Is Character Education Compatible with Individualistic Perfectionism?

 This is a guest essay by Dr Edward W. Younkins, Professor of Accountancy and Business at Wheeling University, and Executive Director of its Institute for the Study of Capitalism and Morality. Ed is author of a trilogy of important books on freedom and flourishing: “Capitalism and Commerce”, “Champions of a Free Society”, and “Flourishing and Happiness in a Free Society”. He also has numerous other publications, including several published on this site. (Please see the list after the end of this essay.)  

 

 Interest in Aristotelian ethics has produced diverse accounts of flourishing, virtue, and moral development. Kristján Kristjánsson has emerged as a contemporary defender of virtue ethics applied to psychology and education (Kristjánsson, 2015 and 2019). Meanwhile, Douglas B. Rasmussen and Douglas J. Den Uyl have developed a distinctive neo-Aristotelian liberalism centered on individualistic perfectionism and metanormative political theory (Rasmussen and Den Uyl, 2005 and 2020 and Den Uyl and Rasmussen, 2016).

This essay examines two distinct but complementary projects within a framework of neo-Aristotelian freedom and flourishing. While both projects share a commitment to human flourishing (eudaimonia) as an objective, naturalistic end, they diverge markedly in their primary focus—one on the normative ethics of character development, the other on the metanormative foundations of political liberty. This essay first summarizes Kristjánsson’s core arguments concerning character, practical wisdom, and education. It then critically evaluates his project before comparing it with Rasmussen and Den Uyl’s theoretical architecture of Individualistic Perfectionism. The article concludes by discussing how Kristjánsson’s developmental insights can potentially be integrated with a liberty-centered perfectionist framework. It does this by assessing their compatibility and exploring how aspects of Kristjánsson’s educational and character-focused framework might enrich and build upon the political philosophy of Rasmussen and Den Uyl.

 Aristotelian Character Ethics and Moral Psychology

 Kristjánsson (2015) defends a conception of moral character grounded in Aristotelian virtue ethics. He rejects reductive behaviorist or situationist interpretations of moral psychology, arguing instead that virtues constitute integrated dispositions involving cognition, emotion, motivation, and action. Virtue, on this account, is not mere conformity to external rules but stable excellence of character.

Central to this framework is practical wisdom (phronesis), which Kristjánsson describes as the coordinating capacity that enables agents to deliberate well about particular circumstances. Practical wisdom integrates moral perception, emotional regulation, and rational judgment. It allows ethical flexibility without collapsing into relativism.

Kristjánsson further defends an objective but pluralistic conception of flourishing. Flourishing is grounded in human nature and rational agency, yet admits multiple instantiations shaped by personal talents, cultural contexts, and life projects. This position preserves moral realism while accommodating diversity.

He develops an account of virtue that emphasizes its cognitive, affective, and behavioral dimensions. The practical ramifications are thoroughly explored. Kristjánsson considers whether and how schools can counteract the effects of a poor upbringing, the role of teacher training in fostering virtue, and specific methodologies for classroom practice. He rejuvenates the Aristotelian idea that virtue is developed through guided practice, habituation, emotional attunement, the emulation of exemplars, virtue literacy, deliberative dialogue, and Habituation framing the school as a crucial polis for moral development.

Guided practice involves modeling appropriate responses, providing structured opportunities for practice, and offering corrective feedback. Habituation combines behavioral repetition with reflective endorsement where virtues are practiced in a variety of contexts such as classroom discussions, group projects, conflict resolution, and community service. Emotion education teaches that virtues imply states of character involving both right reason and rightly ordered emotions (i.e., affective cultivation). The goal is to align reason and feeling using practical tools such as classroom dialogue, literature discussions, and reflective journaling. The emulation of moral exemplars provides images of flourishing with reference to historical figures, literary characters, community leaders, or teachers themselves. Virtue literacy is concerned with providing students with a moral vocabulary and helping them to identify and differentiate virtues. Deliberative dialogue is connected to virtue literacy and involves students examining cases and reasoning together about what a virtuous agent would do. Finally, the creation of a whole-school ethos or culture supportive of virtue development is another potential methodological emphasis. Such a culture embeds virtues in school policies, reward systems, disciplinary procedures, extracurricular activities, mentoring systems, honor codes, and so on. This book thus provides an interdisciplinary framework, drawing from philosophy, education, psychology, and sociology, to argue for character education as the foundational process for initiating young people into a life of virtue.

 Flourishing as the Aim of Education 

In Flourishing as the Aim of Education, Kristjánsson (2019) extends Aristotelian ethics into educational theory. He criticizes technocratic schooling models that emphasize standardized performance metrics at the expense of moral development. Instead, he argues that education should aim at cultivating virtuous, practically wise, and autonomous individuals capable of responsible self-direction.

Kristjánsson proposes an integrated model of moral education combining habituation, reflective understanding, and autonomy-supportive pedagogy. Students should internalize moral reasons rather than merely conform to behavioral expectations. He introduces the concept of “virtue literacy,” emphasizing moral vocabulary, ethical reasoning skills, and practical application. 

Importantly, Kristjánsson situates education within a broader moral ecology. Schools, families, peer cultures, and social institutions jointly shape moral development. Effective character education therefore requires institutional coherence between stated values and organizational practices.

Flourishing as the Aim of Education represents an expansion and deepening of Kristjánsson’s earlier work. Explicitly an outgrowth of his previous monograph, this book shifts the focus from character per se to the overarching aim it serves: student flourishing. Taking the Aristotelian concept of eudaimonia as its basis, Kristjánsson develops a theoretical study of flourishing that goes beyond Aristotle’s approach.

