in moral education. Throughout the book, the author takes into account contemporary moral debates and indicates the extent to which Aristotle's account of practical reason provides an alternative to theories of impartial reason.
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