Gemma Craig 3200 9307

Introduction to Theology
CORE1030


 1500 word Theological Essay

Gemma Craig: 3200 9307
Peter Christofides -15/05/19

Essay Question:
According to James Keenan, “... the real discussion of [virtue] ethics is
not the question ‘What should I do?’ But ‘Who should I become?’

Drawing on relevant ideas learnt in the Course, discuss the significance

of the above statement for the development of justice for and solidarity
of all human persons in the global community.

Word Count: 1506

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This essay is a discussion of virtue ethics and how they interact with justice and solidarity to bring

together a community in order to make individuals the best versions of themselves. According to

James Keenan, “... the real discussion of [virtue] ethics is not the question ‘What should I do?’ But

‘who should I become?”(Keenan, 1998). He outlines that virtue ethics is a system of self

appreciation and acknowledgment so growth can occur for one to become more virtuous (Keenan,

1998). Virtue ethics explores how everyone is made in the image and likeness of God, Genesis

(1:26), and so they should be provided with the same rights as God himself. God gave us Jesus to

provide humanity with a mission to better themselves and allow one to explore how they must live

in order to fulfil God’s work (Weaverm, 2011). An educator can fulfil God’s plan through showing

solidarity and justice to their students. Having a voice allows them to speak out and stand up for

those who are less fortunate or marginalised in society. Virtue ethics can be seen throughout the

world as many people are continuing to improve their inner selves for the betterment of the

community around them (Keenan, 1998).

Virtue ethics is a system of ethics that insist that without growth one cannot become more moral

(Keenan, 1998). It invites all people to delve into themselves to figure out who they really are, to

assess and determine who they wish to actively become (Keenan, 1998). Virtuous actions give

reason and guidance for those wishing to become a more virtuous person (Keenan, 1998). Virtue

ethics encapsulates ones entire life; knowing oneself, setting goals and having the ability to reach

these goals (Keenan, 1998).

Virtue ethics explores how one views themselves as being created in the image and likeness

of God (Genesis 1:26). As a Catholic, one believes in justice and solidarity and will explore their

moral action by expressing their self determination and virtue based integrity (Weaverm, 2011).

Through identifying who one is and how one fits into God’s world will allow them to understand
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their relationship with God and so understand how they are being called to stand up for the less

fortunate (Weaverm, 2011). Humans were made to know and love God (Weaverm, 2011). He

made us one family who work together for the betterment of oneself and the betterment of each

other. A rejection of God’s love leads one to become self-centred, worrying only about bettering

themselves, and this goes against the understanding of solidarity (Weaverm, 2011). One’s actions

impact many people around them, so through following God’s way one can use their attained

virtues to guide and protect those surrounding them (Weaverm, 2011). The good carried out by

individuals is dependent on the development and good of the whole community (Clark, 2014). The

whole community must come together for each individual to be able to become the best versions of

themselves and be able to develop their inner virtuous being.

Virtue ethics is the ability of one to show love and respect by looking at other people as

creatures of God (Keenan, 1998). Those who are marginalised in society have the same rights as

anyone else and Catholics believe that they are called to stand up and provide them with the rights

they deserve. The Universal Declaration of Human Rights outlines all of the rights that each and

every person deserves (Universal Declaration of Human Rights, 1948). Article nine explores the

level of justice that everyone is entitles to stating, “No one shall be subjected to arbitrary arrest,

detention or exile.” (Universal Declaration of Human Rights, 1948). Another example is the first

article that states, “All human beings are born free and equal in dignity and rights,” (Universal

Declaration of Human Rights, 1948). If one upholds these rights they are living a life full of

virtuous actions which will help them reach any goals they may have set for themselves (Universal

Declaration of Human Rights, 1948).

Through Jesus life on Earth he successfully inspired his listeners to learn and teach about God

(O’Neil & Black, 2003). Jesus’s ministry was dedicated to showing others who God, as the Father,
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really is (O’Neil & Black, 2003). The parables that he spoke and actions he carried out consistently

called people to delve deeper into their thinking about who God was to each of them (O’Neil &

Black, 2003). God gave Jesus to us as the fullness of his revelation to teach that God’s love does

not depend on sins committed, his love is all inclusive (O’Neil & Black, 2003). The parable of the

Good Samaritan is an example that encourages Jesus’ followers to broaden the care they give to

others (O’Neil & Black, 2003). Many of Jesus’s parables are still applicable due to the small, often

self-absorbed world that we are living in (O’Neil & Black, 2003). If one truely listens to Jesus’s

parables they will be challenged to become truer versions of themselves (O’Neil & Black, 2003).