Kristjánsson contends that education’s ultimate purpose is to contribute to the student’s “good life.” This good life, however, must involve more than moral virtue or subjective happiness. He introduces the “Flourishing–Happiness Concordance Thesis” to critically examine the relationship between objective flourishing and subjective well-being, questioning whether they always align. He observes that these don’t always go hand in hand He contends that, yes, one can have happiness with flourishing but one can also happiness with no flourishing, no happiness with flourishing, and, of course, no happiness with no flourishing.  A significant and novel argument in the book is that even “supreme moral virtue” is insufficient for full flourishing. Kristjánsson proposes that flourishing requires engagement with “self-transcendent ideals” and the cultivation of “awe-filled enchantment”.

This leads him to incorporate elements often overlooked in standard character education literature: contemplation, wonder, awe, and what he terms “epiphanies”—transformative moments of moral and existential insight. He also extends the theory of exemplarity, arguing for the emulation of moral exemplars as a pathway to flourishing that moves beyond traditional models. By allowing for social, individual, and educational variance within the concept of flourishing, Kristjánsson provides a nuanced framework that engages with socio-political and spiritual issues, making it relevant for diverse educational contexts. Each chapter concludes with practical “food for thought” for educators, bridging theory with classroom practice. 

Critical Evaluation

While Kristjánsson’s synthesis is philosophically sophisticated and empirically informed, several limitations warrant scrutiny. First, his framework occasionally under-theorizes political constraints on institutional moral authority. Although he emphasizes autonomy-supportive education, he remains relatively silent on the legitimacy boundaries between education and moral governance.

From a flourishing individualist perspective, this raises concerns about value imposition. Even well-intentioned character education programs risk homogenizing moral outlooks and undermining pluralism. Kristjánsson’s emphasis on shared virtues requires careful specification to avoid transforming education into ideological socialization.

In addition, Kristjánsson’s reliance on institutional coordination presupposes cooperative alignment among cultural actors. In highly pluralistic societies, such coherence is unlikely. Without robust protections for parental choice and civil society autonomy, flourishing-oriented education may become politically contested.

Nevertheless, these limitations do not undermine the core contribution of Kristjánsson’s work. Rather, they highlight the need for integration with political theories that safeguard moral agency while enabling character development.

 Rasmussen and Den Uyl: Individualistic Perfectionism and Metanormativity

Rasmussen and Den Uyl articulate a distinctive neo-Aristotelian framework grounded in their philosophy of Individualistic Perfectionism. Flourishing is agent-relative: individuals pursue objective goods in diverse ways shaped by personal context and responsibility. Ethical objectivity does not entail uniform life plans. 

Their political theory is structured around metanormativity. In Norms of Liberty (2005), they argue that rights function as higher-order norms that protect the social space necessary for flourishing without prescribing substantive moral ends. Political institutions should enable flourishing conditions rather than enforce ethical ideals.

Norms of Liberty addresses what the authors term “liberalism’s problem”: how to establish a political/legal order that does not preferentially structure the conditions for one person’s or group’s flourishing over another’s. Their brilliant solution is the distinction between normative and metanormative principles.

Normative principles guide individual moral conduct—they are the virtues and goods that constitute a flourishing life. Metanormative principles, in contrast, concern the political/legal framework that makes the pursuit of diverse moral lives possible. Rasmussen and Den Uyl argue that individual rights (understood as negative liberties) are metanormative principles. Their function is not to directly promote human flourishing but to “create a space for each person to pursue a different and distinct form of life” by protecting the possibility of self-directed activity. Rights are thus “context-setting”; they establish the conditions under which moral conduct can occur, recognizing that coerced action can never be moral.

This allows them to advocate for a “perfectionist basis for non-perfectionist politics.” A neo-Aristotelian perfectionist ethics (which holds that flourishing is an objective, individualized telos) supports a non-perfectionist politics that refrains from legally mandating any particular vision of the good life.

In The Perfectionist Turn  (2016),  Rasmussen and Den Uyl shift from defending liberalism to fleshing out the “individualistic perfectionism” in ethics that undergirds their political theory. They challenge the assumption that a neo-Aristotelian ethical framework cannot support liberal politics by detailing the features of this alternative ethical system.

Individualistic Perfectionism maintains that while human flourishing is an objective end grounded in human nature, its concrete realization is uniquely individualized for each person. Generic goods (e.g., knowledge, friendship, health) and virtues (e.g., rationality, justice, courage) are necessary but must be integrated by individual practical wisdom (phronesis) in light of one’s specific circumstances, talents, and relationships. This ethics is agent-relative and anti-constructivist; moral truth is discovered in reality, not constructed by rational agreement. The book positions this framework as a major alternative to prevailing constructivist approaches in contemporary ethics.

 

In The Realist Turn (2020), they further emphasize responsibility and moral agency as central components of human flourishing. Flourishing requires self-directed practical reasoning within institutional frameworks that respect individual sovereignty.

The Realist Turn completes the trilogy by defending the metaphysical realism required for both individualistic perfectionism and natural rights. The authors argue that the entire project rests on the conviction that “man and the world exist apart from our cognition of them, and that people can know their nature”.

They launch a sustained critique of constructivism—the view that moral principles are determined by idealized rational procedures rather than discovered facts about reality. Constructivism, they contend, severs ethics from metaphysics, leading to a procedural, rule-governed, “one-size-fits-all” approach that cannot account for the individualized, context-sensitive nature of flourishing. In contrast, metaphysical realism holds that values are “fact-based” and discovered through rational engagement with the world. This realist turn is presented as essential for a proper comprehension and defense of freedom, as it grounds rights in the natural order of things.

Compatibility with Kristjánsson

Kristjánsson’s Aristotelian psychology essentially aligns with Rasmussen and Den Uyl’s ethical foundations. All emphasize objective flourishing, rational agency, practical wisdom, and character development. Kristjánsson’s developmental account of how virtues emerge complements Rasmussen and Den Uyl’s more abstract normative framework.

However, tensions arise regarding institutional authority. Kristjánsson’s educational perfectionism contrasts with Rasmussen and Den Uyl’s insistence on metanormative neutrality. A synthesis would reinterpret Kristjánsson’s insights through voluntary institutional contexts: families, private schools, community organizations, and civil associations rather than centralized state programs.

