Reading Alasdair MacIntyre’s After Virtue
Reading Alasdair MacIntyre’s After Virtue by Christopher Stephen Lutz, published by Bloomsbury Academic on April 5, 2012, is a comprehensive commentary on MacIntyre’s influential work. This edition, consisting of 232 pages, offers insights into MacIntyre’s transition from Marxism to Thomism, while engaging with key philosophical figures such as Augustine and Aquinas. The book aims to clarify the complex arguments presented in After Virtue, making it accessible for a diverse audience.
Readers will find that this commentary serves multiple purposes: it aids students in navigating the central arguments of After Virtue, provides scholars with a general guide to MacIntyre’s ethical framework, and assists teachers in facilitating focused discussions in the classroom. The text addresses significant issues in philosophy, ethics, and moral philosophy, encouraging a return to the tradition of virtues. This edition is designed to enhance understanding and engagement with MacIntyre’s proposals for ethics and politics.
Official synopsis Publisher
After Virtue is a watershed in MacIntyre’s career. It follows his emergence from Marxism, but draws on Marxist sources and arguments. It precedes his move to Thomism, but already draws on Augustine and Aquinas. Because of its watershed nature, it has gained a wide readership in various fields but it treats a variety of issues in ways that are unfamiliar either to Marxists schooled in the social sciences or to Thomists schooled in medieval metaphysics.
Reading Alasdair MacIntyre’s After Virtue provides a commentary that will be accessible to students, valuable to scholars, and useful to teachers. Students will find help to navigate the two main arguments of After Virtue, to understand its interpretation of history, and to engage its proposal for a form of ethics and politics that returns to the tradition of the virtues. Scholars will find the book useful as a general guide to MacIntyre’s ethics. Teachers will find a book that can help to direct their students’ reading and keep classroom discussions focused on the book’s central concerns.
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