This chapter begins by interrogating the ideal of authenticity as a paradigmatic modern response to the crisis of master narratives. It critically examines practices of narrative selfhood, and discusses the ways in which social roles offer scaffolds for the development of a self without fully constituting such a self. Role-playing – the inhabitation of social and narrative roles – is an outstanding example of the exercise of imagination, its double function of finding and making, and its for-the-most-part inherited, moulded, and largely habituated practice. The chapter concludes with a theological discussion of the ways our habitual imagination of selfhood can be broken open without pretence that we might be able to find a fully realized authentic self beneath our narrative and social roles.

Chapter 1 begins with Kyd’s The Spanish Tragedy by analysing the mimetic ethical exercise inherent to Kyd’s design. In particular, this chapter analyses the onstage uses in The Spanish Tragedy of disrupted missives, purloined letters and misquoted texts as offering the necessary space for the emergence of a new ‘counterfeiting’ theatrical ethic which eschews moral meaning beyond the immediate effects of what the staged performance can display. As this chapter shows, such mimetic ethical entanglement is often enacted through the theatrical translation of humanist ethical values of Christian Erasmian virtue into an epistolary emblem of writing, sending and intercepting letters. These letters and emblems of writing, in failing to arrive at their destination, frame a moral void in which the excesses of revenge unfold onstage in surprising and unpredictable ways.

The Gorgias ends with Socrates telling an eschatological myth that he insists is a rational account and no mere tale. Using this story, Socrates reasserts the central lessons of the previous discussion. However, it isn’t clear how this story can persuade any of the characters in the dialogue. Those (such as Socrates) who already believe the underlying philosophical lessons don’t appear to require the myth, and those (such as Callicles) who reject these teachings are unlikely to be moved by this far-fetched tale. This raises the question of who the myth is told for and what function it is meant to serve. This chapter argues that the myth is aimed not at Callicles, but at Socrates and those who aspire to follow him. There are uncertainties about the philosophical life deriving from the nature of embodiment, as well as reasons to doubt the connection between happiness and virtue. The myth assists with the former by presenting an image that draws a philosopher away from the goods of the body toward the goods of the soul. It assists with the latter by presenting an image of cosmic justice, thereby securing happiness in proportion to virtue.

Socrates’ claim that he is engaged in a cooperative inquiry (506e3-5) may surprise readers of the dialogue. In particular, some readers take Callicles to be a hostile interlocutor; his views about philosophy, ethics, and politics seem to be designed to give us a vivid picture of everything that Socrates rejects and of the whole outlook that vehemently rejects Socrates. Socrates, however, attributes the success of his argument to cooperation between himself and Callicles; he implies that Callicles fulfils the promise that Socrates saw in him when he described him as the ideal interlocutor. Evidence drawn from Thucydides shows that Callicles holds the views of an enlightened (in his view) Periclean supporter of democracy. Socrates exposes a conflict between the acceptance of hedonism and the recognition of non-instrumental goods that belong to this Periclean outlook. Hedonism is fairly attributed to Callicles, and Callicles acknowledges it. Since Callicles is willing to make the effort to ‘view himself correctly’, he recognizes the fairness of Socrates’ argument, and accepts its consequences. Despite appearances, he participates in the cooperative inquiry that leads to Socrates’ conclusion.

The first chapter begins the project of weaving together the commentaries of Proclus and Olympiodorus, and argues that both commentators attempt nothing less than a transfiguration of the human soul and its reorientation toward the desiderative longing characteristic of the contemplative life, the consequence of which is their student’s ascent through the hierarchy of virtues that Neoplatonic pedagogy coordinates with the reading of particular Platonic dialogues. The Alcibiades I, with the commentator’s direction, is the doorway through which an initiate must pass, enduring a cleansing that shepherds him toward the sanctum of the real. The Neoplatonic analysis of the dialogue’s thematic structure is also adumbrated: Socrates proposes that Alcibiades change how he lives only to undermine what he wants and finally concludes that Alcibiades is misguided about both because he assumes a mistaken conception of who he is. This progression is itself framed on both sides by eros.

For many anti-Calvinists, including the Cambridge Platonists, the Calvinist doctrine of double predestination entailed unacceptable conclusions about the character of God. Inspired by the fractious political climate, seventeenth-century English anti-Calvinists frequently accused the Calvinists of making God into an ‘arbitrary tyrant’, one who imposed his arbitrary will upon a hapless creation, unbound by any principles of justice or goodness. After considering the political and theological background from which this anti-tyrannical discourse emerges, this chapter examines the ways in which, in their attacks on the doctrine of double predestination, Benjamin Whichcote, Henry More, Ralph Cudworth and John Smith all appeal to an explicitly Platonic notion of God’s unwavering intention to communicate his goodness to creatures as far as they are able to receive it.

