This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory (2017), namely that moral exemplars are exceptionally virtuous agents and that imitating their behavior is the main strategy for acquiring the virtues. (...) I will introduce and discuss the notions of enkratic exemplars and injustice illuminators and show that we have good reasons to consider them moral exemplars although they fail to satisfy (either of) the key assumptions. (shrink)

The emotion of admiration and the semantic theory of natural kinds and direct reference are foundational for Linda Zagzebski's exemplarist moral theory and divine motivation theory. Many have examined difficulties that arise from the central role of admiration, while others have engaged her account of the incarnation. Little attention has been given to her semantic theory or philosophy of language. This essay demonstrates the difficulties and problems that arise from this theory, problems that could be avoided with a sociopractical (...) account of language and exemplarity. One set of problems pertain to the “principle of the division of linguistic labor.” Related problems come to light in Zagzebski's attempt to account for radical changes in perceptions of exemplars through social, political, and ethical revolutions. In the end, her semantic theory creates the very epistemological uncertainties that it is meant to forestall. It also fails to account for radical disagreements about exemplars and the role moral exemplars play in sociopolitical and ethical revolutions. (shrink)

Some stories of moral exemplars motivate us to emulate their admirable attitudes and behaviors, but why do some exemplars motivate us more than others? We systematically studied how motivation to emulate is influenced by the similarity between a reader and an exemplar in social or cultural background (Relatability) and how personally costly or demanding the exemplar’s actions are (Attainability). Study 1 found that university students reported more inspiration and related feelings after reading true stories about the good (...) deeds of a recent fellow alum, compared to a famous moral exemplar from decades past. Study 2A developed a battery of short moral exemplar stories that more systematically varied Relatability and Attainability, along with a set of non-moral exemplar stories for comparison. Studies 2B and 2C examined the path from the story type to relatively low stakes altruism (donating to charity and intentions to volunteer) through perceived attainability and relatability, as well as elevation and pleasantness. Together, our studies suggest that it is primarily the relatability of the moral exemplars, not the attainability of their actions, that inspires more prosocial motivation, at least regarding acts that help others at a relatively low cost to oneself. (shrink)

In this study, Olberding proposes a new theoretical model for reading the _Analects_. Her thesis is that the moral sensibility of the text derives from an effort to conceptually capture and articulate the features seen in exemplars, exemplars that are identified and admired pre-theoretically and thus prior to any conceptual criteria for virtue. Put simply, Olberding proposes an "origins myth" in which Confucius, already and prior to his philosophizing knows _whom _he judges to be virtuous. The work we see (...) him and the _Analects'_ authors pursuing is their effort to explain in an organized, generalized, and abstract way _why _pre-theoretically identified exemplars are virtuous. Moral reasoning here begins with people and with inchoate experiences of admiration for them. The conceptual work of the text reflects the attempt to analyze such people and parse such experiences in order to distill abstract qualities that account for virtue and can guide emulation. (shrink)

The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars (...) and non-moral stories. Second, experiment 2, a middle school classroom-level experiment with a quasi-experimental design, demonstrated that peer exemplars, who are perceived to be attainable and relevant to students, better promoted service engagement compared with historic figures in moral education classes. (shrink)

ABSTRACT In the present study, we examined how the perceived attainability and relatability of moral exemplars predicted moral elevation and pleasantness among both adult and college student participants. Data collected from two experiments were analyzed with Bayesian multilevel modeling to explore which factors significantly predicted outcome variables at the story level. The analysis results demonstrated that the main effect of perceived relatability and the interaction effect between attainability and relatability shall be included in the best prediction model, and (...) thus, were deemed to predict the outcome variables significantly. The main effect of relatability as well as its interaction with attainability positively predicted elevation and pleasantness. We discussed educational implications of the findings in terms of how relatability may be the first point of emphasis for moral educators to focus on and attainability can then bolster the effectiveness. These relatable and attainable moral exemplars can be sources for moral elevation and pleasantness, which promote motivation to emulate moral behavior presented by the exemplars. (shrink)

