ABSTRACT
If chapter 2 broadened the disciplinary perspective by comparing humanities scholars to natural scientists, chapter 3 highlights two other ways in which the analysis offered in chapter 1 can be expanded. First, instead of limiting itself to ideals of virtue, the chapter inquires how virtues actually mattered in the research and teaching practices of humanities scholars (including ancient philologists, linguists, Egyptologists, and musicologists) at the Kaiser-Wilhelms-Universität in Strasbourg. How did high-minded ideals of virtue relate to the mundane work of deciphering manuscripts or teaching classes? Second, while the chapter offers plenty of evidence for the importance of virtue and vice as privileged categories for discussing scholarly duties or responsibilities, it also points to the limitations of this discourse: not everything that mattered could be expressed in terms of virtues and vices.
