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Lesson on Virtue Ethics from “Introduction to Ethics”

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This sample demonstrates student-facing lesson content designed for an undergraduate online ethics course.

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Lesson Context:

 

Virtue ethics is a major ethical theory most closely associated with the philosopher Aristotle. Rather than focusing on rules or outcomes, virtue ethics centers moral thinking on character and the pursuit of the “good life,” often described as human flourishing (eudaimonia). According to this approach, living well involves developing virtues that guide how we think, feel, and act. In this lesson, students will explore the core ideas of virtue ethics, examine Aristotle’s doctrine of the mean, and consider how virtue ethics can be applied to real-world moral decisions.

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Learning Objectives:

 

After completing this lesson, students will be able to:

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- Identify and explain the core principles of virtue ethics

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- Define the concept of virtue in Aristotle’s framework and illustrate it using examples

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- Explain how virtues are developed through habituation and the role of practice in moral development

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- Apply the doctrine of the mean to real-world ethical situations

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Lesson Structure

 

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Section 1: What is Virtue Ethics?

 

Virtue ethics is an ethical theory that focuses on the development of virtues, or good character traits, rather than on rules or the consequences of actions. Virtues are positive character traits or excellences—such as courage, honesty, and integrity—that guide how a person thinks, feels, and acts. Rather than being isolated skills, virtues are stable dispositions that shape a person’s motivations and behavior over time. For example, a truly honest person is not only capable of telling the truth but is also motivated by a commitment to truthfulness itself. In this sense, virtue ethics is concerned not just with what people do, but with who they are becoming through their actions and habits.

 

Virtue ethics also emphasizes the contrast between virtues and vices. Vices are character traits that represent either a deficiency or an excess in relation to a virtue. For instance, a deficiency of honesty results in the vice of dishonesty or deceit, while an excess of honesty may appear as indiscretion or tactlessness. Virtue, on this view, involves finding an appropriate balance rather than simply avoiding wrongdoing. By focusing on character and moral development, virtue ethics offers a way of thinking about ethics that emphasizes long-term growth, practical judgment, and the cultivation of good habits rather than compliance with fixed rules.

 

 

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Section 2: Core Ideas in Virtue Ethics

 

For Aristotle, the ultimate goal of human life is eudaimonia, often translated as “flourishing” or “the good life,” which is achieved through living virtuously. Rather than referring to a fleeting feeling of happiness or pleasure, eudaimonia describes a life that goes well as a whole — one marked by fulfillment, purpose, and the exercise of reason. According to Aristotle, human beings flourish when they develop and practice virtues that allow them to function well as rational and social creatures. Virtues such as courage, generosity, and honesty help individuals navigate challenges, relationships, and responsibilities in ways that contribute to a well-lived life. In this view, ethical behavior is not primarily about following external rules, but about cultivating the qualities of character that enable a person to thrive over time.

 

Importantly, eudaimonia is not something that can be achieved instantly or in isolation. It is the result of sustained moral development across a lifetime, shaped by habits, choices, and experiences. Virtue ethics therefore emphasizes long-term character formation rather than isolated actions, encouraging individuals to ask not only what they should do in a given situation, but what kind of life they are aiming to lead. To understand how virtues contribute to flourishing, it is helpful to examine how Aristotle believed virtues are developed and practiced.

 

 

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Section 3: Aristotle and the Doctrine of the Mean

 

A central feature of virtue ethics is the doctrine of the mean, which holds that each virtue lies between two extremes or vices: one of excess and one of deficiency. Courage, for example, falls between recklessness, an excess of confidence that ignores genuine danger, and cowardice, a deficiency marked by excessive fear. The virtuous response avoids both extremes by finding an appropriate balance. Importantly, the mean is not a strict midpoint that applies uniformly in every situation. What counts as courageous behavior depends on context, including the circumstances, the risks involved, and the individual’s role or responsibilities.

 

Aristotle emphasizes that determining the mean requires practical wisdom, or phronesis, rather than the mechanical application of rules. A virtuous person, on this view, responds appropriately to the world by feeling and acting in the right way, at the right time, and for the right reasons. This means having emotions that are proportionate to the situation and actions that reflect thoughtful judgment. Virtue ethics therefore highlights the importance of moral perception and experience, as individuals learn over time how to recognize what the mean requires in different contexts. By framing virtue as a balance guided by reason, the doctrine of the mean reinforces the idea that ethical living involves ongoing reflection and adjustment rather than rigid adherence to fixed standards.

 

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Section 4: Applying Virtue Ethics

 

Virtue ethics offers a practical way of approaching moral decisions by shifting attention from rules and outcomes to character and judgment. Rather than asking only what action is permitted or which option produces the best results, virtue ethics encourages individuals to consider what a virtuous person would do in a given situation and how different choices shape character over time. Consider the following scenario. A student working on a group project realizes that a teammate has contributed very little, but the teammate is experiencing personal difficulties. Reporting the issue may feel honest and fair, but it could also cause harm or embarrassment. Ignoring the problem may seem compassionate, but it risks enabling irresponsibility. A virtue ethics approach would encourage reflection on how to respond in a way that balances honesty, fairness, and compassion, guided by thoughtful judgment rather than rigid rules.

 

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When applying virtue ethics to situations like this, it can be helpful to reflect on questions such as:

 

• Which virtues are most relevant in this situation?

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• How might different responses reflect or shape one’s character?

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• What would acting with practical wisdom look like in this context?

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• Which response best supports long-term human flourishing?

 

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By emphasizing judgment, context, and character development, virtue ethics provides a flexible framework for thinking through ethical challenges in everyday life.

 

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Discussion Prompt

 

How does Aristotle’s virtue ethics differ from utilitarianism and deontology? In your discussion, focus on what each theory considers most important for determining right and wrong actions. Which approach do you find most persuasive, and why?

 

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Lesson Summary

 

In this lesson, students were introduced to virtue ethics as an approach to moral philosophy that emphasizes character and human flourishing. By exploring concepts such as eudaimonia, habituation, and the doctrine of the mean, the lesson highlighted how virtues are developed through practice and guided by practical wisdom. Together, these ideas show how virtue ethics offers a framework for thinking about ethical decisions as part of a well-lived life.

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This sample lesson was created for portfolio purposes and reflects the style and structure commonly used in undergraduate online philosophy courses.