Emma Burdett

ABSTRACT Although virtue ethics has emerged as an influential ethical theory within the academy, universities have not generally taken up the practical task of virtue cultivation. Some academics even resist the effort altogether. In response, this article presents an early-stage evaluation of one effort to cultivate virtue in postgraduate students, a theoretically derived and empirically measured character development programme at the University of Oxford. The study uses a pre- and post-test experimental design to assess whether participation results in measurable growth of four character virtues. Quantitative data offer evidence for modest improvement with respect to two of the four focal virtues measured, while qualitative data suggest that future iterations should ensure that participants are given both reflective, conceptual tools and practical, everyday tasks to cultivate virtue. The article provides both empirical support and future directions for ongoing research and programme development for cultivating virtue in the university.

This article considers the social evolutionary research on gratitude and reciprocity and focuses on two mechanisms, upstream reciprocity and increased gratitude to strangers, that have strong consonance with various theological accounts of giftgiving and gratitude. We argue that these two mechanisms paramountly reflect Gods superabundant, expansive economy of increasing gratuity in the creation that is established, redeemed, developed, and brought to final consummation in perfect fellowship with the Trinity. Indeed, referencing the work of Kathryn Tanner and Peter Leithart, the gifts of God to creation found, enable, and form the impetus for a creaturely gifting exchange economy that expands beyond dyadic gift exchange and includes the outcast, sinner, and stranger.

Human culture is uniquely complex compared to other species. This complexity stems from the accumulation of culture over time through high- and low-fidelity transmission and innovation. One possible reason for why humans retain and create culture, is our ability to modulate teaching strategies in order to foster learning and innovation. We argue that teaching is more diverse, flexible, and complex in humans than in other species. This particular characteristic of human teaching rather than teaching itself is one of the reasons for human’s incredible capacity for cumulative culture. That is, humans unlike other species can signal to learners whether the information they are teaching can or cannot be modified. As a result teaching in humans can be used to support high or low fidelity transmission, innovation, and ultimately, cumulative culture.