Kristjánsson and Rasmussen and Den Uyl share fundamental philosophical commitments that make their projects broadly compatible within the neo-Aristotelian tradition.

1. Objective Flourishing: Both affirm that human flourishing (eudaimonia) is an objective, naturalistic end, not a mere subjective preference.

2. The Role of Virtue: Both see moral virtue as a central constituent of the good life. Kristjánsson’s entire educational project is built on this premise, while Rasmussen and Den Uyl list virtues and generic goods necessary for any individualized flourishing.

3. Anti-Constructivism: Both reject constructivist approaches to ethics. Kristjánsson grounds character in a realist anthropology, and Rasmussen and Den Uyl make the critique of constructivism a centerpiece of their metaethical and metaphysical arguments.

4. The Social Nature of Flourishing: Both acknowledge that flourishing is inherently social. Kristjánsson emphasizes the educational community, while Rasmussen and Den Uyl view friendship as a constituent good and sociality as a necessary condition.

5. The Need for Practical Wisdom (Phronesis): Both emphasize the role of individual judgment. For Kristjánsson, students must develop practical wisdom to navigate moral life. For Rasmussen and Den Uyl, phronesis is the faculty that integrates generic goods into a unique, individual life plan.

Despite shared ground, their focal points create significant divergences.

1. Primary Focus: Normative vs. Metanormative: This is the most fundamental difference. Kristjánsson’s work operates at the normative level: How do we become good and flourish? His subject is the content and process of moral education. Rasmussen and Den Uyl’s work is primarily metanormative: What political framework allows different answers to the normative question to coexist? Their subject is the context for moral activity, not the activity itself.

2. The Role of Politics and the State: Rasmussen and Den Uyl rigorously limit the state’s role to securing rights (the metanormative framework), arguing politics is “not suited to making men moral”. Kristjánsson, while not prescribing a state-led curriculum, inherently sees public education as a key institution for normative character formation. A tension arises: if the state funds and regulates schools, can it do so without violating the “non-perfectionist” principle by endorsing a particular (Aristotelian) vision of the good?

3. The Sufficiency of Moral Virtue: Kristjánsson’s later work argues that moral virtue is necessary but not sufficient for flourishing, requiring awe, wonder, and self-transcendence. Rasmussen and Den Uyl’s list of generic goods is more traditional and inclusive, but their framework might accommodate Kristjánsson’s “enchanted” elements as legitimate aspects of an individualized flourishing life. However, their emphasis on self-direction and agent-relativity might view prescribed “spiritual” elements in education with more caution.

4. Scope of the “Social”: For Kristjánsson, the educational community is a direct vehicle for moral formation. For Rasmussen and Den Uyl, sociality is a good, but the political/legal order must be neutral among the diverse forms of social life individuals choose. The “open-ended” nature of sociality in their framework prioritizes voluntary association over the structured community of the school.

 Toward a Synthesis

Integrating the ideas of Kristjánsson with those of Rasmussen and Den Uyl has the potential to yield a richer framework of neo-Aristotelian freedom and flourishing. Kristjánsson provides the psychological and pedagogical mechanisms by which individuals acquire moral competence. Rasmussen and Den Uyl supply the political architecture that protects moral freedom.

Such a synthesis supports a decentralized moral ecology in which character formation occurs within voluntary institutions operating under a metanormative rights-based framework. Flourishing becomes both a personal achievement and a socially supported process without collapsing into paternalism.

 A synthesis must explicitly address autonomy, spontaneous order, and the role of civil society institutions. These concepts are central to Rasmussen and Den Uyl’s realist liberalism and provide the institutional context necessary for integrating Kristjánsson’s moral psychology without collapsing into state-centered perfectionism.

Autonomy, for Rasmussen and Den Uyl, is not merely negative freedom from interference but the positive capacity for self-directed practical reasoning and responsible agency. Flourishing requires individuals to function as authors of their own lives, exercising judgment in selecting values, projects, and commitments. Kristjánsson’s autonomy-supportive pedagogy aligns with this view insofar as it emphasizes internalization of moral reasons rather than external compliance. However, Rasmussen and Den Uyl’s Individualistic Perfectionism insists that autonomy must be institutionally protected through rights-respecting frameworks that prevent coercive moral engineering.

Spontaneous order further clarifies how moral development can occur without centralized design. Following Hayekian insights incorporated into Rasmussen and Den Uyl’s realist turn, social coordination emerges through decentralized interactions, cultural evolution, and voluntary associations. Moral norms, educational practices, and character formation strategies evolve organically within communities rather than being imposed from above. Kristjánsson’s emphasis on moral ecology can be reconceived within this spontaneous order framework, where diverse educational models compete, adapt, and innovate according to local needs and values.

The institutions of civil society serve as the primary mediating structures between individuals and the state. Families, religious organizations, independent (private) schools, professional associations, charities, and community networks constitute the institutional infrastructure of a free society. These voluntary associations may be able to provide moral formation environments consistent with Kristjánsson’s character education goals while remaining compatible with Rasmussen and Den Uyl’s metanormative liberalism. They allow pluralistic experimentation in virtue cultivation without political homogenization.

This institutional architecture preserves both moral substance and political restraint and avoids the false dilemma between moral relativism and state-enforced virtue. Instead, it supports a pluralistic ecosystem of character formation anchored in autonomy, spontaneous order, and voluntary cooperation. Within this framework, Kristjánsson’s developmental insights may potentially gain practical application while remaining compatible with liberty-centered political theory.

Kristjánsson’s detailed work on the process of flourishing has the potential to usefully complement Rasmussen and Den Uyl’s work on its preconditions. Several of his ideas may be able to be incorporated into a liberal perfectionist perspective without violating its metanormative constraints.

