Character traits necessary for right action and correct thinking. They include: intellectual sense of justice, intellectual perseverance, intellectual integrity, intellectual humility, intellectual empathy, intellectual courage, confidence in reason, and intellectual autonomy.
Aristotle analyzed virtues into moral and intellectual virtues (dianoetic virtues, the Greek aretai dianoetikai). In the Posterior Analytics and Nicomachean Ethics he identified five intellectual virtues - as the five ways the soul arrives at truth by affirmation or denial. He grouped them into three classes:
Theoretical:
Sophia -i.e. wisdom of the eternal and unchangeable, philosophical wisdom.
Euboulia. Deliberating well, deliberative excellence. Thinking properly about the right end.
Sunesis. Understanding, sagacity, consciousness of why something is as it is. - e.g the understanding you have of why a situation is as it is, prior to having phronesis - understanding of what to do about it -i.e what is the best action.
Gnomê. Judgement and consideration. Virtue which allows people to make equitable or fair decisions.
Deinotes. Cleverness. The ability to carry out actions so as to achieve a goal.
References
Aristotle Nicomachean Ethics Book VI.
Thomas Hobbes On Man, Being the First Part of Leviathan. Chapter VIII: Of the Virtues Commonly Called Intellectual, and Their Contrary Defects (http://www.bartleby.com/34/5/8.html)
R. M. Paul Critical thinking: What every person needs to survive in a rapidly changing world, (Rev. 2nd ed.). Santa Rosa, CA: Foundation for Critical Thinking, 1992.
Michael DePaul et Linda Zagzebski, Intellectual Virtue, Oxford, Oxford U. Press. 2003.
The epistemicvirtues, as identified by virtue epistemologists, reflect their contention that belief is an ethical process, and thus susceptible to the intellectual virtue or vice of ones thought life.
Virtue epistemology is a collection of recent approaches to epistemology that give epistemic or intellectual virtue concepts an important and fundamental role.
Virtue reliabilists are concerned with traits that are a critical means to intellectual well-being or “flourishing” and virtue responsibilists with traits that are both a means to and are partly constitutive of intellectual flourishing.