67 ideas
| 20186 | Unlike knowledge, wisdom cannot be misused [Zagzebski] |
| Full Idea: A distinctive mark of wisdom is that it cannot be misused, whereas knowledge surely can be misused. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], I 1.2) | |
| A reaction: She will argue, with Aristotle, that this is because wisdom (and maybe 'true' knowledge) must include 'phronesis' (practical wisdom), which is the key to all the virtues, intellectual and moral. This idea is striking, and obviously correct. |
| 19694 | Wisdom is the property of a person, not of their cognitive state [Zagzebski, by Whitcomb] |
| Full Idea: Zagzebski takes wisdom as literally properties of persons, not persons' cognitive states. | |
| From: report of Linda Trinkaus Zagzebski (Virtues of the Mind [1996], p.59-60) by Dennis Whitcomb - Wisdom 'Twofold' | |
| A reaction: Not sure about this. Zagzebski uses this idea to endorse epistemic virtue. But knowledge and ignorance are properties of persons too. There can be, though, a precise mental state involved in knowledge, but not in wisdom. |
| 20221 | Precision is only one of the virtues of a good definition [Zagzebski] |
| Full Idea: Precision is but one virtue of a definition, one that must be balanced against simplicity, elegance, conciseness, theoretical illumination, and practical usefulness. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 2.1) | |
| A reaction: Illumination looks like the dream virtue for a good definition. Otherwise it is just ticked as accurate and stowed away. 'True justified belief' is a very illuminating definition of knowledge - if it is right. But it's not very precise. |
| 20220 | Objection by counterexample is weak, because it only reveals inaccuracies in one theory [Zagzebski] |
| Full Idea: Objection by counterexample is the weakest sort of attack a theory can undergo. Even when the objection succeeds, it shows only that a theory fails to achieve complete accuracy. It does not distinguish among the various rival theories. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 2.1) | |
| A reaction: Typically counterexamples are used to refute universal generalisations (i.e. by 'falsification'), but canny theorists avoid those, or slip in a qualifying clause. Counterexamples are good for exploring a theory's coverage. |
| 15682 | Even fairly simple animals make judgements based on categories [Gelman] |
| Full Idea: All organisms form categories: even mealworms have category-based preferences, and higher-order animals such as pigeons or octopi can display quite sophisticated categorical judgements. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: [She cites some 1980 research to support this] This comes as no surprise, as I take categorisation as almost definitive of what a mind is. My surmise is that some sort of 'labelling' system is at the heart of it (like Googlemail labels!). |
| 15691 | Children accept real stable categories, with nonobvious potential that gives causal explanations [Gelman] |
| Full Idea: By five children assume that a variety of categories have rich inductive potential, are stable over outward transformations, include crucial nonobvious properties, have innate potential, privilege causal features, can be explained causally, and are real. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Intro') | |
| A reaction: This is Gelman's helpful summary of the findings of research on childhood essentialising, and says the case for this phenomenon is 'compelling'. |
| 15700 | In India, upper-castes essentialize caste more than lower-castes do [Gelman] |
| Full Idea: The notion of caste in India is more essentialized among upper-caste than lower-caste individuals. | |
| From: Susan A. Gelman (The Essential Child [2003], 08 'Intro') | |
| A reaction: In a book defending fairly innate essentialism in the human race, Gelman offers this point as a warning that large cultural ingredients can be involved. Racism is the classic difficulty with essentialism. |
| 15685 | Essentialism is either natural to us, or an accident of our culture, or a necessary result of language [Gelman] |
| Full Idea: The two views contrasting with essentialism naturally emerging in childhood are the claim that essentialism is a historical accident emerging from Western philosophy, and that essentialism is an inherent consequence of naming things. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Background') | |
| A reaction: Helpful. I take Idea 15682 to rule out the idea that it is just a feature of western culture. I can't conceive of early man surviving without essentialism. I don't think it rules out the naming view. Animals may do what emerges in us as full 'naming'. |
| 15684 | Children's concepts include nonobvious features, like internal parts, functions and causes [Gelman] |
| Full Idea: Children incorporate a variety of nonobvious features into their concepts, including internal parts, functions, causes, and ontological distinctions. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: This remark sums up the general thesis of her book, which she supports with a wealth of first-hand evidence. It supports my view, that the desire and need for explanation is at the root of essentialist concepts. It's hard wired in us. |
| 15681 | Essentialism: real or representational? sortal, causal or ideal? real particulars, or placeholders? [Gelman] |
