Discusses whether virtue can be taught in college, asserting that virtue is relative and tradition bound. Difficulties in answering this question include lack of adequate definitions of terms, overwhelming influence of Christian and Western approaches, the "unvirtue" experienced by many learners, and students' innate resistance to the…

Asserts that university students are at precisely the right age to gain greater power over their lives, describing a vacuous college life and discussing the potential that a good university education offers. Examines possibilities and promise in students' lives, suggesting that the principal task in fostering virtue is to evoke love in students…

Invites college professors to look at curiosity as an operative, intellectual virtue giving impetus to the moral lives of students. Addresses the objection that professors are simply too specialized in their professional content areas to help students develop virtue, asserting that curiosity well fostered promotes a set of other moral virtues,…

Discusses whether virtue can be taught, presenting the intellectual history of virtue and speaking to the relevance of the four cardinal virtues to a university student's life. Asserts that perhaps virtue cannot be taught, but it is something that students learn or fail to learn. Suggests that professors are responsible for providing the right…

Responds to the assumption that it is too late to teach virtue in college, noting that Aristotle considered intellectual virtue essential to the cultivation of excellence. Asserts that university education ought to embrace the cultivation of intellectual virtue in students, proposing that by helping students see the pursuit of knowledge as a…

Discusses education in virtue, inviting college professors to see themselves not as "meddlers" in students' private lives but rather as interlocutors who prompt students to examine their desires--not simply what they hope to gain, but who they hope to become as a result of their university education. Focuses on the philosophies of Plato,…

Addresses problems associated with the classical conception of "arete" (virtue), asserting that questions related to virtue, human excellence, and the good life are neither relative nor time-bound. Suggests that if one assumes that virtue can be taught, Socrates' example encourages the idea that this may be achieved most effectively…