1. Articulating the “Individual” in Individualistic Perfectionism: Rasmussen and  Den Uyl assert that flourishing is individualized but say less about how individuals develop the capacity for such self-direction. Kristjánsson’s developmental psychology of virtue—how phronesis, empathy, and integrity are cultivated from childhood—provides essential content for understanding the “individual” who is to be the agent of his own flourishing. This can strengthen their ethics by showing how the capacity for self-direction is nurtured, not merely presupposed.

2. Enriching the Concept of Flourishing: Kristjánsson’s argument for the role of awe, wonder, and “epiphanies” offers a compelling expansion of the “generic goods” that constitute a flourishing life. A liberal perfectionist can argue that education should expose children to the potential for such experiences (through art, science, nature, philosophy) as part of developing their capacity to appreciate and pursue a full life, without dictating the specific objects of awe.

3. A Framework for Voluntary Educational Communities: Rasmussen and  Den Uyl’s framework favors voluntary association. Kristjánsson’s research provides a blueprint for what parents and educators in such voluntary communities (including charter schools, private schools, or homeschooling networks) might aim for in character education. It offers an empirically-informed “perfectionist” curriculum that respects pluralism by being one offered option among many, not a state-mandated monopoly.

4. Connecting Entrepreneurship and Moral Education: Rasmussen and Den Uyl draw an analogy between the entrepreneur and the moral agent, both navigating uncertainty with creativity and alertness. Kristjánsson’s work on exemplarity and moral development provides a pedagogical correlate: how to educate individuals to become such alert, creative moral “entrepreneurs” of their own lives. This creates a powerful synergy between their economic and ethical individualism.

Conclusion

Kristjánsson’s Aristotelian ethics and educational philosophy advance contemporary virtue theory by reconnecting flourishing with empirical psychology and institutional practice. In turn, Rasmussen and Den Uyl’s Individualistic Perfectionism provides the necessary political safeguards for preserving individual moral agency.

Kristján Kristjánsson and the duo of Rasmussen and Den Uyl represent two strands of contemporary neo-Aristotelian thought. Kristjánsson delves deeply into the normative and developmental question of how human beings become virtuous and flourish, particularly through education. Rasmussen and Den Uyl address the prior political question of how to create a society where diverse, individualized pursuits of flourishing can coexist peacefully, grounding their answer in metanormative theory and metaphysical realism.

Their projects are not so much incompatible as they are complementary, operating at different levels of analysis. The primary tension lies at the intersection of state action and education. However, within a political order that respects rights as metanorms, Kristjánsson’s work may become invaluable. It provides a guide for the voluntary communities, families, and individuals that seek to answer the normative question within their own lives. By integrating Kristjánsson’s insights into the cultivation of character, practical wisdom, and a sense of wonder, the Individualistic Perfectionism of Rasmussen and Den Uyl could gain greater psychological depth and pedagogical traction. Together, these bodies of work potentially offer a more complete picture: a liberal society that protects the space for freedom, populated by individuals educated to use that freedom wisely in the pursuit of a truly flourishing life. 

 References

Den Uyl, Douglas J.  and Rasmussen Douglas B. (2016). The Perfectionist turn: From Metanorms to Metaethics. Edinburgh University Press.

Kristjánsson, Kristján. (2015). Aristotelian Character Ethics: An Aristotelian Approach to moral Psychology. Oxford University Press.

Kristjánsson, Kristján. (2019). Flourishing as the Aim of Education: A neo-Aristotelian View. Routledge.

Rasmussen, Douglas B.  and Den Uyl, Douglas J. (2005). Norms of liberty: A Perfectionist Basis for Non-perfectionist Politics. Pennsylvania State University Press.

Rasmussen, Douglas B. and Den Uyl, Douglas J.  (2020). The Realist Turn: Repositioning Liberalism. Edinburgh University Press.

 

Other essays by Ed Younkins on this site:

Younkins, Edward W (2025) “What Contribution did David L. Norton Make to our Understanding of Ethical Individualism?” Freedom and Flourishing. January 18, 2025.

Younkins, Edward W. (2025) “How can dialectics help us to defend liberty?” Freedom and Flourishing. July 8, 2025.

Younkins, Edward W. (2025) “How can Austrian Economics be reconciled with the Neo-Aristotelian philosophy of Freedom and Flourishing?” Freedom and Flourishing. October 24, 2025.

Younkins, Edward W. (2025) “Can Polarized Moral Politics be Bridged by a Neo-Aristotelian Philosophy of Freedom and Flourishing?” Freedom and Flourishing. December 13, 2025.

Younkins, Edward W (2026) “Does Humanomics Need a Moral Anchor?” Freedom and Flourishing. January 22, 2026.

Do people judge my book by its cover design?

 

I don't know the answer to that question. I doubt that cover design has much influence on judgements that people make about books after they have read them. However, cover design might influence decisions to purchase and read books. We may agree with the aphorism that “you can’t judge a book by its cover”, yet not look much beyond the cover in deciding whether to read a book.

A few days ago, Md. Sujon Sarker, a new acquaintance on LinkedIn, began a discussion with me about my book, Freedom, Progress, and Human Flourishing. Before long, he offered the following comment:

“I noticed one thing about your cover, that is, the text in your cover title is not visible, the text is blended with the background, we want to fix this text problem of yours, we will give it a free design correction.”

Md. Sujon Sarker’s opinion carries some weight. He is a “Book Cover & Interior Formatting Specialist”.

It is obviously an exaggeration to say that the text on the cover is not visible, but I acknowledge that it does tend to blend with the background.

Before accepting the offer of a “free design correction”, I make sure that my new acquaintance was aware that I had no intention of creating a new edition of the book which could make use of his design. I told him that I wanted to stick with the sailboat theme, and drew attention to this passage in the Preface:

“Is there an image that captures the ideas associated with freedom, progress, and human flourishing presented in this book? The picture of yachts on the front cover comes close. Yachts are a symbol of freedom because the navigators of each yacht decide where they will go. They are a symbol of economic progress because yachting is an example of a leisure activity that progress has enabled large numbers of people to enjoy. They are a symbol of human flourishing because they capture the idea of life as a journey, a voyage of discovery, in which individuals determine their own direction, but all face many similar challenges.”

