In this chapter, I employ Aristotle to investigate the various ways in which a person’s desires may be educated over time. I do so by considering how people may gradually shift from being vicious to virtuous. In particular, I sketch the shifts from (1) a contented vicious agent to (2) a discontented vicious agent to (3) an akratic or weak-willed agent to (4) an enkratic or strong-willed agent, and finally to (5) a fully virtuous agent. To make the transitions clear and the discussion accessible, I shall use some running examples, especially a smoker who eventually gives up. We shall see that crucial to charting the developmental processes are the agent’s reason-based evaluations and desires, on the one hand, and her perception-based responses and desires, on the other.
|Title of host publication||Desire and Human Flourishing|
|Subtitle of host publication||Perspectives from Positive Psychology, Moral Education and Virtue Ethics|
|Publisher||Springer International Publishing AG|
|Number of pages||18|
|Publication status||Published - 24 Jul 2020|
Pearson, G. B. (2020). Educating Desire in Aristotle. In M. Bosch (Ed.), Desire and Human Flourishing: Perspectives from Positive Psychology, Moral Education and Virtue Ethics (pp. 183-200). (Positive Education ; Vol. 3). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-47001-2_13