Introduction: developing an Aristotelian account of virtuous emotions -- Emotions and moral value -- Gratitude -- Pity -- Shame -- Jealousy -- Grief -- Awe -- Educating emotions -- Conclusions and afterthoughts

Many people are drawn towards virtue ethics because of the central place it gives to emotions in the good life. Yet it may seem odd to evaluate emotions as virtuous or non-virtuous, for how can we be held responsible for those powerful feelings that simply engulf us? And how can education help us to manage our emotional lives? The aim of this book is to offer readers a new Aristotelian analysis and moral justification of a number of emotions that Aristotle did not mention (awe, grief, and jealousy), or relegated, at best, to the level of the semi-virtuous (shame), or made disparaging remarks about (gratitude), or rejected explicitly (pity, understood as pain at another person's deserved bad fortune). Kristján Kristjánsson argues that there are good Aristotelian reasons for understanding those emotions either as virtuous or as indirectly conducive to virtue. Virtuous Emotions begins with an overview of Aristotle's ideas on the nature of emotions and of emotional value, and concludes with an account of Aristotelian emotion education.

Many people are drawn towards virtue ethics because of the central place it gives to emotions in the good life. Yet it may seem odd to evaluate emotions as virtuous or non-virtuous, for how can we be held responsible for those powerful feelings that simply engulf us? And how can education help us to manage our emotional lives? The aim of this book is to offer readers a new Aristotelian analysis and moral justification of a number of emotions that Aristotle did not mention (awe, grief, and jealousy), or relegated, at best, to the level of the semi-virtuous (shame), or made disparaging remarks about (gratitude), or rejected explicitly (pity, understood as pain at another person's deserved bad fortune). Kristján Kristjánsson argues that there are good Aristotelian reasons for understanding those emotions either as virtuous or as indirectly conducive to virtue. Virtuous Emotions begins with an overview of Aristotle's ideas on the nature of emotions and of emotional value, and concludes with an account of Aristotelian emotion education.

Virtue ethics sees emotions as central to the good life. But how can emotions over which we have no control be virtuous or non-virtuous? And how can education develop those emotions? Kristján Kristjánsson explores the ways in which six emotions (awe, grief, jealousy, shame, gratitude, and pity) can be understood as virtuous and educable.

A novel approach to the crucial role emotion plays in virtuous action What must a person be like to possess a virtue in full measure? What sort of psychological constitution does one need to be an exemplar of compassion, say, or of courage? Focusing on these two examples, Emotion and Virtue ingeniously argues that certain emotion traits play an indispensable role in virtue. With exemplars of compassion, for instance, this role is played by a modified sympathy trait, which is central to enabling these exemplars to be reliably correct judges of the compassionate thing to do in various practical situations. Indeed, according to Gopal Sreenivasan, the virtue of compassion is, in a sense, a modified sympathy trait, just as courage is a modified fear trait. While he upholds the traditional definition of virtue as a species of character trait, Sreenivasan discards other traditional precepts. For example, he rejects the unity of the virtues and raises new questions about when virtue should be taught. Unlike orthodox virtue ethics, moreover, his account does not aspire to rival consequentialism and deontology. Instead Sreenivasan repudiates the ambitions of virtue imperialism. Emotion and Virtue makes significant contributions to moral psychology and the theory of virtue alike.

A novel approach to the crucial role emotion plays in virtuous action What must a person be like to possess a virtue in full measure? What sort of psychological constitution does one need to be an exemplar of compassion, say, or of courage? Focusing on these two examples, Emotion and Virtue ingeniously argues that certain emotion traits play an indispensable role in virtue. With exemplars of compassion, for instance, this role is played by a modified sympathy trait, which is central to enabling these exemplars to be reliably correct judges of the compassionate thing to do in various practical situations. Indeed, according to Gopal Sreenivasan, the virtue of compassion is, in a sense, a modified sympathy trait, just as courage is a modified fear trait. While he upholds the traditional definition of virtue as a species of character trait, Sreenivasan discards other traditional precepts. For example, he rejects the unity of the virtues and raises new questions about when virtue should be taught. Unlike orthodox virtue ethics, moreover, his account does not aspire to rival consequentialism and deontology. Instead Sreenivasan repudiates the ambitions of virtue imperialism. Emotion and Virtue makes significant contributions to moral psychology and the theory of virtue alike.

What can Aristotle teach us that is relevant to contemporary moral and educational concerns? What can we learn from him about the nature of moral development, the justifiability and educability of emotions, the possibility of friendship between parents and their children, or the fundamental aims of teaching? The message of this book is that Aristotle has much to teach us about those issues and many others. In a formidable display of boundary-breaking scholarship, drawing upon the domains of philosophy, education and psychology, Kristján Kristjánsson analyses and dispels myriad misconceptions about Aristotle’s views on morality, emotions and education that abound in the current literature - including the claims of the emotional intelligence theorists that they have revitalised Aristotle’s message for the present day. The book proceeds by enlightening and astute forays into areas covered by Aristotle’s canonical works, while simultaneously gauging their pertinence for recent trends in moral education. This is an arresting book on how to balance the demands of head and heart: a book that deepens the contemporary discourse on emotion cultivation and virtuous living and one that will excite any student of moral education, whether academic or practitioner.