| Full Idea: We map types of essentialism by asking is it in the world or in our representations, is it sortal or causal or ideal, and is it specific particulars or placeholders for the unknown? | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: I am struck by the way that this practising experimental psychologist gets to ask questions and make distinctions much more extensively than most armchair philosophers on the subject. She focuses on the representational, causal, placeholder view. |
| 15678 | Essentialism says categories have a true hidden nature which gives an object its identity [Gelman] |
| Full Idea: Essentialism is the view that categories have an underlying reality or true nature that one cannot observe directly but that gives an object its identity. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Intro') | |
| A reaction: I think the introduction of categories here is a misunderstanding. Does an uncategorisable thing therefore have no identity (even though it has properties)? If categories give objects their identity, what gives categories their identity? |
| 15683 | Sortals are needed for determining essence - the thing must be categorised first [Gelman] |
| Full Idea: I suggest that sortals are likewise required for determining essence. One cannot answer the question 'What is the essence of this?' without supplying the sortal - of this 'what'. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: I remain baffled by this view. I take the category to be an inductive generalisation from other similar individuals. It can't get off the ground if you don't start with the individuals. Sortals are just a shorthand. |
| 15697 | Kind (unlike individual) essentialism assumes preexisting natural categories [Gelman] |
| Full Idea: With kind essentialism the person assumes that the world is divided up into preexisting natural categories. Individual essentialism seems not to require any such commitment to kind realism. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Essentialism') | |
| A reaction: This pinpoints my difficulty: how do we decide whether some category or attributed essence is part of a preexisting natural kind? Some natural kinds are self-evident, like water (roughly), but others need subtle teasing out. How is the teasing done? |
| 15687 | Kinship is essence that comes in degrees, and age groups are essences that change over time [Gelman] |
| Full Idea: Kinship is essentialized, but admits of degrees, ...and people can be essentialist even about categories they do not view as fixed over time, such as age groupings. | |
| From: Susan A. Gelman (The Essential Child [2003], 03 'Summary') | |
| A reaction: Given my notion of essence are necessarily explanatory, I embrace both of these points. Being very athletic comes in degrees, and changes over times. |
| 15679 | Essentialism comes from the cognitive need to categorise [Gelman] |
| Full Idea: Essentialism has its source in the cognitive requirement of categorization in certain domains - particularly as they affect the young learner. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Essentialist') | |
| A reaction: I think the phenomenon is better understood as part of the cognitive requirement to understand and explain. Categorisation is just one way to aid explanation. Children try to understand (essentially) a new animal without categorisation. |
| 15698 | We found no evidence that mothers teach essentialism to their children [Gelman] |
| Full Idea: We found no evidence that mothers teach essentialism to their children. ...Mothers teach children about kinds, not about essences, and mothers help children identify which categories are richly structured. | |
| From: Susan A. Gelman (The Essential Child [2003], 07 'Conclusions') | |
| A reaction: This is a psychologist who specialises in this topic. If you think essentialism is inculcated by a our culture, you will have to blame the fathers. |
| 15709 | Essentialism is useful for predictions, but it is not the actual structure of reality [Gelman] |
| Full Idea: Essentialism is a reasoning heuristic that allows us to make fairly good predictions much of the time, but it should not be confused with the structure of reality. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Discussion') | |
| A reaction: She particularly cites biology as the area where it might be inaccurate. I'm beginning to think that the operations of induction are the place to look for an good understanding of essentialism. |
| 15696 | Peope favor historical paths over outward properties when determining what something is [Gelman] |
| Full Idea: People favor historical paths over outward properties when determining what something is. ...An object looking like a knife is less likely to be called 'a knife' if it is described as having been created by accident. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Essentialism') | |
| A reaction: I like this because it talks, suggestively, of 'historical paths' rather than of 'origin'. Thus we might judge a person's identity by their traumatic experience rather than by their birth. This doesn't challenge necessity of origin, but affects labels. |
| 20188 | Modern epistemology is too atomistic, and neglects understanding [Zagzebski] |
| Full Idea: There are complaints that contemporary epistemology is too atomistic, and that the value of understanding has been neglected. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], I 2) | |
