Feeling Without Thinking: Lessons from the Ancients on Emotion and Virtue-Acquisition
Metaphilosophy, Volume 41, Issue 1-2, Pp. 132 - 151.
By Amy Coplan
By briefly sketching some important
ancient accounts of the connections between psychology and moral
education, I hope to illuminate the significance of the contemporary
debate on the nature of emotion and to reveal its stakes. I begin the
essay with a brief discussion of intellectualism in Socrates and the
Stoics, and Plato's and Posidonius's respective attacks against it.
Next, I examine the two current leading philosophical accounts of
emotion: the cognitive theory and the noncognitive theory. I maintain
that the noncognitive theory better explains human behavior and
experience and has more empirical support than the cognitive theory. In
the third section of the essay I argue that recent empirical research
on emotional contagion and mirroring processes provides important new
evidence for the noncognitive theory. In the final section, I draw some
preliminary conclusions about moral education and the acquisition of
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(Something interesting I found)Posted: Wednesday, March 3, 2010