Perhaps I should also have added that I had taken the photo used in the current cover design and felt some attachment to it.

Here are the cover designs that Md. Sujon Sarker provided to me:

 

 

Those designs capture the theme I was looking for and the lettering stands out appropriately.

Md. Sujon Sarker lives in Bangladesh but offers support to authors and publishers worldwide. Anyone seeking his services can use the following contact information:

Email: sujongdf@gmail.com

LinkedIn: https://www.linkedin.com/in/md-sujon-sarker-6ba2b8235  

Does Humanomics Need a Moral Anchor?

 

This is a guest essay by Dr Edward W. Younkins, Professor of Accountancy and Business at Wheeling University, and Executive Director of its Institute for the Study of Capitalism and Morality. Ed is author of a trilogy of important books on freedom and flourishing: “Capitalism and Commerce”, “Champions of a Free Society”, and “Flourishing and Happiness in a Free Society”. He also has numerous other publications, including several published on this site. (Please see them listed after the end of this essay.)  

 Modern economics, particularly in its dominant neoclassical form, is often characterized by models that treat human beings as Homo economicus—rational utility maximizers responding predictably to incentives and constraints. This idealized abstraction enables precise mathematical modeling but, as critics argue, collapses the rich complexities of human behavior into a narrow calculus of preferences and payoffs. Homo economicus assumes coherent pref­erences, consistent rationality, and a reduction of social life to instrumental choices. But this framework struggles to account for trust, social norms, feelings of fairness, moral judgment, learning, culture, and meaning—features of economic life that we observe every day. 

 

 Enter Humanomics, a burgeoning intellectual movement that seeks to re-ground economic inquiry in the realities of human experience. At its core, Humanomics aims to integrate moral and social dimensions into the scientific study of economic behavior, recapturing insights from Adam Smith that have been marginalized in mainstream economic theory. Rather than reducing humans to narrow maximizers of utility, Humanomics treats them as sentient, social, purposeful, learning agents whose actions are shaped by sentiments, norms, ethical commitments, and reflective judgment.

 

The longest part of this essay reviews the work on this growing movement conducted by Nobel laureate Vernon L. Smith and experimental economist Bart J. Wilson. That portion of the essay is followed by a discussion of distinguished interdisciplinary economic historian Deidre Nansen McCloskey’s alternative, bur compatible, vision of Humanomics. This is followed by a discussion of neo-Aristotelian philosopher Douglas B. Rasmussen’s proposal that the traditional concept of homo economicus be replaced by dual concepts pf homo agens (acting man) and homo moralis (moral man).  An argument is then made that the neo-Aristotelian framework developed by Rasmussen and Douglas J. Den Uyl called Individualistic Perfectionism may provide a philosophical grounding for Humanomics.

 

 Adam Smith’s Philosophical Vision

 

To understand Humanomics, we must revisit Adam Smith (1723–1790) not merely as the author of The Wealth of Nations (WN)—often oversimplified as the father of free market economics—but also (and arguably even more importantly) as the author of The Theory of Moral Sentiments (TMS). Smith’s intellectual project embraced both economic systems and moral psychology. For Smith, markets emerge not in a vacuum but within networks of interpersonal relations guided by sympathy, propriety, and shared language. The often-quoted “invisible hand” metaphor in WN can only be read in full context when seen alongside his moral philosophy; humans are not egoistic automatons but social beings whose moral sentiments play a foundational role in shaping institutions and behavior.

 

Humanomics begins with this fuller Smithian anthropology: humans act purposefully, learn from experience, and are motivated by both self-interest and social sentiments like gratitude, resentment, trust, and fairness. Experimental evidence in economics, particularly from the works of Vernon L. Smith, shows that in simple game environments humans often behave cooperatively and reciprocally, even when self-interest alone would predict otherwise. These findings are hard to square with narrow neoclassical models but fit comfortably with a Smithian understanding of human nature as complex and multifaceted. 

 

Like Aristotle, Adam Smith focused on the cultivation of virtues and character building. Smith extended Aristotle’s ideas into modern commercial society. In turn, Humanomics builds on the connection between Aristotle’s eudaimonia and Smithian flourishing.

 

Humanomics as a Synthesis of Sentiments and Markets

 

In contemporary economic language, the dominant paradigm is sometimes referred to as Max-U: maximizing utility subject to constraints. Humanomics challenges this by asking a deeper question: What should the subject of economic theory be? If economics is a science of human wellbeing and prosperity, then it cannot abstract away the human condition; it must account for how people actually think, feel, communicate, and form norms.

 

In their 2019 book Humanomics: MoralSentiments and the Wealth of Nations for the Twenty-First Century, Smith and Wilson articulate a framework grounded in Adam Smith’s combined insights from TMS and WN. They argue that conventional economics has “lost sight of the full range of human feeling, thinking, and knowing in everyday life,” and that re-centering economics on sociality and sentiments enriches its explanatory power. Humanomics thus defines economics as a “science of human beings,” not simply a calculus of utility functions.

 

The core thesis of Humanomics is that economics must be re‑founded on a “model of sociality” that captures the full range of human feeling, thinking, and knowing. Smith and Wilson argue that the prevailing “maximize utility” (Max‑U) paradigm is inadequate because it reduces all action to outcome‑based preferences, ignoring the origins of action in moral sentiments and the context‑dependent rules that guide human conduct. In contrast, Smith’s model explains why people often act in ways that cannot be reduced to narrow self‑interest—for example, why subjects in anonymous laboratory games display high levels of trust and cooperation.

