BOOK II
1
VIRTUE, then, being of two kinds, intellectual and moral,
intellectual virtue in the main owes both its birth and its growth
to teaching (for which reason it requires experience and time),
while moral virtue comes about as a result of habit, whence also its
name (ethike) is one that is formed by a slight variation from the
word ethos (habit). From this it is also plain that none of the
moral virtues arises in us by nature; for nothing that exists by
nature can form a habit contrary to its nature. For instance the stone
which by nature moves downwards cannot be habituated to move
upwards, not even if one tries to train it by throwing it up ten
thousand times; nor can fire be habituated to move downwards, nor
can anything else that by nature behaves in one way be trained to
behave in another. Neither by nature, then, nor contrary to nature
do the virtues arise in us; rather we are adapted by nature to receive
them, and are made perfect by habit.
Again, of all the things that come to us by nature we first
acquire the potentiality and later exhibit the activity (this is plain
in the case of the senses; for it was not by often seeing or often
hearing that we got these senses, but on the contrary we had them
before we used them, and did not come to have them by using them); but
the virtues we get by first exercising them, as also happens in the
case of the arts as well. For the things we have to learn before we
can do them, we learn by doing them, e.g. men become builders by
building and lyreplayers by playing the lyre; so too we become just by
doing just acts, temperate by doing temperate acts, brave by doing
brave acts.
This is confirmed by what happens in states; for legislators make
the citizens good by forming habits in them, and this is the wish of
every legislator, and those who do not effect it miss their mark,
and it is in this that a good constitution differs from a bad one.
Again, it is from the same causes and by the same means that every
virtue is both produced and destroyed, and similarly every art; for it
is from playing the lyre that both good and bad lyre-players are
produced. And the corresponding statement is true of builders and of
all the rest; men will be good or bad builders as a result of building
well or badly. For if this were not so, there would have been no
need of a teacher, but all men would have been born good or bad at
their craft. This, then, is the case with the virtues also; by doing
the acts that we do in our transactions with other men we become
just or unjust, and by doing the acts that we do in the presence of
danger, and being habituated to feel fear or confidence, we become
brave or cowardly. The same is true of appetites and feelings of
anger; some men become temperate and good-tempered, others
self-indulgent and irascible, by behaving in one way or the other in
the appropriate circumstances. Thus, in one word, states of
character arise out of like activities. This is why the activities
we exhibit must be of a certain kind; it is because the states of
character correspond to the differences between these. It makes no
small difference, then, whether we form habits of one kind or of
another from our very youth; it makes a very great difference, or
rather all the difference.
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