This essay explores the notion of moral exemplarity, positing that our morality is underpinned by moral exemplars – paradigmatic examples of virtuous individuals or actions. Theoretical precepts of moral exemplarity are explored across historical and contemporary contexts, including the philosophies of Plato, Aristotle, Stoic and Christian ethics, and recent works of Alexandro Ferrara and Linda Zagzebski. This essay debates the necessity of moral exemplars, the intrinsic moral and epistemic exemplarity, and the distinction between categorical and (...) hypothetical exemplarity, as well as referencing the paradoxical Kantian dismissals of moral exemplarity. It critiques current accounts of moral exemplarity and proposes a transcendental explanation, culminating in an examination of the “exemplarist categorical imperative.”. (shrink)

In Moral Exemplars in the Analects, Amy Olberding offers a self-reflexive and thought-provoking interpretation of the Analects. Scholars of China will find her book valuable in that it provides a holistic reading of the Analects that preserves the tensions in the text. Ethicists will find it valuable in that it furthers discussion on the role of emulating paradigmatic figures in moral development.Olberding characterizes her project as an attempt to "discern a governing logic that renders the Analects' compelling (...) class='Hi'>moral sensibility intelligible as moral theory" (p. 1). The difficulty of interpreting the Analects, Olberding explains, is that the text does not offer an explicit moral theory. Instead it reads more like .. (shrink)

This paper presents a challenge for exemplar theories of moral concepts. Some have proposed that we acquire moral concepts by way of exemplars of actions that are prohibited as well as of actions that are required, and we classify newly encountered actions based on their similarity to these exemplars. Judgments of permissibility then follow from these exemplar-based classifications. However, if this were true, then we would expect that individuals who lacked, or were deficient in, the capacity (...) to form or access exemplars of this kind would be similarly deficient in the ability to classify new actions according to them, and this relative inability would be manifested in the moral judgments made by such individuals. However, there is reason to suspect, I think, that a number of individuals who have been diagnosed with Autism Spectrum Disorder actually have the deficiencies I have described here but are nevertheless fully able to make sound moral judgments. If this is so, then it must be th... (shrink)

While possessing moral understanding is agreed to be a core epistemic and moral value, it remains a matter of dispute whether it can be acquired via testimony and whether it involves an ability to engage in moral reasoning. This paper addresses both issues with the aim of contributing to the current debates on moral understanding in moral epistemology and virtue ethics. It is argued that moral epistemologists should stop appealing to the argument from the (...) transmissibility of moral understanding to make a case for their favorite view of moral understanding. It is also argued that proponents of exemplarist moral theories cannot remain neutral on whether the ability to engage in moral reasoning is a necessary component of moral understanding. (shrink)

In this paper, I highlight and discuss two significant limitations of Zagzebski’s exemplarist moral theory. Although I focus on Zagzebski’s theory, I argue that these limitations are not unique to her approach but also feature in previous versions of moral exemplarism. The first limitation I identify is inspired by MacIntyre’s understanding of the concept of virtue and stems from the realization that the emotion of admiration, through which agents identify exemplars, should not be examined in vacuo. Scholars working (...) on moral exemplarism have failed to note that admiration is substantially influenced by prevailing socio-cultural norms and values. I show that ‘the admirable’ varies across cultures and time; and the employment of one’s own emotion of admiration in order to derive the meaning of terms such as virtue and duty would only result in a culture-specific understanding of morality. The second limitation, inspired by Butler’s social constructivist understanding of gender, rests on the realization that several features and characteristics of the agent influence their perception of moral excellence. I focus on the issue of gender and highlight that exemplarist theories justify a counter-intuitive gender-specific understanding of morality. (shrink)

One of the most striking and controversial features of Aristotle's moral exemplar, the megalopsychos, is his tendency to be contemptuous. Not surprisingly, modern scholarship has found this attribute of the megalopsychos particularly unappealing. This article probes the question about the targets of the contempt of the Aristotelian megalopsychos and explores the forms that this contempt might take. I argue that the primary targets of the megalopsychos are people who claim superiority on the wrong grounds (their external prosperity and (...) social status). The megalopsychos, who prioritizes virtue over external goods as a criterion of individual worth ( axia), rejects the self-image these people claim for themselves and refuses to grant them the appraisal respect they are accustomed to receiving, and think they deserve. (shrink)

