Aristotle famously claims that we become virtuous by performing virtuous actions. He also recognizes the potential puzzle this claim gives rise to: How can we perform virtuous actions unless we are already virtuous? After all, virtuous actions require virtuous motives – they are performed “for the sake of the noble” – and virtuous motives characteristically belong to virtuous people. Many modern commentators presume that Aristotle’s solution rests upon characterizing the actions of learners as actions that are the right things to do in the circumstances but are not done with virtuous motivation. But this leaves Aristotle with the problem of bridging what I call “the moral upbringing gap” – i.e. the gap between the motivationally-neutral actions of learners and the dispositions to act reliably from a virtuous motive that such actions are supposed to produce. This gap emerges because the weaker the link between the way in which the actions of learners are performed and the way in which virtuous actions are done by virtuous agents, the more difficult it will be to understand how the repeated performance of the learners’ actions produce genuinely virtuous dispositions.
The main aim of this thesis is to show that (and how) shame plays a crucial role in the process of moral development as the moral emotion that provides continuity between the actions of the learners of virtue and the corresponding dispositions that those actions eventually yield. My view is that Aristotle understands shame not as mere fear of external disapproval, nor as mere tendency to find pleasure in the noble, but as an emotion responsive to praise and blame and consequently to considerations about the nobility and shamefulness of one’s own actions and one’s character. Understood this way, shame provides learners with the sort of motivation that allows them to perform genuinely virtuous actions before they have acquired practical wisdom and the stable dispositions characteristic of virtuous agents. Shame thus bridges the “moral upbringing gap” by providing the kind of motivation that, when entrenched by understanding, constitutes moral virtue.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/29765 |
| Date | 31 August 2011 |
| Creators | Jimenez, Marta |
| Contributors | Whiting, Jennifer |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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