Aline Medeiros Ramos

The aim of this dissertation is to draw an outline of John Buridan’s views about the intellectual virtues and to foster debate on Buridan’s commentary on the _Nicomachean Ethics_ (QNE). In order to do that, my first goal was to make some parts of Buridan’s _Ethics_ commentary more accessible to readers by providing a working edition of the Latin text accompanied by its English translation. Each quæstio is followed by a brief exegetical examination which clarifies Buridan’s reasoning and arguments. The second part of this work, being of a synthetical nature, provides a more systematic account of each of the five intellectual virtues Buridan discusses, namely craft, understanding, knowledge, prudence and wisdom. The analyses provided rely on the QNE and other works of the Buridanian corpus, which are then compared and contrasted with views held by some of his forerunners, contemporaries, and successors.

This chapter delves into the intricate relationships among engineering, technology, ethics, and morality, highlighting their interconnected nature as they shape and are shaped by individual and collective human existence. Exploring the profound philosophical and religious underpinnings that underlie ethical and moral contemplation, the chapter also introduces seven distinct ethical systems, emphasizing three non-Western paradigms: South American Buen Vivir, African Ubuntu, and Asian Confucianism. These ethical systems are examined in the context of their implications for technology and engineering. This exposition illuminates the significance of studying ethics and the philosophy of engineering or technology, particularly in using engineering to help marginalized individuals and communities empower and liberate themselves, fostering alternative social structures and existential meanings.

Defining the purposes of engineering ethics education (EEE) is paramount for the engineering education community, and understanding the purposes of EEE can be a catalyst for actively involving students in the learning process. This chapter presents a conceptual framework for systematically describing and comparing various approaches to the purposes of EEE. Such a framework is inherently embedded with a tension between a normative approach and a pragmatic approach regarding the purposes of EEE. The normative approach focuses on what the purposes of EEE should be, an ‘ideal world’ scenario, given the needs of the engineering profession and of society at large. Conversely, the pragmatic approach starts from the question ‘What can be achieved through educational practice?‘ and results from ‘actual world’ situated outcomes of stakeholder negotiations. The authors’ framework balances these. They – scholars from diverse cultural backgrounds – assert that the purposes of EEE are socially constructed and vary from country to country based on unique historical, political, and cultural contexts. Their framework embraces both the individualistic and holistic aspects of EEE, incorporating perspectives from both Western and non-Western traditions. It identifies six purposes of EEE (knowledge, actions, personal traits, relationships, etc.), aligning these with examples (e.g., moral knowledge, desirable actions, ethical skills or competencies, care ethics, etc.) and theoretical frameworks (moral epistemology, moral psychology, virtue ethics, objects or qualities of relations, etc.). It is problematic and potentially dangerous when engineering educators design ethics-learning activities without critically examining the purposes of these activities and assessing whether these purposes are justified for educating ethically and professionally competent engineers. This chapter provides tools to help avoid such pitfalls.

Scholarship on the philosophy of the Late Middle Ages has tended to overlook certain subject matters, especially some pertaining to ethics and political philosophy. My object of study in this paper is one of these overlooked notions, the idea of craft (ars) as an intellectual virtue. While recent publications have focused on sapientia and scientia, this paper aims to rehabilitate ars as a virtue, in particular John Buridan’s understanding of craft as an intellectual virtue in his Quaestiones super decem libros Ethicorum Aristotelis ad Nicomachum. My goal is to examine Buridan’s analysis of craft as expounded in this commentary. Once the Picardian master’s theses have been presented, and the objections he raises have been reviewed along with the solutions proposed to those objections, I briefly suggest why craft might have been overlooked as a virtue.

This book promotes the research of present-day women working in ancient and medieval philosophy, with more than 60 women having contributed in some way to the volume in a fruitful collaboration. It contains 22 papers organized into ten distinct parts spanning the sixth century BCE to the fifteenth century CE. Each part has the same structure: it features, first, a paper which sets up the discussion, and then, one or two responses that open new perspectives and engage in further reflections. Our authors’ contributions address pivotal moments and players in the history of philosophy: women philosophers in antiquity, Cleobulina of Rhodes, Plato, Lucretius, Bardaisan of Edessa, Alexander of Aphrodisias, Plotinus, Porphyry, Peter Abelard, Robert Kilwardby, William Ockham, John Buridan, and Isotta Nogarola. The result is a thought-provoking collection of papers that will be of interest to historians of philosophy from all horizons. Far from being an isolated effort, this book is a contribution to the ever-growing number of initiatives which endeavour to showcase the work of women in philosophy.