The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the Self-Determination Theory (SDT) framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets (...) used Multilevel Modeling (MLM) focusing on relatability, attainability, and intervention methods, corresponding to relatedness, competence, and autonomy in the SDT, respectively, as predictors. In general, there was a significant interaction effect between the attainability or relatability, and the intervention method. Autonomous instruction methods, which support autonomy, were demonstrated to boost motivational outcomes. Implications from this study support the employment of SDT to examine the use of moral exemplars in moral education and were consistent with previous exemplar studies. (shrink)

Role modeling is widely thought to be a principal vehicle for acquiring the virtues. Yet, little is known about role modeling as a process. This paper surveys the behavioral sciences for insights about how one person can find the actions of another person so inspirational that the person attempts to reproduce the behavior in question. In general, such inspiration occurs when an observer sees a model similar to herself, wrestling with a problem she is having, such that the model’s accomplishments (...) are seen as attainable. When the behavior modeled is moral, additional complications arise, not the least of which is the contemporary skepticism about anyone held up as a hero. The paper concludes with some suggestions about how organizations can facilitate the development of the virtues through role modeling. (shrink)

Role modeling is widely thought to be a principal vehicle for acquiring the virtues. Yet, little is known about role modeling as a process. This paper surveys the behavioral sciences for insights about how one person can find the actions of another person so inspirational that the person attempts to reproduce the behavior in question. In general, such inspiration occurs when an observer sees a model similar to herself, wrestling with a problem she is having, such that the model’s accomplishments (...) are seen as attainable. When the behavior modeled is moral, additional complications arise, not the least of which is the contemporary skepticism about anyone held up as a hero. The paper concludes with some suggestions about how organizations can facilitate the development of the virtues through role modeling. (shrink)

ABSTRACT Linda Zagzebski’s exemplarist moral theory has gained traction in recent years as a valid approach to moral education. Insufficient attention has so far been paid to questions about who we should count among exemplary people to be emulated. In this paper, we make the case for considering the Swedish climate activist Greta Thunberg as one moral exemplar for the contemporary world. Since Thunberg is a controversial figure, we not only argue in positive terms why Thunberg (...) would make a good exemplar, but also respond to a number of objections that could be made to her exemplarity based on popular discussions. Our argument is however not limited to showing why Thunberg should be considered a moral exemplar. Through our discussion, we also exemplify the kind of critical discussions that in our view should be part of how exemplarism is utilized as a theory of moral education. (shrink)

In this chapter, the author talks about some of the finer points concerning Captain America and his eligibility to serve as a moral exemplar. The chapter explores three issues. 1) Fictional characters are simply not real. 2) Fictional characters can be perfect and we can't. 3) Fictional characters can be depicted inconsistently over the years by different writers. Fictional characters can model virtuous character traits by demonstrating their consequences in an imaginary world that readers identify with. While real‐world (...) people can't be perfect, fictional characters can be: writers just have to write them that way! Depending on how they are written, fictional characters don't have to experience difficult choices or moral weakness, and they can stick to their principles come what may. Each writer and fan will have a personal conception of a character like Captain America that leads them to regard certain behaviors as mistakes, aberrations caused by writers. (shrink)

This research study used descriptive phenomenological methods to investigate and document the lived experience of altruism as described by moral exemplars. Six moral exemplars wrote descriptions of situations in which they engaged in spontaneous altruism. Altruism was defined for the purpose of this study as a motivational state with the ultimate goal of increasing another's welfare . These descriptions were then expanded and clarified through follow up interviews. The results of this descriptive phenomenological analysis produced two structures: the (...) structure of the lived experience of altruism as described by moral exemplars, and the structure of the lived experience of helping as described by moral exemplars. The differences between these two structures suggest that altruistically motivated pro-social behavior is more committed, extensive and effective than egoistically motivated helping, and results in a higher level of concern for the long-term well-being of the individuals helped. Although differentiated by primary motivations, altruistic or egoistic, both structures identify the motivating factors of empathy, personal historical life experiences, moral values, and personal identity as essential to the experience of assisting another individual in need. (shrink)

