This example shows how deliberation is used to think through events whose outcome is not certain.
The coach evaluates the athlete and then deliberates about how to get the athlete to improve areas that need improvement so that the athlete performs better. During this time, the coach takes the athlete to various competitions to see how the athlete performs in response to the training.
However, if the athlete cannot perform them, the coach must find other ways to help the athlete carry out these drills effectively. If the drills work, then the coach continues to use them. The coach uses various drills to try to get the athlete faster, to become more attune with the body, and to understand how to triple jump correctly. If the training works, then the coach can move to more advanced skill-based training. If the athlete is not getting into shape or if the athlete continues to get hurt, the coach must try and find another way to help the athlete reach the goals. The athlete pursues this for a period of time and then the coach sees how the athlete responds. The coach puts the athlete through a conditioning program which includes running, abdominal, and strength exercises to get the athlete into shape. The coach must deliberate, or think through various ways in which the coach can help the athlete realizes these goals. Imagine that in today’s society there is a coach and a high school track and field athlete who intends to become a triple jumper with the ultimate goal of competing at the state meet. One idea about which we can deliberate is what Aristotle calls gymnastics, a term that most nearly means “athletics” in a modern context. Here Aristotle hones in on the objects or phenomena that we try to solve. Moreover, we can deliberate about “the things which he can do by himself things which are possible whose outcome is not clear which there is something indeterminate”.
So far we know that ethical virtue occurs when the person has the thought or idea of it plus the desire through deliberation. It is already known that ethical virtues are practiced habits and that these habits develop through intention, but how? Intention is a source of motion – that is, it is similar to thought in that it does not create movement but that it provides a foundation “for the sake of something”. What does Aristotle mean when he mentions intention and deliberation, both of which are ambiguous terms? It is helpful to understand that intention connects to the idea of ethical virtue “since ethical virtue is a habit through intention while intention is desire through deliberation”. These deliberate actions are chosen by the person voluntarily, or with intention It is here that Aristotle sums up ethical virtue and reason: “since ethical virtue is a habit through intention while intention is desire through deliberation, reason should, because of these, be true and desire should be right, if indeed intention is to be good, and what reason asserts desire should pursue”.Īs mentioned before, in order to live the best life, reason must be associated with ethical virtues, which means that actions must also be under the guidance of reason as well. Aristotle believes that deliberation comes from the “estimative part” of the soul “which has reason”, so in order to deliberate well, reason must guide it.
For Aristotle, a prudent person “is thought to be one who is able to deliberate well concerning what is good and expedient for [the person…and the kinds of things which are good and expedient for living well”.Ī person who demonstrates prudence possesses the ability to distinguish what is good and bad for the person to live well.
By Aristotle’s definition, virtue is part of the soul, 12 so Aristotle introduces the discussion about the intellectual virtues through the examination of prudence. Recall that ethical virtue is defined by reason and as a prudent person would define it, so we must explore what Aristotle means by a prudent person.