Chapter 2 presents the conceptual transformation of republicanism that Rousseau operated while responding to Montesquieu’s challenges. In his writings, republicanism moved from an elitist theory based on virtuous self-sacrifice to an inclusive theory based on popular sovereignty and the rational interest of citizens. Rousseau developed a theory of republican citizenship as a shared intention toward creating and maintaining a community of free and equal beings—an inclusive theory of sharing freedom. Yet Rousseau’s theory has important shortcomings that plagued French republicanism after him. On the one hand, it presented a rational project of sharing equal freedom among all, but on the other, it emphasized particularism and nationalism as conditions of its realization.

This chapter explores several fundamental features of ancient Greek and Roman ethics and considers some ways in which these features are still influential in contemporary education. Ancient ethics was generally undergirded by a substantive cosmology and related philosophical anthropology; ancient thinkers often affirmed the existence of some sort of objective logos that served as the ordering principle of the cosmos and in accordance with which human beings ought to order their lives. This two-fold commitment resulted in a focus on cultivating virtue. The chapter also discusses three educational arenas in which commitment to features of ancient ethics is manifested today: arguments for “flourishing” as an aim of education, “character education” initiatives, and the contemporary K-12 “classical education” movement.

This chapter tackles postmodern and poststructuralist outlooks on ethics and how these have impacted educational theory. To fulfill this task, the chapter indicates how such outlooks differ from other perspectives on the relationship of philosophy, education, and ethics. After some basic definitions, clarifications, disclaimers, and caveats that familiarize the reader with the related discourses and their challenges, the chapter shows how postmodern/poststructuralist basic assumptions beneath the corresponding ethics differ from other perspectives on (educational) normativity. Then the chapter discusses the distinction between the ethical and the moral that makes the impact of postmodern/poststructuralist ethics on educational theory most visible. It concludes with critical remarks on the current status of this impact and on the challenge of rethinking educational ethics “after post-isms”.

This chapter argues that while being just is of supreme importance in Epicureanism, obeying the law in all cases is not: the Epicureans allow that laws whose adherence is not useful and whose violation does not entail negative consequences may be violated. In arguing for this claim, the chapter discusses a question that Epicurus posed himself in a work that is no longer extant, namely, whether a sage, an ideal agent, would violate a law, knowing he will escape detection. The chapter provides a detailed suggestion on how to understand Epicurus’ pronouncement, discusses alternative readings that have been advanced by other scholars, and addresses some objections that one could raise against the suggestion of the chapter.

This chapter explores some central features of morality in terms of what are commonly regarded as virtues. A virtue is a disposition that is an important feature of one’s character. As such, a virtue endures over an extended period of time, not just for a brief moment. Still, a virtue such as honesty implies its regular exercise. However, one can occasionally behave dishonestly without this undermining its standing as one’s virtue. The notion that some emphasis on basic moral virtues should be included in K-12 and college education has long received strong public support. However, there has also been widespread disagreement about just how this should be done and with what ends in mind. Presumably, some general uncertainty, if not disagreement, about the nature and foundation of morality accounts for much of this. This uncertainty is discussed in terms of reasonableness.

This chapter explores the concept of virtue (de) in Confucianism and Daoism, which are the two prominent indigenous traditions in ancient China. It is argued that virtue, from an ancient Chinese paradigm, is essentially about moral excellence and influence. In the Confucian traditions, virtue is manifested in the exaltation of moral goodness and ethical charisma of exemplary persons. In the Daoist traditions, virtue is encapsulated in the emptying of one’s heart-mind and in noncoercive action. Chinese ethics in the ancient past stress the utmost importance of (inter)personal cultivation of virtues and role-modeling. School leaders, teachers, students, and other educational stakeholders should develop themselves and others morally so as to collectively achieve dao (the Way), which is a shared vision of human excellence.

This chapter shows that although the Epicureans claim that justice comes to be by agreements, they also argue for the existence of a robust virtue of justice. The first section of the chapter gives a general overview of the Epicurean theory of the virtues, while the second section examines in detail the passages in which Epicurean authors discuss the virtue of justice. The third and last section of the chapter turns to the precise relationship between contractual and aretaic justice on the Epicurean view. It argues that the former is a precondition for latter, as contractual justice specifies the content of aretaic justice and provides the developmental basis for aretaic justice to emerge.

The success of Rousseau’s political vision depends on citizens placing the common interest above their private interest whenever the two conflict. Rousseau says very little about how citizens could be motivated to do so in the Social Contract, however, which gives rise to questions about how the text relates to his other works. This chapter challenges liberal-egalitarian interpretations of Rousseau that draw on Emile to extract a model of modern citizenship for the Social Contract and instead argues that the Discourse on Political Economy is the most informative text for understanding the theory of republican citizenship required to make the Social Contract project viable. In doing so, it elucidates the moral psychology underpinning Rousseau’s proposals for cultivating political virtue, before responding to the objection that this cannot have been what he had in mind for his native Geneva, which he claimed to have taken as the model for the Social Contract.