Cedric Braun

In his action theory, John Dewey makes use of the concept of capability to highlight the way human capacities depend on the environment and the character of an agent. In his capability approach, Amartya Sen likewise refers to the environment by discussing the role of conversion factors. Yet, he abstains from a discussion of character development, presumably in order to allow for a variety of conceptions of the good and ways in which characters can develop. In this paper, I develop the outlines of a pragmatist capability theory by enriching the core concepts of Sen’s capability approach with the Deweyan notions of habit and character. In this way, the role of the environment in the capability approach can be reaffirmed and supplemented by a notion of character development. Subsequently, I explore the implications of this framework for Sen’s notions of impartiality and freedom. The result is a pragmatist capability theory which builds on Sen’s conceptual framework and puts additional emphasis on character development and sensitivity to one’s environment.

The aim of this essay is to work out an account of contentment as a response to imperfect conditions and to argue that a disposition to contentment, understood as a disposition to appreciate the goods in one's present condition and to use expectations that enable such appreciation, is a virtue. In the first half, I lay out an analysis of what contentment and discontentment are. In the second half, I argue that contentment is a virtue of appreciation and respond to skeptical concerns about recommending a disposition to contentment.

Dewey's students at Columbia saw him as "an Aristotelian more Aristotelian than Aristotle himself." However, until now, there has been little consideration of the influence Greek thought had on the intellectual development of this key American philosopher. By examining, in detail, Dewey's treatment and appropriation of Greek thought, the authors in this volume reveal an otherwise largely overlooked facet of his intellectual development and finalized ideas. Rather than offering just one unified account of Dewey's connection to Greek thought, this volume offers multiple perspectives on Dewey's view of the aims and purpose of philosophy. Ultimately, each author reveals ways in which Dewey's thought was in line with ancient themes. When combined, they offer a tapestry of comparative approaches with special attention paid to key contributions in political, social, and pedagogical philosophy.