This paper focuses on negative exemplarity-related emotions (NEREs) and on their educational implications. In this paper, we will first argue for the nonexpendability of negative emotions broadly conceived (section 2) by defending their instrumental and intrinsic role in a good and flourishing life. In section 3, we will make the claim more specific by focusing on the narrower domain of NEREs and argue for their moral and educational significance by evaluating whether they fit the arguments provided in the previous (...) section. In section 4, we will propose three educational strategies to foster NEREs’ positive moral role. In conclusion, we will point out that an exemplarist approach to character education would greatly benefit from a more fine-grained account of the emotions involved in the educational process and from a broader perspective on which of these emotions should be taken as valuable for educational purposes. (shrink)

ABSTRACT I present a new model of the self-regulation of virtue that integrates perspectives on emotion, cognition, and motivation. Across three vignette-based studies in US/uk (N = 1,540), I developed through exploratory and confirmatory factor analysis a multi-item measure of broadening and defensive responses, the Self-Regulation of Virtue Inventory (SRVI). I applied that measurement model to two new scenarios portraying prototypical moral exemplars (selected from a set of 12) and fitted structural models that identify key antecedents: motivational dispositions (regulatory (...) focus and hedonic orientation) and moral comparisons (opinion- and ability-based). The findings were consistent with network analysis, providing initial evidence of their robustness. By integrating literatures on motivation, emotion, social cognition and comparison within a self-regulation framework, I provide initial evidence to advance theory on moral self-regulation and moral education, with practical implications on how to maximise the upsides of virtue while mitigating or channelling its possible drawbacks. (shrink)

At the end of the first book of Apollonius' Argonautica, Telamon accuses Jason of plotting to leave Heracles behind, an insult for which Telamon later apologizes. This article suggests that their reconciliation unites the Alexandrian interest in what is appropriate for epic with Aristotelian views on anger and political friendship, two themes that resonate throughout the poem. While Telamon's apology and Jason's moderate response revise the structure of traditional epic quarrels, the portrayal of self-control in this episode constitutes a (...) class='Hi'>moral exemplar in keeping with those Homeric scenes that were admired by ancient philosophers. (shrink)

In “Deception and the Clinical Ethicist,” Christopher Meyers argues that clinical ethicists sometimes ought to actively help deceive patients or their families, all...

In a recent article, Shaw contrasts his own supposed good behaviour, as that of a self-proclaimed “social distance warrior” with the alleged rude behaviour of one of his relatives, Jack, at social events in the former’s house in Scotland in the early stages of the COVID-19 pandemic. He does so to illustrate and support his claims that it was wrong and rude to fail to comply with the governmental advice regarding social distancing because we had a responsibility “to minimize risk” (...) and not wrong nor rude to challenge and cajole those people who failed to do so. This article shows that his claims are contestable. It suggests that his own behaviour was no better than Jack’s. (shrink)

This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is (...) to show how an exemplar-based account of moral education can handle both problems without compromising its structure and upshot. (shrink)

Although Christ’s atoning work on the cross is perhaps the most central tenet of Christianity, understanding precisely how the cross saves remains a theological mystery. We follow the Abelardian tradition and argue that Christ’s death on the cross acts as an example of God’s love for humanity and a means of drawing us back into communion with the triune God. However, our view avoids the standard objection to exemplar views—that they are Pelagian—by introducing an alternative conception of the problem (...) of sin, according to which Christ’s example of God’s love is in fact required for salvation and sanctification. (shrink)

Our research project will investigate the virtue of humility among real world humanitarian exemplars, such as holocaust rescuers and hospice workers. We will use computer technology to analyze interviews with these types of populations to understand the different factors involved in the virtue of humility. Following the work of Aristotle, we believe this virtue is formed as a kind of habit that becomes a natural extension of one’s character. We aim to operationalize and empirically evaluate aspects of the virtue of (...) humility through the computational analysis of implicit semantic processing embedded in the narratives of real world humanitarians. Latent semantic analysis, multi-dimensional scaling, and hierarchical cluster analysis will be used to map self-understanding schemas in these populations and its role in humility while serving others. (shrink)

When we go to the doctor, he or she will not begin to treat us without taking our history – and not just our history but that of our parents and grandparents before us. The doctor will not see us u...

