Virtue in the context of Beard

Ethics is the philosophical study of moral phenomena. Also called moral philosophy, it investigates normative questions about what people ought to do or which behavior is morally right. Its main branches include normative ethics, applied ethics, and metaethics.

Normative ethics aims to find general principles that govern how people should act. Applied ethics examines concrete ethical problems in real-life situations, such as abortion, treatment of animals, and business practices. Metaethics explores the underlying assumptions and concepts of ethics. It asks whether there are objective moral facts, how moral knowledge is possible, and how moral judgments motivate people. Influential normative theories are consequentialism, deontology, and virtue ethics. According to consequentialists, an act is right if it leads to the best consequences. Deontologists focus on acts themselves, saying that they must adhere to duties, like telling the truth and keeping promises. Virtue ethics sees the manifestation of virtues, like courage and compassion, as the fundamental principle of morality.

In ethics and social sciences, value denotes the degree of importance of some thing or action, with the aim of determining which actions are best to do or what way is best to live (normative ethics), or to describe the significance of different actions. Value systems are proscriptive and prescriptive beliefs; they affect the ethical behavior of a person or are the basis of their intentional activities. Often primary values are strong and secondary values are suitable for changes. What makes an action valuable may in turn depend on the ethical values of the objects it increases, decreases, or alters. An object with "ethic value" may be termed an "ethic or philosophic good" (noun sense).

Values can be defined as broad preferences concerning appropriate courses of actions or outcomes. As such, values reflect a person's sense of right and wrong or what "ought" to be. "Equal rights for all", "Excellence deserves admiration", and "People should be treated with respect and dignity" are representatives of values. Values tend to influence attitudes and behavior and these types include moral values, doctrinal or ideological values, social values, and aesthetic values. It is debated whether some values that are not clearly physiologically determined, such as altruism, are intrinsic, and whether some, such as acquisitiveness, should be classified as vices or virtues.

Confucianism, also known as Ruism or Ru classicism, is a system of thought and behavior originating in ancient China, and is variously described as a tradition, philosophy, religion, theory of government, or way of life. Founded by Confucius in the Hundred Schools of Thought era (c. 500 BCE), Confucianism integrates philosophy, ethics, and social governance, with a core focus on virtue, social harmony, and familial responsibility.

Confucianism emphasizes virtue through self-cultivation and communal effort. Key virtues include ren (仁, "benevolence"), yi (義; "righteousness"), li (禮; "propriety"), zhi (智; "wisdom"), and xin (信; "sincerity"). These values, deeply tied to the notion of tian (天; "Heaven"), present a worldview where human relationships and social order are manifestations of sacred moral principles. While Confucianism does not emphasize an omnipotent deity, it upholds tian as a transcendent moral order.

Wisdom, also known as sapience, is the ability to apply knowledge, experience, and good judgment to navigate life's complexities. It is often associated with insight, discernment, and ethics in decision-making. Throughout history, wisdom has been regarded as a key virtue in philosophy, religion, and psychology, representing the ability to understand and respond to reality in a balanced and thoughtful manner. Unlike intelligence, which primarily concerns problem-solving and reasoning, wisdom involves a deeper comprehension of human nature, moral principles, and the long-term consequences of actions.

Philosophically, wisdom has been explored by thinkers from Ancient Greece to modern times. Socrates famously equated wisdom with recognizing one's own ignorance, while Aristotle saw it as practical reasoning (phronesis) and deep contemplation (sophia). Eastern traditions, such as Confucianism and Buddhism, emphasize wisdom as a form of enlightened understanding that leads to ethical living and inner peace. Across cultures, wisdom is often linked to virtues like humility, patience, and compassion, suggesting that it is not just about knowing what is right but also acting upon it.

Virtue ethics (also aretaic ethics, from Greek ἀρετή [aretḗ]) is a philosophical approach that treats virtue and character as the primary subjects of ethics, in contrast to other ethical systems that put consequences of voluntary acts, principles or rules of conduct, or obedience to divine authority in the primary role.

Virtue ethics is usually contrasted with two other major approaches in ethics, consequentialism and deontology, which make the goodness of outcomes of an action (consequentialism) and the concept of moral duty (deontology) central. While virtue ethics does not necessarily deny the importance to ethics of goodness of states of affairs or of moral duties, it emphasizes virtue and sometimes other concepts, like eudaimonia, to an extent that other ethics theories do not.

A duty (from "due" meaning "that which is owing"; Old French: deu, did, past participle of devoir; Latin: debere, debitum, whence "debt") is a commitment or expectation to perform some action in general or if certain circumstances arise. A duty may arise from a system of ethics or morality, especially in an honor culture. Many duties are created by law, sometimes including a codified punishment or liability for non-performance. Performing one's duty may require some sacrifice of self-interest.

A sense-of-duty is also a virtue or personality trait that characterizes someone who is diligent about fulfilling individual duties or who confidently knows their calling. A sense-of-duty can also come from a need to fulfill familial pressures and desires. This is typically seen in a militaristic or patriotic way. A distinction is commonly made between "positive duties", which a person must undertake, and "negative duties", which relate to actions from which a person must refrain. Michael Freeman notes that negative duties may be easier to fulfill as they do not require any action.

