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13913
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The four 'perfect syllogisms' are called Barbara, Celarent, Darii and Ferio [Engelbretsen/Sayward]
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Full Idea:
There are four 'perfect syllogisms': Barbara (every M is P, every S is M, so every S is P); Celarent (no M is P, every S is M, so no S is P); Darii (every M is P, some S is M, so some S is P); Ferio (no M is P, some S is M, so some S is not P).
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From:
Engelbretsen,G/Sayward,C (Philosophical Logic: Intro to Advanced Topics [2011], 8)
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A reaction:
The four names are mnemonics from medieval universities.
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13916
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Term logic uses expression letters and brackets, and '-' for negative terms, and '+' for compound terms [Engelbretsen/Sayward]
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Full Idea:
Term logic begins with expressions and two 'term functors'. Any simple letter is a 'term', any term prefixed by a minus ('-') is a 'negative term', and any pair of terms flanking a plus ('+') is a 'compound term'. Parenthese are used for grouping.
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From:
Engelbretsen,G/Sayward,C (Philosophical Logic: Intro to Advanced Topics [2011], 8)
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A reaction:
[see Engelbretsen and Sayward for the full formal system]
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13849
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Classical logic rests on truth and models, where constructivist logic rests on defence and refutation [Engelbretsen/Sayward]
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Full Idea:
Classical logic rests on the concepts of truth and falsity (and usually makes use of a semantic theory based on models), whereas constructivist logic accounts for inference in terms of defense and refutation.
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From:
Engelbretsen,G/Sayward,C (Philosophical Logic: Intro to Advanced Topics [2011], Intro)
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A reaction:
My instincts go with the classical view, which is that inferences do not depend on the human capacity to defend them, but sit there awaiting revelation. My view isn't platonist, because I take the inferences to be rooted in the physical world.
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7352
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Jesus said learning was unnecessary, and only the spirit of the Law was needed [Jesus, by Johnson,P]
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Full Idea:
Jesus was a learned Jew who said that learning was not necessary, who took the spirit and not the letter as the essence of the Law.
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From:
report of Jesus (reports [c.32]) by Paul Johnson - The History of the Jews Pt II
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A reaction:
This seems to me the perfect opposite of Socrates's intellectualism, offering the essence of morality as 'purity of heart', rather than careful thought about virtue or principles. On the whole I am with Socrates, but the idea is interesting.
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20327
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Modern attention has moved from the intrinsic properties of art to its relational properties [Lamarque/Olson]
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Full Idea:
In modern discussions, rather than look for intrinsic properties of objects, including aesthetic or formal properties, attention has turned to extrinsic or relational properties, notably of a social, historical, or 'institutional' nature.
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From:
Lamargue,P/Olson,SH (Introductions to 'Aesthetics and the Phil of Art' [2004], Pt 1)
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A reaction:
Lots of modern branches of philosophy have made this move, which seems to me like a defeat. We want to know why things have the relations they do. Just mapping the relations is superficial Humeanism.
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20326
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Early 20th cent attempts at defining art focused on significant form, intuition, expression, unity [Lamarque/Olson]
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Full Idea:
In the early twentieth century there were numerous attempts at defining the essence art. Significant form, intuition, the expression of emotion, organic unity, and other notions, were offered to this end.
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From:
Lamargue,P/Olson,SH (Introductions to 'Aesthetics and the Phil of Art' [2004], Pt 1)
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A reaction:
As far as I can see the whole of aesthetics was demolished in one blow by Marcel Duchamp's urinal. Artists announce: we will tell you what art is; you should just sit and listen. Compare the invention of an anarchic sport.
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20330
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The dualistic view says works of art are either abstract objects (types), or physical objects [Lamarque/Olson]
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Full Idea:
The dualistic view of the arts holds that works of art come in two fundamentally different kinds: those that are abstract entities, i.e. types, and those that are physical objects (tokens).
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From:
Lamargue,P/Olson,SH (Introductions to 'Aesthetics and the Phil of Art' [2004], Pt 2)
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A reaction:
Paintings are the main reason for retaining physical objects. Strawson 1974 argues that paintings are only physical because we cannot yet perfectly reproduce them. I agree. Works of art are types, not tokens.
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6290
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Except ye become as little children, ye shall not enter heaven [Jesus]
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Full Idea:
Except ye be converted, and become as little children, ye shall not enter into the kingdom of heaven.
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From:
Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 18.03
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A reaction:
The appeal of such purity of heart is undeniable, but essentially I dislike this remark. It is the opponent of education, reason, autonomy, responsibility, democracy and maturity. It confirms the view that religion is the opium of the people.
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6288
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Don't resist evil, but turn the other cheek [Jesus]
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Full Idea:
Ye have heard it said, An eye for an eye, and a tooth for a tooth; But I say unto you, That ye resist not evil, but whosoever shall smite thee on thy right cheek, turn to him the other also.
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From:
Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 05.38-9
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A reaction:
Compare Socrates, Idea 346. The viciousness of many Hollywood movies is that they set up a character as thoroughly evil so that we can have the pleasure of watching him pulverised. On the whole, Jesus gives bad advice. 'Doormats' in game theory.
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7351
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Jesus turned the ideas of Hillel into a theology reduced to its moral elements [Jesus, by Johnson,P]
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Full Idea:
Jesus was a member of the school of Hillel the Elder, and may have sat under him. He repeated some of the sayings of Hillel, ...and turned his ideas into a moral theology, stripping the law of all but its moral and ethical elements.
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From:
report of Jesus (reports [c.32]) by Paul Johnson - The History of the Jews Pt II
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A reaction:
The crucial move, it seems to me, is to strip Judaism of its complexity, and reduce it to very simple moral maxims, which means that ordinary illiterate people no longer need priests to understand and follow it. Jesus was, above all, a great teacher.
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