Trained dispositions: taught by simulation, because the checklist has already been followed.
Virtue
A settled excellence of character - a disposition to feel, judge and act well, not merely to follow rules.
- Theme
- Ethics and character
- Tradition
- Cross-tradition
- Term
- ἀρετή · aretē
- Term fixed
- c. 340 BC
In plain terms
A rule tells you what to do. A virtue is what makes you the kind of person who does it without needing to be told, and who can tell when the rule does not fit.
That second part is why virtue is not a decorative addition to a system of rules. Rules run out. They conflict, they fail to anticipate the case, and applying them requires judging which one applies - which is not itself a rule.
And virtues are acquired the way skills are: by doing the thing, badly at first, under correction, until it becomes what you would naturally do. Nobody becomes honest by learning that honesty is required. Aristotle's word for the process is habituation, and his point is that character is built by practice rather than delivered by instruction.
As a philosopher would put it
Aristotle defines virtue as a stable disposition concerning choice, lying in a mean relative to us, determined by reason as a person of practical wisdom would determine it. It requires acting for the right reason, with the right feeling, in the right circumstances - so someone who does the right thing reluctantly is continent rather than virtuous.
The unity of the virtues is the standing structural claim: for Socrates and the Stoics you cannot have one fully without the others, since each requires the practical wisdom that governs all. Aristotle holds a weaker version through phronēsis.
The modern revival dates from Anscombe's 1958 argument that moral philosophy should be abandoned until an adequate psychology is available, and that obligation-based ethics survives as the residue of a lawgiver no longer believed in. MacIntyre's After Virtue develops this historically. The situationist challenge, drawing on Milgram and the Darley-Batson study, holds that behaviour is driven by circumstance rather than by traits - a challenge partly blunted by evidence on the replication of those studies but not disposed of.
Where you meet it
Aviation crew training changed after a series of accidents in which a technically competent crew flew a serviceable aircraft into the ground while a junior officer noticed and did not say so clearly enough.
Crew resource management, developed from the late 1970s, is a training programme aimed at dispositions rather than procedures. Its content is assertiveness in the first officer, receptiveness in the captain, and habits of speaking up that survive rank and time pressure. It is taught by repeated simulation rather than by memorising rules, because the situations it addresses are exactly the ones where a checklist has already been followed.
The results are among the better-documented cases of trained character. Accident rates attributable to crew coordination fell substantially across the industry, and the model has been exported to operating theatres. What it demonstrates is Aristotle's mechanism rather than his conclusion: dispositions can be built by practice, they generalise imperfectly, and they need continual refreshing - which is closer to the situationist picture than the tradition would like.
What is actually disputed
Whether character traits exist as the theory needs them to.
The situationist challenge is that behaviour varies with circumstance far more than with any stable disposition - people help when unhurried and not when late, obey when the setting is authoritative, and are poorly predicted by their reputations. If traits are that fragile, an ethics built on them is built on something that may not be there.
Defenders reply that virtue was never claimed to be common, that Aristotle regarded full virtue as rare and hard-won, and that the experiments measure single situations rather than settled character. Some of the classic studies have also fared badly in replication, though the general finding of situational influence has not gone away.
A second objection is that virtue ethics gives no action guidance - telling someone to do what a virtuous person would do is unhelpful to anyone not already virtuous. The standard reply is that no theory escapes this, since applying a rule also requires judgement.
Commonly confused with
- following rules A rule tells you what to do. A virtue includes knowing when the rule does not apply, which is not itself rule-governed.
- being nice Courage, honesty and justice are virtues and are frequently unpleasant to be on the receiving end of.
- virtue signalling Displaying a commitment is a social act. A virtue is a disposition to act, and the whole point of the concept is that it shows in conduct.
Defined against
- Duty Whether ethics starts from what kind of person to be or from what one is required to do is the central structural division in the subject
Philosophers
- Aristotle Virtue as a stable disposition, acquired by practice
- Confucius Ren and the cultivation of character through ritual and study
- Epictetus Virtue as the only good, and the discipline that produces it
- Thomas Aquinas The cardinal virtues joined to the theological ones
- Al-Farabi Virtue as the perfection of the soul, in a political setting
- Friedrich Nietzsche The suspicion that the virtues are a history rather than a nature
Works
- Nicomachean Ethics The central account
- Analects Virtue as cultivated through relationship and rite
- Discourses and Enchiridion The Stoic training
- Summa Theologiae The scholastic synthesis of the virtues
- After Virtue The modern revival, and its historical argument
- On the Genealogy of Morals The attack on the whole vocabulary
Schools
- Peripatetic school (Aristotelianism) Where the theory is set out
- Confucianism (classical) Where cultivation is the central practice
- Early Stoicism Where virtue is the sole good
- Roman Stoicism Where it becomes daily training
- Thomism Where it is integrated with theology
- Communitarianism Where the modern revival is politically developed
Related concepts
The golden mean c. 340 BC · Wisdom c. 340 BC · Flourishing c. 340 BC · De c. 500 BC
Aretē means excellence of any kind before it means moral virtue; Aristotle's account of it as a stable disposition acquired by practice is the version every later tradition argues with.