Abstract:

Abstract enThe basic ethical attitudes are adapted, like learning the native language, without understanding the way of learning.  For this reason, education shall support critical thinking about the meaning of being “a good person”. The students may have the possibility of distinguishing the ethical objectives from moral rules if they seek for the answers of such questions as “What should I do?” and “Will this be right?” under the guidance of a teacher in order to realize the origin of their ethical values. A moral behavior requires moral sensitivity and moral wisdom. And ethics is inquiring on the basis of theories through such concepts as goodness, honesty, justice, virtue. As a science of moral rules that aims at determining the “good life”, ethics reasons over these concepts and conceptualizations. Most of the time, it is claimed that some concepts like “justice” has gone beyond the cultural traditions but not the conceptualizations. And one of these conceptualizations is teaching “virtue” from the aspect of values education. The value problem arises as an evaluation problem and values problem ​ in philosophical thought. In this article, it has been tried to analyze the teleological ethical moral conceptualizations that explain the method for practices oriented for the teachers, who aims at putting forward the personal happiness of their students, such as authenticity, autonomy, self-realization.  In the light of three ethical theories associated with the form of teleological thinking developed in B.C. 5th century in Ancient Greece; Nativist Theory, Tripartite Theory of Soul, Middle Way Theory, it has been aimed to discuss the question “What is Virtue and Can Virtue be taught?”. Hence, the analyses of basic concepts related to Virtue will be focused, followed by a summary of selected ethical theories, and finally, what type of questions the teacher should ask in the class who is considered to help the students build ethical conscious and reasoning. It is thought that the educational circumstances related to the mentioned method will contribute to the teachers for thinking by developing philosophical justifications for the problems with continuous value judgment, acting as an ethical thinker, developing ethical action and attitude.

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