Constructing Virtue And Vice

The study examines textual representations of women's laughter and smiling and their imagined connection to female virtue in a wide variety of discourses and contexts of the German Middle Ages, including medieval epic, ecclesiastical texts, conduct literature, lyric, and sculpture. By engaging with the competing, and at times contradictory, views of female laughter, it reaffirms a disputatious nature of medieval culture, in which multiple views of femininity, sexuality, and virtue stood in a conflicting, yet productive, dialogue with one another. The society that emerges when one looks at medieval German texts is always ambivalent: it thrives on and enjoys talking about sensuality and eroticism, while being constrained by the conventions of polite behavior and the fear of sin; it relies on the ritual use of laughter, while marking it as a sign of lust and perdition. Women's laughter thus offers an important way into understanding medieval views of gender because it combines physicality with shifting and conflicting cultural norms.

Rome's transition from a republican system of government to an imperial regime comprised more than a century of civil upheaval and rapid institutional change. Yet the establishment of a ruling dynasty, centered around a single leader, came as a cultural and political shock to Rome's aristocracy, who had shared power in the previous political order. How did the imperial regime manage to establish itself and how did the Roman elites from the time of Julius Caesar to Nero make sense of it? In this compelling book, Matthew Roller reveals a "dialogical" process at work, in which writers and philosophers vigorously negotiated and contested the nature and scope of the emperor’s authority, despite the consensus that he was the ultimate authority figure in Roman society. Roller seeks evidence for this "thinking out" of the new order in a wide range of republican and imperial authors, with an emphasis on Lucan and Seneca the Younger. He shows how elites assessed the impact of the imperial system on traditional aristocratic ethics and examines how several longstanding authority relationships in Roman society--those of master to slave, father to son, and gift-creditor to gift-debtor--became competing models for how the emperor did or should relate to his aristocratic subjects. By revealing this ideological activity to be not merely reactive but also constitutive of the new order, Roller contributes to ongoing debates about the character of the Roman imperial system and about the "politics" of literature.

The study examines textual representations of women's laughter and smiling and their imagined connection to female virtue in a wide variety of discourses and contexts of the German Middle Ages, including medieval epic, ecclesiastical texts, conduct literature, lyric, and sculpture. By engaging with the competing, and at times contradictory, views of female laughter, it reaffirms a disputatious nature of medieval culture, in which multiple views of femininity, sexuality, and virtue stood in a conflicting, yet productive, dialogue with one another. The society that emerges when one looks at medieval German texts is always ambivalent: it thrives on and enjoys talking about sensuality and eroticism, while being constrained by the conventions of polite behavior and the fear of sin; it relies on the ritual use of laughter, while marking it as a sign of lust and perdition. Women's laughter thus offers an important way into understanding medieval views of gender because it combines physicality with shifting and conflicting cultural norms.

The essays in this volume examine the nature of virtue and its role in moral theory.

This book addresses a prominent group of virtues and vices as portrayed in popular films to further our understanding of these moral character traits. The discussions emphasize the interplay between the philosophical conception of the virtues and vices and the cinematic representations of character. Joseph H. Kupfer explores how fictional characters possessing certain moral strengths and weaknesses concretize our abstract understanding of them. Because the actions that flow from these traits occur in cinematic contexts mirroring real world conditions, the narrative portrayals of these moral characteristics can further our appreciation of their import. Humility, integrity, and perseverance, for example, are depicted in Chariots of Fire, The Fabulous Baker Boys, and Billy Elliot, while the vices of envy, arrogance and vanity are captured in Amadeus, Whiplash, and Young Adult. This interdisciplinary work in philosophy and film criticism will be of great interest to scholars and students of film studies, philosophy of film, ethics, aesthetics, and popular culture.

Proposing that Samuel Richardson's novels were crucial for the construction of female individuality in the mid-eighteenth century, Bonnie Latimer shows that Richardson's heroines are uniquely conceived as individuals who embody the agency and self-determination implied by that term. In addition to placing Richardson within the context of his own culture, recouping for contemporary readers the influence of Grandison on later writers, including Maria Edgeworth, Sarah Scott, and Mary Wollstonecraft, is central to her study. Latimer argues that Grandison has been unfairly marginalised in favor of Clarissa and Pamela, and suggests that a rigorous rereading of the novel not only provides a basis for reassessing significant aspects of Richardson's fictional oeuvre, but also has implications for fresh thinking about the eighteenth-century novel. Latimer's study is not a specialist study of Grandison but rather a reconsideration of Richardson's novelistic canon that places Grandison at its centre as Richardson's final word on his re-envisioning of the gendered self.

"Teaching Character in the Primary Classroom provides an excellent and very accessible overview of the emerging field of character education. It covers, in detail, the theory of character education as well as advice and guidance about how this should be applied in practice in primary schools." Professor James Arthur, University of Birmingham Character matters. As more and more schools are choosing to teach Character Education, trainee and beginning teachers need to know more. What is Character Education? Can it really be ′taught′? How does children′s learning benefit from discussions around character in the classroom? How do I teach it? What does good teaching of Character Education look like in the classroom? Teaching Character Education in Primary schools tackles these questions, and many more. This is a practical guide to why and how we can teach character in primary schools. It begins by exploring why character matters and considers what ′character′ is and (importantly) what it is not. It goes on to discuss the place for teaching character in primary education and includes practical guidance on how it can be taught. The text also looks at character beyond the classroom, how parents and the wider community can be included in the teaching of character and how outdoor learning and education can contribute. This book is written for all those who are new to teaching character.

This book argues that the question posed by virtue theories, namely, “what kind of person should I be?” provides a more promising approach to moral questions than do either deontological or consequentialist moral theories where the concern is with what actions are morally required or permissible. It does so both by arguing that there are firmer theoretical foundations for virtue theories, and by persuasively suggesting the superiority of virtue theories over deontological and consquentialist theories on the question of explaining morally bad behavior. Virtue theories can give a richer account by appealing to the kinds of dispositions that make certain bad choices appear attractive. This richer account also exposes a further advantage of virtue theories: they provide the best kinds of motivations for agents to become better persons.