| A reaction: This is because of the excessive influence of logic in contemporary analytic philosophy, which has to reduce knowledge to K(Fa), rather than placing it in a human context. |
| 20223 | Epistemology is excessively atomic, by focusing on justification instead of understanding [Zagzebski] |
| Full Idea: The present obsession with justification and the neglect of understanding has resulted in a feature of epistemology already criticised by several epistemologists: its atomism. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 2.2) | |
| A reaction: All analytic philosophy has become excessively atomic, because it relies too heavily on logic for its grounding and rigour. There are other sorts of rigour, such as AI, peer review, programming. Or rigour is an idle dream. |
| 15707 | There is intentional, mechanical, teleological, essentialist, vitalist and deontological understanding [Gelman] |
| Full Idea: The modes of understanding (or modes of construal) which have been proposed are intentional, mechanical, teleological, essentialist, vitalist (perhaps), and deontological. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Broadening') | |
| A reaction: She cites psychological research to support this, and calls it 'a relatively small number' of modes. Compare Aristotle's four modes of cause/explanation. |
| 20217 | Truth is valuable, but someone knowing the truth is more valuable [Zagzebski] |
| Full Idea: Of course we value the truth, but the value we place on knowledge is more than the value of the truth we thereby acquire. …It also involves a valuabe relation between the knower and the truth. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 1) | |
| A reaction: Hard to assess this. I take truth to be a successful relationship between a mind and a fact. Knowledge needs something extra, to avoid lucky true beliefs. Does a truth acquire greater and greater value as more people come to know it? Doubtful. |
| 20191 | Some beliefs are fairly voluntary, and others are not at all so [Zagzebski] |
| Full Idea: My position is that beliefs, like acts, arrange themselves on a continuum of degrees of voluntariness, ranging from quite a bit to none at all. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], I 4.2) | |
| A reaction: I'm sure we have no idea how we came to hold many of our beliefs, and if we see a cat, nothing seems to intervene between the seeing and the believing. But if you adopt a religion, believing its full creed is a big subsequent effort. |
| 20222 | Knowledge either aims at a quantity of truths, or a quality of understanding of truths [Zagzebski] |
| Full Idea: Getting knowledge can be a matter either of reaching more truths or of gaining understanding of truths already believed. So it may be a way of increasing either the quality of true belief (cognitive contact with reality) or the quantity. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 2.1) | |
| A reaction: I'm not sure how one would increase understanding of currently believed truths if it didn't involve adding some new truths to the collection. There is only the discovery of connections or structures, but those are new facts. |
| 15703 | Memories often conform to a theory, rather than being neutral [Gelman] |
| Full Idea: Memory is notorious for conforming to theory (rather than memory being a neutral source of information). | |
| From: Susan A. Gelman (The Essential Child [2003], 09 'Theory') | |
| A reaction: This observation by a psychologist is music to sceptics about objectivity. Memory is so fundamental to our basic epistemology that it could even be the nature of thought itself. |
| 20225 | For internalists Gettier situations are where internally it is fine, but there is an external mishap [Zagzebski] |
| Full Idea: In internalist theories the grounds for justification are accessible to the believer, and Gettier problems arise when there is nothing wrong with the internally accessible aspects of the situation, but there is a mishap inaccessible to the believer. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 3.1) | |
| A reaction: I'm sure we could construct an internal mishap which the believer was unaware of, such as two confusions of the meanings of words cancelling one another out. |
| 20226 | Gettier problems are always possible if justification and truth are not closely linked [Zagzebski] |
| Full Idea: As long as the concept of knowledge closely connects the justification component and the truth component but permits some degree of independence between them, justified true belief will never be sufficient for knowledge. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 3.1) | |
| A reaction: Out of context this sounds like an advertisement for externalism. Or maybe it just says we have to live with Gettier threats. Zagzebski has other strategies. |
| 20228 | We avoid the Gettier problem if the support for the belief entails its truth [Zagzebski] |
| Full Idea: The way to avoid the Gettier problem is to define knowledge in such a way that truth is entailed by the other component(s) of the definition. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 3.1) | |
