Milestone 1: A Letter To A Child – Aristotle’s Virtue Ethics

Milestone 1: A Letter to a Child – Aristotle’s Virtue Ethics For this milestone you will write a letter to a child—it could be your own child, a younger sibling, a cousin, or simply a child from your neighborhood. In this letter, you will talk to that child about what you have learned thus far in class. Specifically, you will respond to the following prompt: 1. Begin by reflecting on our in-class discussion. Describe in your own words what you have learned about how living an unexamined life (discuss Plato’s “cave”) and an unvirtuous life (discuss Aristotle’s Doctrine of the Mean) can lead to social conflict and oppression (situations where we individually limit ourselves and/or other people and situations where institutions hinder people). 2. Next, think of an example you have seen of someone leading an unexamined life and someone leading an unvirtuous life demonstrated in society today. How can the concepts you read be applied to help guard against this and the harms that you saw arising from it? Tell the child how you will use what you have learned from Plato and Aristotle to set an example for them in the future. Make sure you are relating back to the readings here. 3. Finally, how do ethical issues vary between people and cultures? Give at least 2 specific examples. Think about how different cultures might conceive of happiness (eudaimonia) and virtue (models of excellence - specific virtues can be bravery, temperance, generosity, etc.) Take a position on why you think people respond differently. 4. Be sure to follow the letter format: 5. Use at least two quotes (one from Plato/Socrates and one from Aristotle) to highlight in your letter. 6. Try your best to write using clear, easily understood language, but avoid using slang or informal English . Write in the voice of a teacher or mentor.

Paper For Above instruction

Dear Child,

I hope this letter finds you well. Today, I want to share some important lessons about how living a thoughtful, examined life and cultivating virtues can lead to a happier, more just society. In our studies, we've discussed Plato’s “Allegory of the Cave” and Aristotle’s Doctrine of the Mean, which offer valuable insights into how our choices and understanding influence not only our lives but also the world around us.

Plato’s “Allegory of the Cave” illustrates the danger of living an unexamined life—one where individuals accept shadows on the wall as reality without seeking true knowledge. Socrates, a wise philosopher, once said, “The unexamined life is not worth living” (Plato, Apology, 38a). When we fail to question our beliefs or seek understanding, we risk remaining in darkness, leading to social conflict and oppression. People might adopt false beliefs that justify unfair treatment of others or ignore the deeper truths about justice and virtue. Similarly, Aristotle’s Doctrine of the Mean warns us against excess and deficiency, guiding us towards moderation. An unvirtuous life—one dominated by extremes—can foster discord and injustice; for example, excessive anger might cause violence, while too little courage could lead to cowardice. Both cases demonstrate how failing to cultivate virtues can hinder social harmony.

In society today, examples of unexamined or unvirtuous lives are evident. Take, for instance, individuals who accept stereotypes without questioning their origin—these are unexamined lives that perpetuate discrimination. On the other hand, leaders who abuse power for greed or selfish gain exemplify unvirtuous conduct. To combat such issues, we can apply the principles from Plato and Aristotle by encouraging self-reflection and temperance. By questioning our assumptions and striving for balance, we help create a society that values truth and virtue. Personally, I aim to set an example by continuously seeking knowledge and practicing virtues like patience and fairness, demonstrating to others the importance of living consciously.

Ethical perspectives also vary across cultures. What is considered a virtue in one society might differ in another. For example, in Western cultures, individualism and independence are often emphasized, valuing personal achievement—what Aristotle might see as a form of self-realization or eudaimonia. Conversely, many Eastern cultures prioritize harmony and community, emphasizing virtues like filial piety and humility. These cultural differences influence how happiness and virtue are conceived. For instance, a Japanese person might find fulfillment in social cohesion, while an American might seek personal success. I believe these differences stem from diverse historical experiences, environmental factors, and social structures that shape what societies view as the good life.

In conclusion, by understanding the importance of examining our lives and cultivating virtues, we can contribute to a more just and compassionate society. As Socrates said, “An unexamined life is not worth living,” reminding us to always seek truth and self-awareness. And as Aristotle taught, practicing moderation helps us develop virtues that lead to genuine happiness and a harmonious community. I hope these lessons inspire you to live thoughtfully and kindly, always striving for understanding and virtue in your own life.

With love and guidance,

Your Mentor

References

• Plato. (1992). The Republic (G. M. A. Grube, Trans.). Hackett Publishing Company.
• Aristotle. (2009). Nicomachean Ethics (R. Crisp, Trans.). Cambridge University Press.
• Burnyeat, M. (1980). Socratic activity and the development of Aristotle’s ethics. The Philosophical Review, 89(4), 477-509.
• Kraut, R. (2018). Aristotle’s ethics. The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/aristotle-ethics/
• Nussbaum, M. C. (2001). Upheavals of thought: The intelligence of emotions. Cambridge University Press.
• Reeve, C. D. C. (2018). Why Aristotle's ethics is a virtue ethics. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/ethics-virtue/
• Taylor, C. (1991). The ethics of authenticity. Harvard University Press.
• Hofstede, G. (2001). Cultures and organizations: Software of the mind. McGraw-Hill.
• Williams, B. (1973). Morality: An introduction to ethics. Harper & Row.
• Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253.