![]() Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. M I C H A E L WA LT O NĬA M B R I D G E U N I V E RS I T Y P R E S S ˜ Paulo Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Cambridge University Press The Edinburgh Building, Cambridge cb2 8ru, UK Published in the United States of America by Cambridge University Press, New York Information on this title: C Cambridge University Press 2007 A complete list of books in the series is at the back of the bookįunerary vase of an actor contemplating a mask, 360–350 BC. The book addresses the needs of students of drama and classics, as well as anyone with an interest in the theatre’s history and practice. Individual chapters range across a two-thousand-year timescale, and include specific chapters on acting traditions, masks, properties, playing places, festivals, religion and drama, comedy and society, and commodity, concluding with the dramatic legacy of myth and the modern media. ![]() Dramatic performances that are text-based form only one part of cultures where presentation is a major element of all social and political life. Beginning with the earliest examples of ‘dramatic’ presentation in the epic cycles and reaching through to the latter days of the Roman Empire and beyond, the Companion covers many aspects of these broad presentational societies. ![]() T h e c a m b r i d g e c o m pa n i o n to g r e e k a n d ro m a n t h e at r e This series of essays by prominent academics and practitioners investigates in detail the history of performance in the classical Greek and Roman world. Michael Walton Frontmatter More information I suggest that virtue might require not personal perfection but appropriate interpersonal trust.Cambridge University Press 978-6-8 - The Cambridge Companion to Greek and Roman Theatre Edited by Marianne McDonald and J. However, I have one conclusion which may disturb some neo-Aristotelians: it may be impossible for one person to become virtuous in every respect. Dispositions to pay appropriately selective attention can account for many of the effects of situations on behaviour in a way that most neo-Aristotelians would find unobjectionable. I argue that these dispositions are constituents of virtue each virtue consists of a set of dispositions, and each virtue’s set consists in part of dispositions to pay attention in an appropriately selective manner. They are teachable, and they are responsive to reason. These dispositions behave like neo-Aristotelian states of character. Contrary to situationism, the influence of these dispositions is not restricted to specific situations like office parties. The main contribution of my dissertation is to show that there are interpersonal differences in behaviour which are best explained in terms of dispositions that modulate the degree to which situational factors affect attention and emotion. I respond to the situationist critique by looking for ways of supplementing neo-Aristotelian moral psychology to account for the effects of situational factors on behaviour. Doris argues that only local traits such as “office-party-sociability” are reliable predictors of behaviour. Talk of virtues and vices does not explain or predict the disproportionate effects seen in these studies. John Doris’ situationist critique of virtue ethics has significant flaws, but its central point stands: neo-Aristotelian states of character as usually conceived imply predictions about behaviour that are empirically unreliable, leading to the conclusion that neo-Aristotelian moral psychology is problematic as a model of what human beings are really like. Some neo-Aristotelians argue that studies of behaviour are irrelevant to virtue theory I disagree. This thesis asks whether neo-Aristotelian moral psychology can account for empirical data on the effects that situational factors have on behaviour, specifically studies where situations affect attention and emotion. Many psychological studies have results that are difficult to explain in terms of the neo-Aristotelian model of virtue, vice and moral education.
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