| A reaction: Thus she defines virtuous justification as being successful, as virtues tend to be. This smacks of cheating. Surely we can be defeated in a virtuous way? If the truth is entailed then of course Gettier can be sent packing. |
| 20227 | Gettier cases arise when good luck cancels out bad luck [Zagzebski] |
| Full Idea: The procedure for generating Gettier cases involves 'double luck': an instance of good luck cancels out an instance of bad luck. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 3.2) | |
| A reaction: You can end up with the right answer in arithmetic if you make two mistakes rather than one. I'm picturing a life of one blundering error after another, which to an outsider seems to be going serenely well. |
| 20194 | Intellectual virtues are forms of moral virtue [Zagzebski] |
| Full Idea: I argue that intellectual virtues are forms of moral virtue. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II Intro) | |
| A reaction: This contrasts with Sosa, who seems to think intellectual virtues are just the most efficient ways of reaching the truth. I like Zabzebski's approach a lot, though we are in a very small minority. I love her book. We have epistemic and moral duties. |
| 20210 | A reliable process is no use without the virtues to make use of them [Zagzebski] |
| Full Idea: It is not enough that a process is reliable; a person will not reliably use such a process without certain virtues. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 4.1.2) | |
| A reaction: This is a point against Sosa's reliabilist account of virtues. Of course, all theories of epistemic justification (or of morality) will fail if people can't be bothered to implement them. |
| 20206 | Intellectual and moral prejudice are the same vice (and there are other examples) [Zagzebski] |
| Full Idea: Maybe the intellectual and the moral forms of prejudice are the same vice, and this may also be true of other traits with shared names, such as humility, autonomy, integrity, perseverance, courage and trustworthiness. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 3.1) | |
| A reaction: I find this claim very persuasive. The virtue of 'integrity' rather obviously embraces groups of both intellectually and morally desirable traits. |
| 20208 | We can name at least thirteen intellectual vices [Zagzebski] |
| Full Idea: Some examples of intellectual vices: pride, negligence, idleness, cowardice, conformity, carelessness, rigidity, prejudice, wishful thinking, closed-mindedness, insensitivity to detail, obtuseness (in seeing relevance), and lack of thoroughness. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 3.1) | |
| A reaction: There are thousands of vices for which we don't have names, like thinking about football when you should be doing metaphysics. The other way round is also a vice too, because football needs concentration. Discontent with your chair is bad too. |
| 20215 | A justified belief emulates the understanding and beliefs of an intellectually virtuous person [Zagzebski] |
| Full Idea: A justified belief is what a person who is motivated by intellectual virtue, and who has the understanding of his cognitive situation a virtuous person would have, might believe in like circumstances. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 6.1) | |
| A reaction: This is a whole-hearted definition of justification in terms of a theory of intellectual virtues. Presumably this would allow robots to have justified beliefs, if they managed to behave the way intellectually virtuous persons would behave. |
| 20187 | Epistemic perfection for reliabilism is a truth-producing machine [Zagzebski] |
| Full Idea: Just as a utility-calculating machine would be the ideal moral agent according to utilitarianism, a truth-producing machine would be the ideal epistemic agent according to reliabilism, | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], I 1.2) | |
| A reaction: Love this one! For consequentialists a successful robot is morally superior to an average human being. The reliabilist dream is just something that churns out truths. But what is the role of these truths in subsequent life? |
| 3061 | Anaxarchus said that he was not even sure that he knew nothing [Anaxarchus, by Diog. Laertius] |
| Full Idea: Anaxarchus said that he was not even sure that he knew nothing. | |
| From: report of Anaxarchus (fragments/reports [c.340 BCE]) by Diogenes Laertius - Lives of Eminent Philosophers 09.10.1 |
| 15708 | Inductive success is rewarded with more induction [Gelman] |
| Full Idea: Inductive success is rewarded with more induction. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Broadening') | |
| A reaction: I love this one. Neat, accurate, and central to how we understand the world. I take inductive success to be stored as labels, concepts, categories, words and general truths, which are then our resource for further attempts. |
| 15694 | Children overestimate the power of a single example [Gelman] |
| Full Idea: We suggest that children overestimate the power of a single example. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'The role') | |
| A reaction: This conclusion arises from extensive psychological research. 'My grandma smoked, and she lived to be 97' - adults do this too. Wittgenstein says assuming other minds because of your own is induction from one example! |
| 15695 | Children make errors in induction by focusing too much on categories [Gelman] |