“Can you feel the warmth of the Hive?”Tom in Leave No Trace (2018).In a haunting scene in the motion picture Leave No Trace1 (Granik 2018), Tom, an adolescent girl living on the edges of normality,...

Theatre practitioners use empathy formation techniques within their acting methodology to develop particular characters for the stage. Here, Ann Phelps and Dylan Brown argue that, when Constantin Stanislavski's seminal dramatic method is placed in conversation with exemplarist moral theory, acting can become a tool for moral formation. To illustrate this claim, they describe their work with the Program for Leadership and Character at Wake Forest University, where a neo-Aristotelian virtue ethics framework is embodied and expanded using this dramatic (...) method. By using acting exercises to help students rehearse how their moral exemplars would respond to situations, Phelps and Brown challenge students to embody their exemplars instead of merely engaging with them as a passive intellectual exercise. Moral educators can achieve their pedagogical aim by expanding Stanislavski's dramatic “super-objective” to encompass a “moral meta-objective.” This neo-Aristotelian modification to Stanislavski's method might extend beyond the stage in ways that facilitate the embodiment of morally exemplary behavior, even after the curtain falls. (shrink)

ABSTRACTWhile Spinoza stipulates an ideal moral person in the propositions on the ‘free man’ in Ethics IV, this account does not seem to be intended to function as a pedagogical tool of political relevance. Hence, it does not seem to correspond to the purpose of moral exemplarism. If we look for that kind of practical guidance, Spinoza’s political works seem more relevant. Interestingly, when we approach Spinoza’s political theory with moral exemplarism in mind, we find that instead (...) of constructing his exemplar on the idea of a supremely moral person, he emphasizes the concept of ingenium to chisel out an imperfect model of human behavior. We argue that the purpose of this is to avoid a utopian and inefficient political theory and to work out a moral practice that is capable of assisting people and communities in ethical self-transformation. (shrink)

Exemplars have the power to help people navigate various levels of moral struggle, from the relatively straightforward problem of lacking motivation to the much deeper problem of failing to see the moral realities that surround us. But there are also serious moral risks in the appeal to exemplars: we romanticize them, we make use of them in authoritarian ways, and we tend to forget how our choice of exemplars is conditioned by oppressive cultural formations. I argue that (...) we need to develop a social model of exemplarity, attuned to social contexts of our exemplars themselves as well as the social processes of constructing and appealing to exemplars. More particularly, I argue that we need to develop space for thinking about exemplary groups, not just exemplary individuals, in order to develop the strengths and avoid the weaknesses in exemplarist moral theories. (shrink)

Linda Zagzebski recently put forward a new theory, moral exemplarism, that is meant to provide an alternative to theories like consequentialism and deontology, and which proposes to define key moral terms by direct reference to exemplars. The theory’s basic structure is straightforward. A virtuous person is defined as a person like that, where that points to individuals like Leopold Socha, Confucius, Jesus Christ, and so on. A key component of this theory is the function played by the emotions, (...) specifically the emotion of admiration, which helps us identify moral exemplars, inspires our emulation of them, and grounds moral motivation. In other words, admiration tracks persons like that. The aim of this article is to show that unless moral exemplarism recognises and incorporates an aesthetic dimension to morality, as did, for instance, eighteenth-century sentimentalists by recognising the categories of moral beauty and ugliness, the theory suffers important theoretical difficulties, whilst failing to yield some of the theoretical merits that it boasts. To this end, I will cast doubt on the prominent role accorded to the emotion of admiration for morality, arguing that it has to either be qualified as a specific kind of admiration––namely that which takes the beautiful as its object––or be replaced altogether with the affective response to the beautiful, a mark of which is pleasure or delight in the contemplation of an object. In short, an aesthetics of character is necessary in order to properly theorise the affective and motivational components of morality under an exemplarist framework. (shrink)