 Humanomics thus proposes a paradigm shift: from utility maximization to a “science of human beings” that integrates insights from TMS and WN into contemporary empirical analysis. This shift is not merely theoretical; it is driven by decades of experimental economics. Vernon Smith’s own Nobel‑winning work revealed that in market‑like settings, individuals often behave as narrowly self‑interested agents, while in personal social‑exchange games they exhibit strong other‑regarding tendencies. The Humanomics model reconciles these seemingly contradictory findings by appealing to Smith’s distinction between impersonal exchange (where anonymous rules of justice suffice) and personal social interaction (where fellow‑feeling and moral sentiments are paramount).

 Key to the Humanomics approach is its focus on rule‑following adaptation. Smith and Wilson emphasize that human beings are not merely preference‑satisfiers; they are rule‑followers who learn from social experience. We develop “rules of conduct” through observation, imitation, and the feedback of gratitude and resentment. These rules allow us to navigate both social and economic domains.

 

Extending Adam Smith’s Vision: Vernon  Smith and  Bart Wilson’s Contributions

 

Smith and Wilson extend several core ideas from TMS into contemporary economic analysis:

•  Fellow feeling (the capacity to enter into the emotions of others): Smith’s notion that we naturally project ourselves into the situations of others, sympathizing with their joys and sorrows, becomes a foundation for understanding cooperation and norm compliance in experiments;
•  Beneficence and justice: Smith calls beneficence (voluntarily doing good)  the “ornament” of society and justice its “main pillar”; Humanomics uses this to distinguish nonobligatory kindness from the strict norms whose violation calls for demands for redress; and
•  Impartial spectator (an imagined neutral observer): People internalize a standpoint from which they judge their own conduct. Humanomics treats this internalized judge as an explanatory mechanism for behavior that adheres to norms even when no external enforcement exists.

 

These themes allow Humanomics to construct non‑utilitarian models of choice in which rules, sentiments, and perceived propriety are primary, and utility is not reduced to felt pleasure or material payoff.

 Humanomics does not discard markets or rational choice altogether; it reinterprets them within a broader framework where market interactions are embedded in social relations. Markets are not mechanical devices for exchange but arenas where trust, reputation, norms, and sentiments actively shape outcomes. A simple market price is not just a number; it is a signal embedded in social practices and meanings. Similarly, cooperation in a trust game, or generosity in a dictator game, cannot be fully explained by narrow self-interest but makes sense when one accounts for gratitude, fairness, loyalty, and moral sentiment

 Smith and Wilson develop Adam Smith’s ideas in several crucial directions. First, they operationalize Smith’s moral psychology for experimental economics. They design games that test predictions derived from TMS, such as the role of gratitude and resentment in triggering reward and punishment. This provides empirical grounding for Smith’s often‑overlooked psychological insights.

 They develop a positive alternative to Max‑U. Instead of assuming that actions are driven solely by preferences for outcomes, Humanomics models action as rule‑governed and rooted in human relationships that involve what Smith called fellow‑feeling. This alternative framework not only explains anomalous experimental results but also offers predictive power about how people will behave in various social‑economic contexts.

 

In addition,  they re‑center economics on human flourishing. In their 2024 interview, Smith and Wilson connect Humanomics to the broader goal of human flourishing, which they describe as “discovery as a process that is adaptive and that anticipates new forms of knowing”. By restoring the moral‑social dimension to economic analysis, Humanomics seeks to inform policies and institutions that promote genuine human well‑being, not merely material efficiency.

 

A central insight of Humanomics is its emphasis on learning as a fundamental process. Unlike the static optimization models of neoclassical economics, Humanomics views human behavior as evolving through trial, error, reflection, and adaptation. Individuals do not come equipped with fully formed preference ordering; they learn who they are, what they value, and how their actions affect others. Experimental economics plays a crucial role here, providing empirical evidence about how people behave in controlled settings that approximate various institutional arrangements.

 

The result is a form of economics that is not just about equilibrium states but about processes of discovery. It recovers Smith’s method—humans are curious, puzzled by anomalies, and constantly refining their understanding. When models fail to predict observed behavior, Humanomics asks whether the underlying assumptions about human nature are the problem, not just whether the parameters are mis-estimated. 

 

Because Humanomics insists on incorporating social norms, sentiments, culture, and context, it naturally becomes interdisciplinary. It invites insights from psychology, anthropology, sociology, philosophy, and history into economic inquiry. This stands in contrast with an overly reductionist economics that isolates variables analytically while ignoring how human context shapes meaning and action. In real policy contexts—such as education, public health, public choice, or charity—Humanomic insights can lead to different conclusions than narrow cost-benefit analyses. Analysts must ask not merely whether a policy is efficient but whether it respects real human motivations, social norms, and institutional contexts. 

 Bart Wilson’s contributions to Humanomics focus on the moral ecology within which economic behavior takes place. Drawing on Smith, Wilson argues that human beings inhabit a world structured by rules — not only formal laws but informal norms of propriety, fairness, and respect. These rules are not arbitrary; they emerge from social interaction and are sustained by shared moral sentiments.

 Wilson’s concept of “moral ecology” refers to the environment of norms and expectations that make cooperative behavior possible. Just as biological organisms depend on ecological systems, human beings depend on moral systems that support trust and reciprocity. Markets, in this view, are not self‑sustaining mechanisms but institutions embedded in a moral ecology.

 Wilson also emphasizes the importance of language and grammar in shaping social rules. He argues that moral rules function like grammatical rules: they guide behavior without requiring explicit calculation. This analogy echoes Adam Smith’s observation that moral norms arise spontaneously from social interaction, much like language. Humanomics thus extends Smith’s insights into the contemporary study of rule‑governed behavior.

 

 Experimental Evidence and Field Applications

 

Humanomics has a strong empirical foundation in experimental economics. Laboratory games have repeatedly shown that people often act cooperatively and reciprocally in ways that standard Max-U models do not predict. In market experiments, trading behavior often approximates neoclassical predictions, but in social exchanges and repeated interactions, people reveal trust, fairness, and punishment behaviors inconsistent with narrow rational self-interest. Humanomics treats this not as noise to be explained away but as central phenomena that any reliable theory must account for.

