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Character virtues according to Aristotle

According to Aristotle, a person who practices honesty, charity, and bravery progresses to a moral character (Ross 1). As a result, moral virtues such as liberality, temperance, and courage exist. Since a human recognizes that the embraced activities have a favorable or negative impact on others, virtue depicts the acting habituation. As a result, an effort can only be virtuous if it is made willingly. The action’s execution is linked to the individual’s perceptions of the surrounding environment and interactions with other social systems. It is called non-voluntary when a person does an act through several means that include fear. A person is considered virtuous if, in addition to moral virtues, he or she possesses the virtues of character and intelligence. Wisdom is an intellectual virtue that a person acquires and is engaged in guiding an individual’s ethical understanding and behavior. Scientific pondering and endeavor are used to demonstrate this virtue of comprehension.

When an individual develops sentiments for another person, Aristotle believes that these feelings are contingent on the conditions. Between the extremes, there is just the proper amount of emotion (Aristotle 7). Extremes such as rashness, which involves both cowardice and courage, are examples of these extremes. Some extremes, on the other hand, have a great degree of similarity. When compared to a nerve, for example, fear is far from indiscretion. The ability to replicate and practice moral principles until the attribute is internalized is the foundation of a person’s virtues. A person becomes bold and temperate through practicing courage and embracing temperance. This implies that virtue comes from nature, and people gain moral virtues as they interact with various systems in their environment.

Environmental respect from a vantage point on the hill

Hill’s main focus has been on the character, which is portrayed by how humans treat the environment. He employs ethical goodness as a method for assessing a person’s involvement in addressing various environmental concerns (Hill 1). The habit of exhibiting virtue ethics on an activity based on voluntary or willing decision is referred to as virtue ethics. As a result, someone who litters the environment is unconcerned about the environment. On the character level, such a person is considered insensitive.

Hill wonders what kind of individual would destroy the ecosystem. He notices that people who do environmental harm lack certain characteristics. Furthermore, injuries to human rights and breaches of human rights are seen as effective ways to combat environmental devastation (Hill 7). As a result, environmental ethics can be addressed if people focus on moral character rather than action rightness. This is due to a lack of thankfulness virtue in those who do not appreciate the environment.

Comparison between Hill’s and Aristotle’s perspectives on character virtues

Hill’s views are similar to Aristotle’s in that they both believe that the right or wrong of human conduct is determined by an individual’s nature. The developed trait serves as a reflection of a person’s place in society. The gap in these researchers’ opinions comes when Hill asserts that a person can ruin the environment because of a character flaw. As a result, Aristotle and Hill disagree about how people should be treated in the natural world.

Bibliography

R. Crisp’s translation of Aristotle’s Nicomachean Ethics. Cambridge University Press, Cambridge, 2000.

“Ideals of Human Excellence and Preserving Natural Resources,” by Thomas Hill, Jr.

Environmental Ethics, vol. 5, no. 2, pp. 211-24, 1983.

W.D. Ross. Aristotle’s Nicomachean Ethics. http://classics.mit.edu/Aristotle/nicomachaen.mb.txt> 30 January 2020.

paper projects on virtual ethics response

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Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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