Aristotelian Approach: Teaching Character and Ethics

Introduction:

In “Can We Teach Character? An Aristotelian Answer” by Edwin M. Hartman, Hartman discussed about how one can improve another’s ethics by teaching them about good characters. (Hartman 68) and by teaching them “techniques for deciding what the right thing is” (Hartman 69). As Hartman mentioned, “ a person of good character in Aristotle's sense knows genuine strength and cowardice when s/he sees it.” (Hartman 75) meaning that a good character should be able to tell and recognize the difference between what’s good and what's bad. I agree with Hartman I believe that being able to identify what is right or wrong is very important. I grew up learning to do only the right things and not the wrong. However, if I cannot identify which

is which, it would be difficult to do what is right and to have a good character. Moreover, this article also talks about how “Students begin to learn to see business issues as moral issues and grasp their salient features” (Hartman 77).

Background Information:
o Place the article in context and discuss the criteria for judging the article/book

Summary

Hartman mentioned many things about good and bad characters.

Some of the key ideas that Hartman discussed about in this article were revolved around the concept of teaching and defining what a good character is. Hartman started off his article by talking about generosity, honesty, courage and respect. Hartman also talked about how business ethics courses can help improve students’ character by helping them think about their values (Hartman 69). Hartman also discussed about how many people are “sincere but they are not courageous” (Hartman 73). Moreover, Hartman’s goal was to help encourage students “to consider their strengths and limitations, their opportunities, and what they can and cannot learn to enjoy” (Hartman 72) and “help students understand the importance of that choice and not make it thoughtlessly” (Hartman 79). Hartman answered if good character is teachable throughout his article. As Hartman stated, “We can begin to teach our students the necessary self-knowledge and self-control by encouraging them to reflect on their assumptions about what will make them happy.” (Hartman 71). Hartman illustrated that an “important function is to provide help for students to understand the language of right and wrong, of virtues and vices” (Hartman 75). Hartman believes that a “good character is therefore a matter not only of doing the right thing but also having the right desires and emotions” (Hartman

70).

Evaluation

This article provided many examples and references that supported Hartman’s argument and made the article stronger. Hartman indirectly answered the question of whether a good character is teachable. Hartman claimed that business ethics course help “improve students’ character by helping them think critically about their values and realize them in practice” which are essential to character development (Hartman 69). Hartman argued that they could teach students to create organizations that helps encourage them instead of punish them for doing the right thing (Hartman 69). Hartman claimed that teaching students about organizational culture would help them recognize it and taking its effects into account (Hartman 73). I agree with Hartman that people’s character can be improved,they just have to realize what they have within them.

Hartman mentioned that “A virtuous person is a person of good character” (Hartman 69). Hartman discussed about how Aristotle believes that if you enjoy doing good then you’re a good person and that if you enjoy doing bads then you’re a bad person (Hartman 70). By this, whatever characters we are depend what we enjoy doing. Aristotle believes that “happiness requires desires that are consistent with one another and with one’s values and actions that are consistent with one’s desires” (Hartman 72).

Moreover, Hartman mentioned that “a person of good character will perceive that a certain act is courageous rather than foolhardy, generous rather than vainglorious, right rather than wrong, and will act accordingly.” (Hartman 74). By this, Hartmen is telling us that a good character consist of courage, generosity and what is right. Also, that they have to act upon it instead of just understanding it. Moreover, Hartman gave an example of what a generous person is like, he said if someone is willing to give money to their friend who’s in need of money without expecting them to pay them back, then that someone is a generous person (Hartman 68). Hartman described a generous person as someone who “acts according to principles derived from the nature of generosity” (Hartman 68). I grew up learning all the goods in life, I believe that being honest and generous is the key to good characters. I remember watching a clip online, where a guy gave a hundred dollar to a homeless person. I believe that also brought out the inner self of that homeless person because he spent those money to buy things for others rather than himself. It was a very touching moment. I believe that there’s a good character within most of us.

Hartman mentioned if we understand the act incorrectly, and fail to “apprehend the morally salient features of the situation” it is considered as character flaws (Hartman 74). “Students need to understand that things can go wrong because they can have mistaken beliefs about the benefits of what they want.” (Hartman 71). Furthermore, Hartman illustrate that “people of inferior character often do the wrong thing… because their intuitions do not lead them to apprehend the situation under the right principle” (Hartman 77).

“We can claim with apparent sincerity to value something - to know that it is good - but intentionally act against our value” (Hartman 74). Hartman supported this by using an example about choosing between a donut and a granola bar. Hartman mentioned how many people would choose the donut because it taste better not because it is better or healthier. However, Hartman says that he would not eat the donut even if it taste better. As he stated, “One can act on a wrong principle as a result of choosing an action under a description that, although accurate as far as it goes, is inappropriate, often because it focuses on the short term and the narrow gauge.” (Hartman 74).

Hartman ended his article with discussing about how they could help students understand and think about this choice that they make instead of just doing it without thinking also, hoping that they made the right choice to “sustain” their “happiness and maintains the values appropriate to good character and moral imagination (Hartman 79).