 

Field applications extend this logic: for example, blood donation behavior and charitable giving often occur without direct material incentives but are driven by moral sentiments, social identity, and reciprocal expectations—patterns Humanomics explains in a unified framework rather than as anomalies. 

 

Vernon Smith’s experimental work especially provides empirical grounding for Humanomics. His experiments consistently show that individuals behave in ways that reflect moral sentiments rather than pure self‑interest. For example, in trust games, participants often send money to strangers even when there is no guarantee of return. In ultimatum games, individuals frequently reject unfair offers even at personal cost. These behaviors contradict the predictions of standard economic models but align closely with Adam Smith’s account of moral judgment.

 Vernon Smith interprets these findings through the lens of TMS, arguing that individuals care about fairness, propriety, and the approval of the impartial spectator. Humanomics thus bridges the gap between experimental results and classical moral philosophy. It shows that Adam Smith’s insights remain relevant for understanding real human behavior.

McCloskey’s Vision of Humanomics

 In Bettering Humanomics: A New, and Old, Approach to Economic Science (2021), Deirdre Nansen McCloskey offers a spirited critique of the dominant currents in contemporary economics and proposes an alternative vision she also calls Humanomics.  McCloskey, a distinguished economic historian trained across economics, history, rhetoric, and the humanities, argues that modern economics has become overly narrow in its methods and impoverished in its understanding of human agency. Her work is rooted in the conviction that economics should advance as a science of human betterment that integrates quantitative analysis with a deep appreciation of human motives, language, ethics, history, and culture. 

 McCloskey’s project is both a critique of modern economics and a revival of an older, richer tradition that traces back to Adam Smith. Her Humanomics emphasizes humans as purposeful agents embedded in moral worlds of meaning, speech, and persuasion rather than merely isolated utility maximizers reacting to incentives. This perspective challenges what she sees as the prevailing behaviorist and neo-institutionalist frameworks that dominate economics. 

 In addition to drawing on Adam Smith, McCloskey acknowledges debt to work by experimental economists Smith and Wilson. However, while their approaches overlap in their broad aim to re-humanize economics, they differ in focus and methodological commitments.

 At the core of McCloskey’s Humanomics is the claim that economics should be a discipline that genuinely takes human action seriously. For McCloskey, this means moving beyond the narrow positivism and behaviorism that treat human beings as reactive entities whose behavior is only meaningful insofar as it can be observed and statistically quantified. Rather, she calls for a science that recognizes humans as speaking, thinking, persuading, valuing, and moral beings. Human action, in this view, cannot be fully understood without acknowledging the roles of language, narratives, ethics, and culture. 

 Her critique is directed both at neo-institutional economics (which stresses the role of rules and institutions but tends to treat individuals as passive units responding to institutional constraints) and behavioral economics (which often focuses on systematic deviations from rational choice without adequately theorizing autonomy, meaning, and moral agency). McCloskey contends that these frameworks, in privileging observation over interpretation, fail to capture the why behind human actions and preferences. 

 A central move in McCloskey’s project is to reclaim the tradition of Adam Smith  as a thinker deeply attuned to moral sentiments, rhetoric, and the narrative dimensions of human life. McCloskey argues that classical political economy—and especially Smith’s work—treated human beings as ethical and rhetorical creatures. In her view, this older tradition offers a template for a more holistic economics that respects human complexity. 

 McCloskey also situates her Humanomics within a broader narrative: the Great Enrichment of the last few centuries, during which material living standards rose dramatically across much of the world. For her, understanding this transformation requires a focus on ideas, language, and values—the very realm that conventional models tend to marginalize. Material incentives alone are insufficient explanatory tools; instead, human rhetoric, ethics, and innovation are central drivers of economic progress. 

 McCloskey’s Humanomics calls for an interdisciplinary methodology. She argues that economics should retain the tools of mathematical modeling and empirical analysis, but also incorporate insights from history, philosophy, literature, and rhetoric.

 At a broad level, McCloskey and Smith and Wilson share a commitment to re-humanizing economics by restoring attention to moral, social, and rhetorical dimensions of human life. All three thinkers draw inspiration from Adam Smith’s holistic perspective and reject the narrow positivist view of human action. They agree that humans cannot be understood merely as reactors to incentives or as mathematical objects in maximization problems. 

 Both approaches emphasize interdisciplinarity and contextual richness rather than strict behaviorist reductionism. McCloskey’s Humanomics is particularly expansive in its inclusion of the humanities—language, history, rhetoric, and ethics—alongside economics. Smith and Wilson Humanomics, while acknowledging moral sentiments and context, tends to stay closer to an economic framework that can be operationalized in experimental and theoretical work. 

 

Rasmussen’s neo-Aristotelian Contributions

 

While Vernon Smith and Bart Wilson ground Humanomics primarily in a reinterpretation of Adam Smith and empirical findings, Douglas B. Rasmussen brings a philosophical depth that complements and extends the project.

 

In his recent work (2024), Rasmussen proposes replacing the abstraction of Homo economicus with the paired concepts of Homo agens (acting man), and Homo moralis (moral man). In this view, human beings are purposeful actors (Homo agens) who choose means to achieve ends, and they are also moral agents (Homo moralis) who evaluate not only the effectiveness of their actions but whether the ends themselves and the means to attain them are good for a human life. Unlike Homo economicus, which reduces behavior to utility calculations, this dual conception captures the ethical and purposive dimensions of human action. 

 

Rasmussen’s homo agens comes from Austrian economics and Ludwig von Mises’s “action  axiom” especially as interpreted by Murray Rothbard which holds that human action is purposeful behavior involving the use of scarce means to attain ends. Homo moralis adds the further question of whether the ends chosen and means employed are genuinely good for a particular human being (i.e., tying economic agency to the ethics of individual human flourishing).

