Now By Richardson Now Summary

mentioned in Richardson’s article shares some similarities with Nelson Goodman’s ideal of emotional understanding. Basically, emotions can be used to better understand and manage one’s thoughts and actions. (Wood, T &B pg. 54). Richardson’s ideal of internal guidance focuses on the intellectual and moral virtues like prudence, courage, and trust that use psychological values to help individuals invest in personal identity and societal benefits. From that point, the individual can use the philosophic skills that they learn to better determine the ends they seek besides educational achievement or material gain.
Another important, integrative field that incorporates the virtue ethics tradition is school counseling. In Felicia Wilczenski’s article

As far as the virtue ethics tradition goes, the topic called duty (or principle) ethics arose. Duty, or principle ethics, differs from virtue ethics in that it focuses more on objective actions and interpretations. For example, Wilczenski stated that principle ethics encourages the use of situational, ethical conflict-resolving behavior in the school counseling environment (Wilczenski pg. 8). While I agree that objectivity and self-restraint should be learned and applied in certain situations, I cannot abandon the subjective outlook that virtue ethics provide in philosophic skill building. Also, virtue ethics endorse the need for critical thinking and emotional understanding skills that are useful for the individual’s overall character, not just for situational occurrences. Therefore, it is reasonable to argue that while principle ethics does hold value, the need for virtue ethics in school counseling cannot be

Normally, sloth and envy can be seen as vices in the philosophic sense and the lifelong learning process. However, constructive envy and structured procrastination are considered beneficial to the individual and community in some aspects. For example, the authors of the envy research study introduced constructive envy as a concept, where the individual would gain internal motivation to reach the status of the people they envy (Grolleau, et. al pg. 797). While I can agree this ideal of envy is not necessarily harmful to character development, I cannot deny the possibility that constructive envy can turn into destructive envy, thereby leading to daughter vices including jealousy and hatred (Perrine & Timpe pg. 235). Therefore, it is important for the individual to observe how they envy, and what philosophic concern causes them to use envy as a general motivator. For that reason, virtuous character examination is required to use a potentially vicious philosophic