"In his explicit turn back to an ancient model in search of knowledge and wisdom, Leonardo follows early humanist practice. What he finds in Vitruvius is a mathematical formula for the proportions of all parts of the human body, which results in its idealized representation as the true microcosmic measure of all things. [...]The perfection of this ideal human form corresponds visually to the early humanist belief in the unique central placement of human beings within the divine universal order and their consequent human grandeur and dignity, expressed in the philosopher Pico della Mirandola's Oration on the Dignity of Man (1486), known as the manifesto of the Renaissance."

Renaissance humanism is a worldview centered on the nature and importance of humanity that emerged from the study of Classical antiquity.

Renaissance humanists sought to create a citizenry able to speak and write with eloquence and clarity, and thus capable of engaging in the civic life of their communities and persuading others to virtuous and prudent actions. Humanism, while set up by a small elite who had access to books and education, was intended as a cultural movement to influence all of society. It was a program to revive the cultural heritage, literary legacy, and moral philosophy of the Greco-Roman civilization.

Civic virtue is a concept that refers to the set of habits, values, and attitudes that promote the general welfare and the effective functioning of a society. Closely linked to the concept of citizenship, civic virtue (virtus) represents, therefore, the disposition of citizens to put the common good (bonum commune) before special interests. The identification of the character traits that constitute civic virtue has been a major concern of political philosophy. The term civility refers to behavior between persons and groups that conforms to a social mode (that is, in accordance with the civil society), as itself being a foundation of society and law.

A vice is a practice, behaviour, habit or item generally considered morally wrong in the associated society. In more minor usage, vice can refer to a fault, a negative character trait, a defect, an infirmity, or a bad or unhealthy habit. Vices are usually associated with a fault in a person's character or temperament rather than their morality.

Synonyms for vice include fault, sin, depravity, iniquity, wickedness, and corruption. The antonym of vice is virtue.

Christianity has been intricately intertwined with the history and formation of Western society. Throughout its long history, the Church has been a major source of social services like schooling and medical care; an inspiration for art, culture and philosophy; and an influential player in politics and religion. In various ways it has sought to affect Western attitudes towards vice and virtue in diverse fields. Festivals like Easter and Christmas are marked as public holidays; the Gregorian Calendar has been adopted internationally as the civil calendar; and the calendar itself is measured from an estimation of the date of Jesus's birth.

The cultural influence of the Church has been vast. Church scholars preserved literacy in Western Europe following the Fall of the Western Roman Empire. During the Middle Ages, the Church rose to replace the Roman Empire as the unifying force in Europe. The medieval cathedrals remain among the most iconic architectural feats produced by Western civilization. Many of Europe's universities were also founded by the church at that time. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries. The university is generally regarded as an institution that has its origin in the Medieval Christian setting, born from Cathedral schools. Many scholars and historians attribute Christianity to having contributed to the rise of the Scientific Revolution.

A sophist (Greek: σοφιστής, romanized: sophistēs) was a teacher in ancient Greece in the fifth and fourth centuries BC. Sophists specialized in one or more subject areas, such as philosophy, rhetoric, music, athletics and mathematics. They taught arete, "virtue" or "excellence", predominantly to young statesmen and nobility.

The arts of the sophists were known as sophistry and gained a negative reputation as tools of arbitrary reasoning. Protagoras, regarded as the first of the sophists, became notorious for his claim to "make the weaker argument the stronger".

In ancient Greek philosophy, phronesis (Ancient Greek: φρόνησις, romanized: phrónēsis) refers to the type of wisdom or intelligence concerned with practical action. It implies good judgment and excellence of character and habits. In Aristotelian ethics, the concept is distinguished from other words for wisdom and intellectual virtues (such as episteme and sophia) because of its practical character.

Pietas (Classical Latin: [ˈpiɛtaːs]), translated variously as "duty", "religiosity" or "religious behavior", "loyalty", "devotion", or "filial piety" (English "piety" derives from the Latin), was one of the chief virtues among the ancient Romans. It was the distinguishing virtue of the founding hero Aeneas, who is often given the adjectival epithet pius ("religious") throughout Virgil's epic Aeneid. The sacred nature of pietas was embodied by the divine personification Pietas, a goddess often pictured on Roman coins. The Greek equivalent is eusebeia (εὐσέβεια).

Cicero defined pietas as the virtue "which admonishes us to do our duty to our country or our parents or other blood relations." The man who possessed pietas "performed all his duties towards the deity and his fellow human beings fully and in every respect," as the 19th-century classical scholar Georg Wissowa described it. Cicero suggests people should have awareness of their own honor and must always attempt to raise the honor of others with dignified praise. Furthermore, praise, admiration, and honored actions must be beyond all one's own desires, and actions and words must be chosen with respect to friends, colleagues, family, or blood relations. Cicero describes youth in the pursuit of honour: “How they yearn for praise! What labours will they not undertake to stand fast among their peers! How will they remember those who have shown them kindness and how eager to repay it!”