Philosophy · Year 12 · Moral Philosophy: Normative Ethical Theories · 3.º Período

Aristotelian Virtue Ethics

Students investigate Aristotle's concept of eudaimonia and the doctrine of the mean. They will assess the role of character and practical wisdom in ethics.

TL;DR:Aristotelian Virtue Ethics shifts the focus of morality from 'What should I do?' to 'What kind of person should I be?'. Students explore the concept of Eudaimonia (flourishing) as the ultimate goal of human life. The topic covers the development of moral virtues through habit and the 'Doctrine of the Mean', where virtue is found as a balance between two extremes (excess and deficiency).

• National Curriculum Attainment Targets
• AQA 7172: Moral Philosophy 3.2.1.3

About This Topic

Aristotelian Virtue Ethics shifts the focus of morality from 'What should I do?' to 'What kind of person should I be?'. Students explore the concept of Eudaimonia (flourishing) as the ultimate goal of human life. The topic covers the development of moral virtues through habit and the 'Doctrine of the Mean', where virtue is found as a balance between two extremes (excess and deficiency).

Unlike the rule-based systems of Kant or Mill, Virtue Ethics emphasizes the importance of 'Phronesis' (practical wisdom) and character. This topic is essential for students to understand the 'agent-centered' approach to ethics. This topic comes alive when students can physically model the patterns of the 'Golden Mean' using modern personality traits and social situations.

Key Questions

1. What does it mean to achieve eudaimonia?
2. How do we develop moral virtues?
3. Does virtue ethics provide clear guidance for action?

Watch Out for These Misconceptions

Common Misconception

Students often think the 'Mean' is just being 'average' or 'moderate'.

What to Teach Instead

The Mean is the *perfect* amount, which might be a lot of anger in some situations and very little in others. Active role-plays of different 'levels' of anger help students see that the Mean is about 'appropriateness' to the situation.

Common Misconception

Students think you can become virtuous just by reading about it.

What to Teach Instead

Aristotle insists virtue is a *habit* (hexis) that must be practiced. Peer-led 'habit trackers' for small classroom virtues (like punctuality or active listening) can help students understand that virtue is a 'skill' you build over time.

Active Learning Ideas

Stations Rotation

The Doctrine of the Mean

Each station has a virtue (e.g., Courage, Honesty, Wit). Students must identify the 'Deficiency' and the 'Excess' for each, and then describe what the 'Mean' looks like in a specific Year 12 scenario (like seeing someone being bullied).

40 min·Small Groups

Think-Pair-Share

What is Eudaimonia?

Students compare 'Eudaimonia' (flourishing) with 'Hedonia' (fleeting pleasure). They discuss whether a person could be 'happy' (hedonic) but not 'flourishing' (eudaimonic), and vice versa.

15 min·Pairs

Simulation Game

The Virtuous Agent

Students are given a difficult moral choice. They must 'channel' a virtuous person they admire and explain how that person would use 'practical wisdom' to find the right action, rather than just following a rule.

25 min·Small Groups

Frequently Asked Questions

What is Eudaimonia?

Often translated as 'flourishing' or 'living well', it is the ultimate end for humans. It isn't a feeling of happiness, but a state of having lived a life of activity in accordance with reason and virtue.

How do we find the 'Golden Mean'?

The mean is the virtuous middle point between a deficiency and an excess. For example, courage is the mean between cowardice (deficiency) and rashness (excess). It is found through experience and practical wisdom.

How can active learning help students understand Virtue Ethics?

Virtue ethics is about character and practice. Active learning strategies like 'Character Role Plays' allow students to 'try on' different virtues and see how they work in practice. This helps them understand that ethics isn't just about following a formula, but about developing the 'practical wisdom' to handle unique situations.

Does Virtue Ethics give clear guidance on what to do?

Critics argue it doesn't. While Kant says 'Don't lie', Aristotle says 'Do what a virtuous person would do'. This 'circularity' is a common criticism, as it requires you to already know what a virtuous person is to know what to do.