| Full Idea: Because of their narrow focus, children's sensitivity to categories as the basis of induction is a reasoning bias that, though useful much of the time, results in systematic errors. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'The role') | |
| A reaction: This is the bad sense of 'essentialism' which worries its opponents. Presumably, though, my favoured scientific essentialism will be 'scientific', and avoid this problem. The relation between categories and induction needs to be clear. |
| 15692 | People tend to be satisfied with shallow explanations [Gelman] |
| Full Idea: People tend to be satisfied with rather shallow explanations. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Is essentialism') | |
| A reaction: She cites some psychological research to support this. Pretty obvious really. I take the so-called 'scientific method' to be nothing more than ceasing to be satisfied with such shallowness. |
| 20218 | The self is known as much by its knowledge as by its action [Zagzebski] |
| Full Idea: It seems to me that the concept of the self is constituted as much by what we know as by what we do. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], III 1) | |
| A reaction: People take pride in what they know, which indicates that it is of central importance to a person's nature. Hard to evaluate ideas such as this. |
| 20205 | The feeling accompanying curiosity is neither pleasant nor painful [Zagzebski] |
| Full Idea: Most feelings are experienced as pleasant or painful, but it is not evident that they all are; curiosity may be one that is not. [note: 'curiosity' may not be the name of a feeling, but a feeling typically accompanies it] | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 3.1) | |
| A reaction: If a machine generates a sliding scale from pain to pleasure, is there a neutral feeling at the midpoint, or does all feeling briefly vanish there? Not sure. |
| 15680 | Folk essentialism rests on belief in natural kinds, in hidden properties, and on words indicating structures [Gelman] |
| Full Idea: The three components of essentialism as a folk belief are the idea that certain categories are natural kinds, the idea that some unobservable property causes the way things are, and the idea that words reflect real structures. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') |
| 15686 | Labels may indicate categories which embody an essence [Gelman] |
| Full Idea: Labels may signal categories that are believed to embody an essence. | |
| From: Susan A. Gelman (The Essential Child [2003], 02 'Privileged') | |
| A reaction: This is quoted by her, as a summary of a substantial body of research which she endorses. I cite it because it pinpoints my own view. I take 'labels' to be basic to minds, as organisers of thought, and this ties essences to labels. Satisfying picture. |
| 15690 | Causal properties are seen as more central to category concepts [Gelman] |
| Full Idea: Properties that enter into causally meaningful links are better remembered and are treated as more central to the category than properties that are not causally meaningful. | |
| From: Susan A. Gelman (The Essential Child [2003], 05 'Causation2') | |
| A reaction: This is a summary of considerable psychological research. This account not only sounds plausible, but would fit better withy why we form concepts and categories in the first place. We are trying to relate to the causations of nature. |
| 15688 | Categories are characterized by distance from a prototype [Gelman] |
| Full Idea: On prototype views, categories are characterized by distance from a prototype. | |
| From: Susan A. Gelman (The Essential Child [2003], 05 'Causation') | |
| A reaction: Gelman observes that this view makes no reference to any causal features of things. This cuts them off from using underlying essences in the process of categorisation and concept-formation. How do you spot a prototype, with no category? |
| 15689 | Theory-based concepts use rich models to show which similarities really matter [Gelman] |
| Full Idea: Theory-based approaches to categories are a response to the limitations of mere similarities holding the category together, and require knowledge-rich explanatory models to say which features are more central to a concept. | |
| From: Susan A. Gelman (The Essential Child [2003], 05 'Causation1') | |
| A reaction: I see a promising account in linking theory theory to essentialism. For a physical object (or even for a process) infer a structure, and then identify what is most important in that structure. That gives you your stable, agreed concept. |
| 15699 | Prelinguistic infants acquire and use many categories [Gelman] |
| Full Idea: Language does not appear to be necessary for forming categories, since prelinguistic infants acquire many categories, and even use categories to form inferences about unknown properties. | |
| From: Susan A. Gelman (The Essential Child [2003], 08 'Intro') | |
| A reaction: She cites lots of research in support of this claim. The idea may come as a surprise to some people, but not to me. I take it that categorisation is what a brain is for, including animal brains. |
| 20202 | Motives involve desires, but also how the desires connect to our aims [Zagzebski] |
| Full Idea: A motive does have an aspect of desire, but it includes something about why a state of affairs is desired, and that includes something about the way my emotions are tied to my aim. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 2.6) | |
