English abstract
One of the remarkable features of our species is its tendency to inquiry. But inquiry can go well or badly. The error may be due to a defective cognitive faculty such as poor memory. Often, however, the success or failure of an inquiry has a personal source. It requires an exercise of intellectual character traits, attentive observation, thoughtful or careful and thorough analysis, or fair-minded interpretation and assessment when we think of character or virtues, we have something distinctively moral in mind. But personal character is not exhausted by moral character. It also has an epistemic or intellectual dimension: a virtuous person can also be counted on to
?care about ends like truth, knowledge, evidence, rationality, and understanding; and out of this concern will emerge other epistemic traits like inquisitiveness, attentiveness, carefulness, and thoroughness in inquiry, fair-mindedness, open- mindedness, and intellectual patience, honesty, courage, humility.
When virtue epistemology gives us descriptions of epistemic virtues, it aims to encourage a good mental being and supports cultural reform and intellectual flourishing. The current work in applied virtue epistemology reveals projects that are on their way to implementation in education. Intellectual Virtues Academy (IVA), for example, aims to promote intellectual virtues. Moreover, virtue epistemologists also apply their views to issues related to environmental decision- making, health care, and medicine. This paper aims to identify the subject of virtue epistemology, and to indicate its origin and trends, and also aims to explain the nature of intellectual virtues, their structure, and their role in the sustainability of culture development.
