Can Virtue Be Taught?

The ancient Greeks and Romans placed great importance on living a virtuous life and believed that good character was crucial for personal excellence and a well-functioning society. They even explored whether virtue could be taught to citizens, and philosophers attempted to educate moral ideals to leaders. The ancient Greco-Romans defined virtue as living with excellence or arete. They believed that morality was not just about determining right or wrong actions, but also about understanding priorities in life, behaving towards others, and respecting oneself. These questions of ethics and morality continue to be relevant today. The exploration of virtue, leadership, and the importance of character can guide us in becoming better individuals and creating a healthier society.

Human nature and what we desire and fear has not changed significantly over time. While advancements in science and technology have brought about differences in how we live and communicate, our fundamental aspirations and concerns remain the same. The Greco-Romans, along with other ancient philosophers, extensively pondered the idea of human excellence or virtue. They believed that virtue was a form of excellence, where individuals strive to be the best they can be in their interactions with others. This involved cultivating practical wisdom, courage, justice, and temperance. Plato and Aristotle, two prominent philosophers, took different approaches to understanding excellence, with Aristotle expanding the concept to include a range of virtues. Ultimately, their goal was to help individuals lead good and fulfilling lives.

Human excellence lies in our ability to reason and live socially. Just like cacti require specific conditions to thrive, human beings require social interaction and the use of our intelligent faculties to solve problems. The Greco-Romans and other cultures recognized this fundamental idea and expressed it in different ways. While there may be differences between philosophies, the similarities in the belief of living virtuously and cooperatively with others are more interesting. This notion has occurred to different people across different times and cultures, indicating its significance. The Greco-Roman philosophers debated whether virtue could be taught, with Socrates arriving at different conclusions in the Meno and the Protagoras. Understanding these debates helps us explore the complexities of teaching virtue in civil society.

Virtue can be taught, but it requires a combination of theory and practice. Socrates initially believed that virtue could not be taught, but his mindset changed after a debate with the sophist Protagoras. Protagoras argued that, similar to learning how to play an instrument, virtue requires both knowledge and practice. Just as everyone would learn music if the survival of society depended on it, everyone has the potential to improve their virtue. While some individuals may naturally excel, virtue is attainable for all through observation and imitation of virtuous individuals. Socrates' attempt to teach virtue to Alcibiades, a talented but flawed Athenian leader, ultimately failed. The failure with Alcibiades highlighted the importance of learning from mistakes and understanding the complexities of teaching virtue.

Teaching virtue and instilling moral values is most effective when done at a young age. Just like Socrates observed that Alcibiades lacked the necessary qualities for leadership because he did not care enough about virtue and the common good, modern teachers also believe that if someone does not want to be taught, there is little that can be done about it. However, when a person is open and genuinely interested in learning, there is great potential for teaching and growth. Unfortunately, our society often neglects teaching ethics and proper behavior to children, missing the opportune time to shape their habits and values. Aristotle's belief that virtue is acquired through habit supports the notion that the best time to learn and develop good habits is during childhood.

The role of philosophers in teaching virtue to leaders can have varying degrees of success. In the case of Aristotle and Alexander the Great, although the relationship started later than ideal, Aristotle had a significant impact on Alexander's thinking. Alexander went beyond Aristotle's teachings of unifying Greece and expanded it to the idea of unifying the entire planet. However, it is important to note that Aristotle's influence may have been limited since Alexander had already been groomed to be a conqueror. Similarly, Seneca's relationship with Nero as an advisor showcases that even though Seneca was a stoic philosopher, he did not fully live up to stoic ideals. Nevertheless, Seneca acknowledged his own limitations, making him more self-aware than many others.

Teaching someone to be a good leader is most effective when done early in their lives or when they are already inclined to learn and improve. Seneca's attempt to reign in Nero during the first five years of his reign was successful, but eventually Nero became unhinged and difficult to control. Seneca tried to retire and even offered his fortune to get out of the way, but Nero suspected him of being involved in a conspiracy and ordered him to commit suicide. This story and others in the book highlight the importance of choosing leaders who already possess philosophical qualities and a desire to do the right thing. It is better to bet on someone who is already striving to be a good person rather than trying to train someone late in life.

Anyone can be a philosopher, regardless of having a PhD or not. Examples like Marcus Aurelius and Cato the Younger show that living a philosophical life and embodying principles is more important than academic credentials. However, living philosophically does not always guarantee success, as seen with Socrates who faced execution for his philosophical influence on the state. External circumstances play a significant role in outcomes, but what we can control is our effort and intentions. Socrates' refusal to escape death and his dedication to living by his principles set a powerful example, making him memorable and influential even after two and a half millennia. Ultimately, the lesson from Greco-Roman moral philosophers is that virtue can be taught and practiced by anyone.

Modern cognitive science and psychology can reinforce and expand on the insights of Greco-Roman philosophy. It has been found that picking role models and imagining them overseeing our decisions can lead to making better choices. This technique aligns with the Stoic and Aristotelian principles of selecting virtuous examples. Active self-reflection, such as keeping a philosophical journal, has also been proven effective in cognitive behavioral therapy. Just like Marcus Aurelius did with his Meditations, writing in a neutral and analytical manner in the second person helps maintain cognitive distance and learn from our experiences. On the other hand, the belief that wisdom automatically comes with age is debunked. Simply growing old is not sufficient for gaining wisdom; active learning and paying attention to experiences are essential elements.

Wisdom comes from experience and reflection, not just age. While it may be hard for a 15-year-old to be wise due to their lack of life experiences, age alone does not guarantee wisdom. Many people in their fifties, sixties, or seventies can still lack wisdom if they didn't pay attention to their experiences or reflect critically on them. It is crucial to actively learn from and reflect on our own experiences. Additionally, the Greco-Romans recognized the importance of self-reflection and surrounding oneself with good friends and role models. Having a mirror to see ourselves clearly and surrounding ourselves with virtuous people who strive for self-improvement can positively influence our own growth and wisdom.