I argue that while moral exemplars are useful, we must be careful in our use of them. I first describe forgiveness exemplars that are often used to persuade victims to forgive such as Nelson Mandela, Martin Luther King Jr., and Jesus of Nazareth. I also explain how, for Kant, highlighting these figures as moral exemplars can be useful. I then explain two kinds of rhetorical strategies that are used when attempting to convince victims to forgive. Last, I explain (...) (a la Kant) how the use of exemplars does not empower but instead disempowers victims. My overall claim is that using exemplars to persuade victims to forgive is problematic. It is best if we rely on decisive reasons to forgive instead of focusing on people who have forgiven. (shrink)

Moral exemplarism, which insists on the centrality of particular embodiments of exemplary virtue to the moral life, is currently receiving significant attention within moral philosophy as well as theological and religious ethics. This introductory essay situates the contributions made by this focus issue on moral exemplarity in relation to the history of attention to moral exemplars, the twentieth‐century turn to virtue, philosopher Linda Zagzebski’s exemplarist moral theory, Stanley Hauerwas’s particularist embrace of Christian discipleship, Foucauldian (...) turns to critique and self‐cultivation, and the significance of exemplars in Jeffrey Stout’s democratic piety. Arguing for the critical importance of articulating the authority of exemplars, this essay points to the ways in which the present focus can assist us to navigate between the shoals of nostalgic deference to tradition and dismissive critiques of authoritarianism. (shrink)

According to a popular line of thought, moral exemplars have a key role to play in moral development and moral education and by paying attention to moral exemplars we can learn about what morality requires of us. However, when we pay attention to what many moral exemplars say about their actions, it seems that our moral obligations are much more demanding than we typically think they are. Some philosophers have argued that this exemplar (...) testimony gives us reason to accept a radically demanding view of morality. We argue against this view by appealing to similar testimony from aesthetic exemplars. If we accept that the testimony of moral exemplars gives us reason to accept a radically demanding view of morality, then we should accept that the testimony of aesthetic exemplars supports a radically demanding view of aesthetic normativity. We argue that we should reject both arguments for radically demanding views, and instead see the testimony of exemplars as having something important to tell us about the nature of ideals. What we learn about morality and aesthetics from attending to the lives of moral exemplars is that those who embody an ideal are subject to obligations that others are not. (shrink)

Concepts are mental representations that are the constituents of thought. EdouardMachery claims that psychologists generally understand concepts to be bodies of knowledge or information carrying mental states stored in long term memory that are used in the higher cognitive competences such as in categorization judgments, induction, planning, and analogical reasoning. While most research in the concepts field generally have been on concrete concepts such as LION, APPLE, and CHAIR, this paper will examine abstract moral concepts and whether such concepts (...) may have prototype and exemplar structure. After discussing the philosophical importance of this project and explaining the prototype and exemplar theories, criticisms will be made against philosophers, who without experimental support from the sciences of the mind, contend that moral concepts have prototype and/or exemplar structure. Next, I will scrutinize Mark Johnson’s experimentally-based argument that moral concepts have prototype structure. Finally, I will show how our moral concepts may indeed have prototype and exemplar structure as well as explore the further ethical implications that may be reached by this particular moral concepts conclusion. (shrink)

ABSTRACT This is a guest editorial introducing a special issue on ‘Exemplars and Emulation in Moral Education’ which contains contributions from 10 multidisciplinary authors. Representing the state of the art in the discourse, this editorial elucidates several new themes pertaining to it, before outlining each contribution in relation to said themes. In light of David Carr’s recent objections to role modelling, it is then argued that these contributions provide a possible collective response.

More particularly, the book evaluates the concept of moral exemplarity and its significance in philosophical and theological ethics as well as for ongoing research programs in the cognitive sciences.