| A reaction: It is standard usage that a 'motive' involves some movement towards achieving the desire, and not merely having the desire. I'd quite like to stand on top of Everest, but have absolutely no motivation to try to achieve it. |
| 20216 | Modern moral theory concerns settling conflicts, rather than human fulfilment [Zagzebski] |
| Full Idea: Modern ethics generally considers morality much less a system for fulfilling human nature than a set of principles for dealing with individuals in conflict. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 7) | |
| A reaction: Historically I associate this move with Hugo Grotius around 1620. He was a great legalist, and eudaimonist virtue ethics gradually turned into jurisprudence. The Enlightenment sought rules for resolving dilemmas. Liberalism makes fulfilment private. |
| 20193 | Moral luck means our praise and blame may exceed our control or awareness [Zagzebski] |
| Full Idea: Because of moral luck, the realm of the morally praiseworthy / blameworthy is not indisputably within one's voluntary control or accessible to one's consciousness. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], I 4.2) | |
| A reaction: [She particularly cites Thomas Nagel for this] It is a fact that we will be blamed (more strongly) when we have moral bad luck, but the question is whether we should be. It seems harsh, but you can't punish someone as if they had had bad luck. |
| 20199 | Nowadays we doubt the Greek view that the flourishing of individuals and communities are linked [Zagzebski] |
| Full Idea: Modern moral philosophers have been considerably more skeptical than were the ancient Greeks about the close association between the flourishing of the individual and that of the community. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 2.2) | |
| A reaction: I presume this is not just a change in fashion, but a reflection of how different the two societies are. In a close community with almost no privacy, flourishing individuals are good citizens. In the isolations of modern liberalism they may be irrelevant. |
| 20196 | Virtue theory is hopeless if there is no core of agreed universal virtues [Zagzebski] |
| Full Idea: An analysis of virtue is hopeless unless we can assume that most of a selected list of traits count as virtues, in a way not strictly culture. ...These would include wisdom, courage, benevolence, justice, honesty, loyalty, integrity, and generosity. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 2.1) | |
| A reaction: This requirement needs there to be a single core to human nature, right across the species. If we are infinitely flexible (as existentialists imply) then the virtues will have matching flexibility, and so will be parochial and excessively relative. |
| 20200 | A virtue must always have a corresponding vice [Zagzebski] |
| Full Idea: It is important for the nature of virtue that it have a corresponding vice (or two, in the doctrine of the mean). Claustrophobia is not a vice not only because it is involuntary, but also because there is no corresponding virtue. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 2.3) | |
| A reaction: Presumably attaining a virtue is an achievement, so we would expect a label for failure in the same field of endeavour. The failure is not purely negative, because bad things ensue if the virtue is not present. |
| 20201 | Eight marks distingush skills from virtues [Zagzebski, by PG] |
| Full Idea: The difference between skills and virtues is that virtues must be enacted, are always desirable, can't be forgotten, and can be simulated, whereas skills are very specific, involve a technique, lack contraries, and lack intrinsic value. | |
| From: report of Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 2.4) by PG - Db (ideas) | |
| A reaction: [my summary of her II 2.4 discussion of the differences] She observes that Aristotle made insufficient effort to distinguish the two. It may be obscure to say that virtues go 'deeper' than skills, but we all know what is meant. 'Skills serve virtues'. |
| 20203 | Virtues are deep acquired excellences of persons, which successfully attain desire ends [Zagzebski] |
| Full Idea: A virtue can be defined as 'a deep and enduring acquired excellence of a person, involving a characteristic motivation to produce a certain desired end and reliable success in bringing about that end'. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 2.7) | |
| A reaction: She puts this in bold, and it is the culminating definition of a long discussion. It rather obviously fails to say anything about the nature of the end that is desired. Learning the telephone book off by heart seems to fit the definition. |
| 20207 | Every moral virtue requires a degree of intelligence [Zagzebski] |
| Full Idea: Being reasonably intelligent within a certain area of life is part of having almost any moral virtue. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 3.1) | |
| A reaction: The fact that this bars persons of very limited intelligence from acquiring the Aristotelian virtues is one of the attractions of the Christian enjoinder to merely achieve 'love'. Anyone can have a warm heart. So is virtue elitist? |
