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Questions and Answers
What is the primary characteristic of virtue that distinguishes it from art?
What is the primary characteristic of virtue that distinguishes it from art?
- Virtue is more focused on avoiding excess and defect than art.
- Virtue is more concerned with passions and actions than art.
- Virtue is more exact and better than any art, as nature also is. (correct)
- Virtue aims at the intermediate, while art seeks perfection.
According to the passage, what is the relationship between virtue and pleasure and pain?
According to the passage, what is the relationship between virtue and pleasure and pain?
- Virtue seeks to avoid pleasure and pain.
- Virtue is achieved through the pursuit of pleasure and pain.
- Virtue is indifferent to pleasure and pain.
- Virtue is concerned with how one manages pleasure and pain. (correct)
What does the text suggest is the result of excess or defect in actions?
What does the text suggest is the result of excess or defect in actions?
- A state of heightened awareness and heightened emotional response.
- A form of mediocrity and lack of distinction.
- A form of failure and unsuccessful actions. (correct)
- A state of calmness and equilibrium.
What is the primary focus of moral virtue, according to the text?
What is the primary focus of moral virtue, according to the text?
What point is the author making by comparing the acquisition of virtue to the learning of grammar?
What point is the author making by comparing the acquisition of virtue to the learning of grammar?
How does the text define the intermediate in the context of virtue?
How does the text define the intermediate in the context of virtue?
What is the author's main argument in the first paragraph?
What is the author's main argument in the first paragraph?
What is the significance of the phrase "for even the good is better when it is harder" in the passage?
What is the significance of the phrase "for even the good is better when it is harder" in the passage?
Which of the following is NOT mentioned in the text as an example of a passion that can be felt too much or too little?
Which of the following is NOT mentioned in the text as an example of a passion that can be felt too much or too little?
What is the relationship between good works of art and the intermediate?
What is the relationship between good works of art and the intermediate?
How does the author connect the idea of fighting against pleasure to the topic of virtue?
How does the author connect the idea of fighting against pleasure to the topic of virtue?
Why does the text compare virtue to a kind of mean?
Why does the text compare virtue to a kind of mean?
Which of the following is NOT a point made by the author in the second paragraph?
Which of the following is NOT a point made by the author in the second paragraph?
What analogy does the author use to explain the difference between doing something ‘grammatically’ and being a ‘grammarian’?
What analogy does the author use to explain the difference between doing something ‘grammatically’ and being a ‘grammarian’?
What is the implication of the text's assertion that "good artists, as we say, look to this in their work"?
What is the implication of the text's assertion that "good artists, as we say, look to this in their work"?
Which of the following best summarizes the author's argument about the relationship between virtue and action?
Which of the following best summarizes the author's argument about the relationship between virtue and action?
According to the passage, which of the following is considered an extreme, rather than a mean, when it comes to virtue?
According to the passage, which of the following is considered an extreme, rather than a mean, when it comes to virtue?
What does the passage argue about the possibility of finding a mean in unjust, cowardly, and voluptuous actions?
What does the passage argue about the possibility of finding a mean in unjust, cowardly, and voluptuous actions?
The author suggests that statements about conduct need to be applied to individual facts. What does this suggest about the nature of virtue?
The author suggests that statements about conduct need to be applied to individual facts. What does this suggest about the nature of virtue?
Which of the following is NOT a characteristic of an action considered wrong, according to the passage?
Which of the following is NOT a characteristic of an action considered wrong, according to the passage?
What is the author's main point in comparing courage to the mean in feelings of fear and confidence?
What is the author's main point in comparing courage to the mean in feelings of fear and confidence?
Which of the following best represents the author’s view of the relationship between virtue and action?
Which of the following best represents the author’s view of the relationship between virtue and action?
According to the passage, what is the primary distinction between the mean and excess or deficiency in actions?
According to the passage, what is the primary distinction between the mean and excess or deficiency in actions?
Which of the following is NOT a key element discussed in the passage regarding the concept of virtue?
Which of the following is NOT a key element discussed in the passage regarding the concept of virtue?
According to Aristotle, how do we become virtuous?
According to Aristotle, how do we become virtuous?
What does Aristotle mean by 'states of character'?
What does Aristotle mean by 'states of character'?
Why does Aristotle emphasize the importance of starting virtuous habits early in life?
Why does Aristotle emphasize the importance of starting virtuous habits early in life?
What is the ultimate goal of Aristotle's ethical inquiry?
What is the ultimate goal of Aristotle's ethical inquiry?
What is the relationship between actions and states of character, according to Aristotle?
What is the relationship between actions and states of character, according to Aristotle?
Why does Aristotle claim that there would be no need for teachers if everyone were born good or bad at their craft?
Why does Aristotle claim that there would be no need for teachers if everyone were born good or bad at their craft?
What is the significance of Aristotle's statement that 'states of character arise out of like activities'?
What is the significance of Aristotle's statement that 'states of character arise out of like activities'?
What is Aristotle's main point in the excerpt from the Nicomachean Ethics?
What is Aristotle's main point in the excerpt from the Nicomachean Ethics?
According to Aristotle, which of the following is NOT considered a passion?
According to Aristotle, which of the following is NOT considered a passion?
Why does Aristotle argue that passions are not the basis for judging someone's goodness or badness?
Why does Aristotle argue that passions are not the basis for judging someone's goodness or badness?
Which of the following is NOT a faculty as described by Aristotle?
Which of the following is NOT a faculty as described by Aristotle?
According to Aristotle, what is the difference between a passion and a state of character?
According to Aristotle, what is the difference between a passion and a state of character?
