Hartman, Edwin (2006). Can We Teach Character? An Aristotelian Answer. Academy of Management Learning & Education, 5(1), 68–81.
Introduction
Throughout the article, Can We Teach Character? An Aristotelian Answer by Edwin Hartman, the reader is guided through the building blocks of character and what influences individual’s ethical and non-ethical behavior. Hartman uses ethics, values, virtue, character, morality, coherence, community, and culture to build an argument towards hope on the question—“Can We Teach Character?”—through ethics courses. Taking into consideration Hartman’s arguments, definitions, and logic, I can agree that character cannot be taught, but can be shaped by choices and actions; it is up to the individual what community …show more content…
Throughout the article the terms of ethics, morality, and character are discussed. Although these terms are interrelated, their nature varies through definition and practice of each. “Character includes virtues and vices and entails certain values, dispositions, and emotions as well as actions (Hartman 69).” Character is described as desires which, “have to do with our well-being and with our most important concerns and commitments (Hartman 69).” Through character, an individual acts because they want to do that certain action, and think that certain action is the best thing to do. Underlying character are emotions and desires to act certain ways as Hartman describes through the example of a generous person being generous because it makes them happy. Within the article Hartman states that although professors and teachers cannot “mold,” their students’ character, there are ways to help students achieve the moral character they desire. Hartman addresses plausible reasons why an individual may stray from the original values and virtues that one may possess originally, such as temptations. …show more content…
An Aristotelian Answer achieved its goal well, providing sufficient and moving arguments. Referring to the Milgram experiment, Hartman provided an example of his theory in act, in which everyday people developed a certain role through the community and the environment surrounding them. Nevertheless, at times the article seemed like the argument could’ve been set up differently to be easier to follow, the organization of the article to me seemed weak in conveying the point across. The main idea of the article that people cannot be taught to develop certain characters, but can be influenced to develop certain characters with the right environment, community, and practice. Ethics courses can help identify student’s values and help choose the right community to cultivate the values and character that an individual desires. In agreement with Hartman, personal experiences have supported his argument, through high school the environment that surrounded me influenced the things I value differently, in a negative way. The community surrounding me at UCR has implemented the value of being true to myself contradicting the value of pleasing everyone, or at least attempting to, as it was in high school. In result my character has become mature and has been supported with deeper connections and
Introduction
Throughout the article, Can We Teach Character? An Aristotelian Answer by Edwin Hartman, the reader is guided through the building blocks of character and what influences individual’s ethical and non-ethical behavior. Hartman uses ethics, values, virtue, character, morality, coherence, community, and culture to build an argument towards hope on the question—“Can We Teach Character?”—through ethics courses. Taking into consideration Hartman’s arguments, definitions, and logic, I can agree that character cannot be taught, but can be shaped by choices and actions; it is up to the individual what community …show more content…
Throughout the article the terms of ethics, morality, and character are discussed. Although these terms are interrelated, their nature varies through definition and practice of each. “Character includes virtues and vices and entails certain values, dispositions, and emotions as well as actions (Hartman 69).” Character is described as desires which, “have to do with our well-being and with our most important concerns and commitments (Hartman 69).” Through character, an individual acts because they want to do that certain action, and think that certain action is the best thing to do. Underlying character are emotions and desires to act certain ways as Hartman describes through the example of a generous person being generous because it makes them happy. Within the article Hartman states that although professors and teachers cannot “mold,” their students’ character, there are ways to help students achieve the moral character they desire. Hartman addresses plausible reasons why an individual may stray from the original values and virtues that one may possess originally, such as temptations. …show more content…
An Aristotelian Answer achieved its goal well, providing sufficient and moving arguments. Referring to the Milgram experiment, Hartman provided an example of his theory in act, in which everyday people developed a certain role through the community and the environment surrounding them. Nevertheless, at times the article seemed like the argument could’ve been set up differently to be easier to follow, the organization of the article to me seemed weak in conveying the point across. The main idea of the article that people cannot be taught to develop certain characters, but can be influenced to develop certain characters with the right environment, community, and practice. Ethics courses can help identify student’s values and help choose the right community to cultivate the values and character that an individual desires. In agreement with Hartman, personal experiences have supported his argument, through high school the environment that surrounded me influenced the things I value differently, in a negative way. The community surrounding me at UCR has implemented the value of being true to myself contradicting the value of pleasing everyone, or at least attempting to, as it was in high school. In result my character has become mature and has been supported with deeper connections and