 

Rasmussen maintained that neo-classical economists’ grounding of economics in universal self-interest and revealed preference is arbitrary and tautological (i.e., any consistent pattern of behavior can be interpreted as ‘utility maximization”), Rothbard’s homo agens avoids this by characterizing human beings as agents who pursue ends through chosen means, the content of which can be altruistic, egoistic, and so on. This supports a version of Humanomics that does not need homo economicus as a foundational assumption yet preserves economic theorems such as diminishing marginal utility as implications of purposeful action rather than hedonistic psychology.

 

Rasmussen’s framing resonates with Humanomics by emphasizing the agent’s reflective choice, not just behavioral regularities. It anchors Humanomics in a philosophical anthropology that recognizes human beings as rational, moral, and teleological—that is, oriented toward ends that are remembered, evaluated, and integrated within a larger conception of the good life. This aligns with classical and neo-Aristotelian notions of human flourishing, where economics cannot be fully separated from ethics and politics. 

 

Rasmussen’s broader philosophical work on human flourishing situates economics within a normative framework: economics is not just a positive science predicting behavior but a moral inquiry into conditions that enable humans to live well. Drawing on Aristotelian and natural law traditions, Rasmussen argues that flourishing involves exercise of reason, moral judgment, and substantive choice—aspects that narrow economic models often neglect. These philosophical foundations enrich Humanomics by giving it a normative anchor: preferences and choices are not just given but evaluated in terms of their contribution to a fulfilling human life. 

 

Rasmussen’s contribution to Humanomics is best understood through his broader neo-Aristotelian framework of individualistic perfectionism and his sustained work on human flourishing, moral agency, and political philosophy. Rasmussen does not approach Humanomics primarily as an economist, but as a philosopher concerned with the nature of human action, practical reason, and the ethical conditions necessary for individuals to flourish. His work provides Humanomics with a deeper normative and anthropological grounding that complements the empirical and Smithian recovery undertaken by Vernon Smith and Bart Wilson.

 

Rasmussen’s individualistic perfectionism holds that there is an objective standard of human flourishing grounded in human nature, but that flourishing must be achieved through the self-directed activity of individuals rather than imposed collective ends (Den Uyl and Rasmussen [2016]). This view aligns closely with Humanomics’ insistence that economic behavior cannot be reduced to mechanical optimization. Preferences are not merely given; they are formed, revised, and evaluated through practical reasoning over time. Economic choice, on this account, is inseparable from ethical self-authorship.

Under this view, policies or institutions that optimize efficiency but undermine agency, community, or moral sentiments may be judged inadequate. Humanomics, when infused with Rasmussen’s perspective, becomes not just a descriptive science of human behavior but a critically engaged social science that judges economic arrangements in terms of how they contribute to individual flourishing.

 

 Conclusion

 

Humanomics represents a significant intellectual shift toward a human-centered economics rooted in the full breadth of Adam Smith’s thought and enriched by contemporary philosophy. By privileging social relations, moral sentiments, and purposeful action, Humanomics provides a more holistic framework for understanding economic life. The contributions of scholars like Vernon Smith and Bart Wilson reorient economics toward a science of human beings, while philosophical thinkers like Douglas B. Rasmussen deepen its conceptual foundations by restoring moral agency and flourishing to the center of inquiry.

 

In an age where economic science faces criticism for its abstraction and detachment from lived experience, Humanomics offers a compelling alternative: one that holds onto the analytical rigor of economics while honoring the complexity of what it means to be human. In reviving Adam Smith’s unified vision of moral sentiments and economic life, Humanomics challenges the reductionism of modern economics and opens new pathways for interdisciplinary research. It invites economists, philosophers, and social scientists to reconsider the moral foundations of markets and the narrative structures that shape human action. In doing so, it honors Adam Smith’s legacy while extending his insights into the twenty‑first century.

 

Recommended reading

 

Bates, Winton. (2021) “Why Should Economists Practice Humanomics?” Freedom and Flourishing. October 4, 2021.

Den Uyl, Douglas J., and Douglas B. Rasmussen. (2016) The Perfectionist Turn: From Metanorms to Metaethics. Edinburgh University Press.

McCloskey, Deidre Nansen McCloskey. (2023) Bettering Humanomics; A New, and Old, Approach to Economic Science. University of Chicago Press

Rasmussen, Douglas B (2024), Homo Agens and Homo Moralis in Humanomics. The Independent Review.

Smith, Adam. (1759) 1982The Theory of Moral Sentiments.  Indianapolis: Liberty Fund.

Smith, Adam. (1776) 1981. An Inquiry into the Nature and Causes of the Wealth of Nations. Indianapolis: Liberty Fund.

Smith, Vernon L., and Bart J. Wilson. (2019) Humanomics: Moral Sentiments and the Wealth of Nations for the Twenty-First Century. Cambridge University Press, 2019.

Smith, Vernon L. and Bart J. Wilson. (2024) “Humanomics: An Interview with Vernon Smith and Bart Wilson.” 2024. Profectus Magazine. October 14, 2024.

 

Some other essays by Ed Younkins

Younkins, Edward W (2025) “What Contribution did David L. Norton Make to our Understanding of Ethical Individualism?” Freedom and Flourishing. January 18, 2025.

Younkins, Edward W. (2025) “How can dialectics help us to defend liberty?” Freedom and Flourishing. July 8, 2025.

Younkins, Edward W. (2025) “How can Austrian Economics be reconciled with the Neo-Aristotelian philosophy of Freedom and Flourishing?” Freedom and Flourishing. October 24, 2025.

Younkins, Edward W. (2025) “Can Polarized Moral Politics be Bridged by a Neo-Aristotelian Philosophy of Freedom and Flourishing?” Freedom and Flourishing. December 13, 2025.