What is Aristotle's main point in this passage?
What is Aristotle's main point in this passage?
Why does Aristotle mention that we are neither praised nor blamed for feeling a passion in a certain way but are praised or blamed for our virtues?
Why does Aristotle mention that we are neither praised nor blamed for feeling a passion in a certain way but are praised or blamed for our virtues?
Based on the passage, what is the relationship between passions and virtues?
Based on the passage, what is the relationship between passions and virtues?
What does Aristotle mean when he says we are not 'moved' in respect of the virtues and vices but 'disposed' in a particular way?
What does Aristotle mean when he says we are not 'moved' in respect of the virtues and vices but 'disposed' in a particular way?
What does the text suggest is the reason it is easier to "miss the mark" than to "hit it"?
What does the text suggest is the reason it is easier to "miss the mark" than to "hit it"?
Which of the following is NOT a vice according to the text?
Which of the following is NOT a vice according to the text?
What does the text imply about excess and defect?
What does the text imply about excess and defect?
How can virtue be achieved?
How can virtue be achieved?
What is the main idea of the text?
What is the main idea of the text?
Why are actions like adultery, theft, and murder considered wrong?
Why are actions like adultery, theft, and murder considered wrong?
What is meant by "the mean relative to us"?
What is meant by "the mean relative to us"?
What is a key characteristic of virtue, according to the text?
What is a key characteristic of virtue, according to the text?
Flashcards
Virtue and Pleasure
Virtue and Pleasure
Virtue is concerned with how we manage pleasures and pains, determining moral character.
Heraclitus' saying
Heraclitus' saying
It's harder to fight with pleasure than with anger, emphasizing the power of emotions.
Moral acts
Moral acts
Just and temperate acts define a person's moral character; doing them leads to being just or temperate.
Arts vs. Virtues
Arts vs. Virtues
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Doing Just Acts
Doing Just Acts
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Grammarian example
Grammarian example
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Character in Virtues
Character in Virtues
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Moral Science focus
Moral Science focus
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Virtues
Virtues
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Habit formation
Habit formation
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Character states
Character states
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Moral education
Moral education
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Good versus bad actions
Good versus bad actions
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Role of teachers
Role of teachers
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Courage and cowardice
Courage and cowardice
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Nature of actions
Nature of actions
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Passions
Passions
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Faculties
Faculties
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States of Character
States of Character
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Vices
Vices
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Moderation in Anger
Moderation in Anger
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Emotions without Choice
Emotions without Choice
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Praise and Blame
Praise and Blame
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Mean in Virtue
Mean in Virtue
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Excess and Defect
Excess and Defect
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Moral Virtue
Moral Virtue
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Characteristics of Virtue
Characteristics of Virtue
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Right Feelings
Right Feelings
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Virtue in Actions
Virtue in Actions
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Nature vs. Art
Nature vs. Art
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Judging Good Work
Judging Good Work
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Failure in actions
Failure in actions
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Success in actions
Success in actions
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Nature of Virtue
Nature of Virtue
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Mean relative to us
Mean relative to us
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Vice characteristics
Vice characteristics
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Examples of Bad Actions
Examples of Bad Actions
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Mean and extremes
Mean and extremes
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Nature of Adultery
Nature of Adultery
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Mean in Actions
Mean in Actions
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Excess and Deficiency
Excess and Deficiency
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Courage as a Mean
Courage as a Mean
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Temperance in Pleasures
Temperance in Pleasures
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Liberality in Money
Liberality in Money
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Fearfulness
Fearfulness
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Insensibility
Insensibility
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Particular vs General Statements
Particular vs General Statements
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Study Notes
Book II, Chapter 1
- Virtue is of two kinds: intellectual and moral
- Intellectual virtue develops through teaching and experience
- Moral virtue arises from habit
- Moral virtues are not innate, but developed through practice
- People are naturally inclined to receive moral virtues, which are perfected through practice
- The good life is achieved through virtuous actions
- Moral excellence focuses on actions accompanied by pleasure and pain
- Legistrators shape citizens by instilling habits
Book II, Chapter 2
- Virtue's development and deterioration stem from the same causes
- Virtues are destroyed by deficiency or excess and preserved by moderation
- Virtuous acts, like skilled actions, require practice and experience
- Actions determine the nature of character.
Book II, Chapter 3
- Pleasure and pain accompany actions, shaping character
- Education, from youth, is important to achieve a virtuous character
- Virtue, characterized by moderation, is a response to pleasure and pain
- Punishment functions as a corrective measure, similar to a cure
- States of character affect how we respond to pleasure and pain.
Book II, Chapter 4
- Virtue, like an art, is developed through practice
- Knowledge is not enough for a virtuous character; choice and consistent action are also crucial
- Character is shaped by the habits and actions
- Philosophers who merely study theory without practicing virtue do not achieve goodness.
Book II, Chapter 5
- Virtues and vices are related to passions
- Character is not determined purely by the feelings and desires, but by choice and action
- The concept of the mean applies to passions, acts, and character.
Book II, Chapter 6
- Virtue involves a mean between extremes
- The mean acts as a standard for virtuous conduct
- Actions and passions are examined in relation to the mean
- The proper actions and passions can vary, but the mean is always the ideal
- Some actions and feelings are always bad, and do not admit of a mean.
Book II, Chapter 7
- The concept of the mean applies to specific virtues
- Examples of virtues and their extremes, such as courage and temperance.
- The correct actions and responses to pleasure and pain, are integral in developing these virtues.
- A proper education is paramount in fostering the virtues and avoiding excess or deficiency.
- The mean in every action and feeling is praiseworthy.
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