Virtue ethics is the discussion of becoming the person you truely wish to be (Keenan,

1998). It is believed by virtue ethicists that the question, “Who am I?” is fundamental, making it

easier to recognise what you need to improve on (Keenan, 1998). Thomas Aquinas wrote that every

moral question one has can be understood through considering virtues (Keenan, 1998). He takes the

four cardinal virtues of Prudence, Justice, Temperance and Fortitude together with three theological

virtues to explain this (Keenan, 1998). Aquinas believed that the four cardinal virtues were

acquired through right actions, while the theological virtues were given to us from God (Keenan,

1998). The four cardinal virtues are used to explore how moral one actually is. (Keenan, 1998).

Having these virtues allows one to set a goal for who they want to become (Keenan, 1998). Being

able to set this end goal means that one has something to aim for or develop into, without this

growth one cannot become more moral (Keenan, 1998). Virtue ethics explores what a person

wishes to become and pursue, rather than examining actions and performance (Keenan, 1998).

When one seeks ways to help better who they are for themselves and others, they are engaging in

virtue ethics (Keenan, 1998).

In order for one to fully see who they want to become, they need prudence, that is acquired

through a long and complicated process (Keenan, 1998). For Thomas Aquinas, prudence is the
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virtue of a person who is grounded and who thinks practically and realistically (Keenan, 1998). He

argues that virtues perfect or make better ones own character and that each virtue has a particular

power within us (Keenan, 1998). Justice perfects ones tendencies, prudence ones reasoning, while

courage and temperance perfect particular emotions (Keenan, 1998).

There are many ways that justice and solidarity can be showcased through education. Teachers have

a lot of control over what content they discuss and what their students are exposed to. Exploring

justice and solidarity can give the students an understanding of why the pair are so important in

creating an equal world around them (Alrubail, 2016). As a teacher, I can show justice through

being fair with students, offering them fair outcomes and providing explanations for my reasoning.

Getting the students involved in decision making that affects the classroom will further implement

justice. If everyone is able to work together then a feeling of fairness and equality will be present,

the students will feel that they can be who they truely are without being judged.

Solidarity can be seen in education as there is a common base of knowledge provided to

each individual. Solidarity is the unity of a community that comes together to improve each other

and themselves (Caritas, 2019). When everyone is given the same opportunities in education and

learning they all have a chance to better themselves. Common knowledge is required as it allows

them to work together on things they may not understand in order to create a better future. If

education wasn’t fair, then many people would be left to stand alone leaving them vulnerable.

Through this widespread common knowledge God’s people can work as one to create a better

environment for their virtues to grow and develop.

Teachers are given a voice when they enter their classroom, which allows them to speak out

for those who cannot. As a teacher, I can create lesson plans based around raising awareness for

those in the wider community who may be excluded. Schools could implement fundraisers or
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events that will provide a means to help those who are less fortunate than themselves. Overall, a

teacher has many opportunities to show justice and solidarity, and so together we can stand up for

the rights and treatment of those who are being marginalised.

Humanity has been called together to create a society that can provide justice for those without it

(Keenan, 1998). The essay discussed the idea of virtue ethics and the role that it has within society

to effectively shape change. Everyone should be provided with the same baseline of rights due to

each individual being made in the image and likeness of God (Genesis 1:26). Each individual

should be continually aiming to better themselves in order to ensure that they can help to provide

justice and solidarity (Weaverm, 2011). Through becoming a teacher I will be able to use my voice

to stand up for those in society who are being shown injustice or marginalisation. Through showing

and teaching about justice and solidarity my students will be able to understand what is required of

them as a part of their community. They will be able able to understand their own experiences of

virtue ethics as they grow into the people that God wanted them to be, continually wanting to

improve themselves and those around them.

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References:

Alrubail, R. (2016). Five ways to advocate for justice in education. Retrieved from https://

www.tolerance.org/magazine/five-ways-to-advocate-for-justice-in-education

Caritas. (2019). Solidarity. Retrieved from https://www.caritas.org.au/learn/cst/solidarity

Clark, M. J. (2014). Anatomy of a social virtue. Political Theology 15(1), 26-39. doi:10.1179/1462317X13Z.

00000000060

Keenan, J. (1998). Virtue ethics. In Christian Ethics: An Introduction, 84-94. Retrieved from https://

learnit.nd.edu.au/bbcswebdav/library/Library%20Content/2019/1998-Keenan.pdf

O’Neil, K., & Black, P. (2003). The essential moral handbook: A guide to catholic living. 2-22. Retrieved

from https://learnit.nd.edu.au/bbcswebdav/library/Library%20Content/2019/2003%20-

%20ONeillBlack.pdf

Weaverm, D. F. (2011). Acting person and christian moral life. Retrieved from https://

ebookcentral.proquest.com