| 20214 | Virtue theory can have lots of rules, as long as they are grounded in virtues and in facts [Zagzebski] |
| Full Idea: A pure virtue theory can have as many rules as you like as long as they are understood as grounded in the virtuous motivations and understanding of the nonmoral facts that virtuous agents possess. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 6.1) | |
| A reaction: It is important, I think, to see that a virtue theorist does not have to be a particularist. |
| 20213 | We need phronesis to coordinate our virtues [Zagzebski] |
| Full Idea: We need phronesis (practical wisdom) to coordinate the various virtues into a single line of action or line of thought leading up to an act or to a belief. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 5.2) | |
| A reaction: If I have a conflicting virtue and vice in a single situation, something must make sure that the virtue dominates. That sounds more like Kant's 'good will' than like phronesis. |
| 20209 | For the virtue of honesty you must be careful with the truth, and not just speak truly [Zagzebski] |
| Full Idea: It is not sufficient for honesty that a person tells whatever she happens to believe is the truth. An honest person is careful with the truth. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 3.2) | |
| A reaction: Not sure about that. It matches what Aristotle says about courage, which also needs practical reason [phronesis]. But being sensitive and careful with truth seems to need other virtues. If total honesty is not a virtue, then is honesty a virtue at all? |
| 20197 | The courage of an evil person is still a quality worth having [Zagzebski] |
| Full Idea: In the case of a courageous Nazi soldier, my position is that a virtue is worth having even in those cases in which it makes a person worse overall. | |
| From: Linda Trinkaus Zagzebski (Virtues of the Mind [1996], II 2.2) | |
| A reaction: A brave claim, which seems right. If a nasty Nazi reforms, they will at least have one good quality which can be put to constructive use. |
| 15693 | One sample of gold is enough, but one tree doesn't give the height of trees [Gelman] |
| Full Idea: We can confidently determine the chemical composition of gold from just a single sample, but we cannot determine the height of trees from just a single tree. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'The role') | |
| A reaction: The tricky word here is 'confidently'. If you meet one Latvian who is nice, do you assume they are all nice? At what point do you decide gold etc. really are natural kinds, where one sample tells all? Evolution of species... |
| 15701 | Nouns seem to invoke stable kinds more than predicates do [Gelman] |
| Full Idea: Children judged personal characteristics as more stable when they were referred to by a noun ('She is a carrot eater') than by a verbal predicate ('She eats carrots whenever she can') | |
| From: Susan A. Gelman (The Essential Child [2003], 08 'Naming') | |
| A reaction: This fits with my feeling that 'labels' are the basis of how the mind works. The noun invokes a genuine category of thing, where a predicate attaches to some preselected category ('she'). Gelman says names encourage inductions. |
| 15705 | Essentialism encourages us to think about the world scientifically [Gelman] |
| Full Idea: Essentialism encourages a 'scientific' mindset in thinking about the natural world, a belief that intensive study of a natural domain will yield ever more underlying properties. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Intro') | |
| A reaction: Maybe scientists must be committed to essences, the way mathematicians must be committed to numbers? This idea spendidly opposes the doubts expressed by Popper. |
| 15702 | Essentialism doesn't mean we know the essences [Gelman] |
| Full Idea: Essentialism does not entail that people know what the essence is. | |
| From: Susan A. Gelman (The Essential Child [2003], 09 'Theory') | |
| A reaction: This is a fundamental and (I would say) fairly obvious point, but it needs to be made to the more passionate opponents of essentialism. |
| 15704 | Essentialism starts from richly structured categories, leading to a search for underlying properties [Gelman] |
| Full Idea: If my speculations are correct, then essentialism starts out strictly as a belief that many categories are richly structured kinds, then additionally becomes a search for underlying inherent properties. | |
| From: Susan A. Gelman (The Essential Child [2003], 10 'Figuring') | |
| A reaction: This is her summary of extensive essentialist research among children. She favours the priority of kinds and categories. We actually change taxonomies on the basis of revisions in our accounts of essence. Science negotiates. |
| 15706 | A major objection to real essences is the essentialising of social categories like race, caste and occupation [Gelman] |
| Full Idea: One major argument against the view that essences are real is the rampant essentializing of categories that are socially constructed (such as race, caste and occupation). | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Is essentialism') | |
| A reaction: You can't argue with that. It raises the question of whether the approach of scientific essentialism has any value in the social, rather than physical, sciences. We jokingly essentialise groups of people such as referees or Oxonians. |