52 ideas
| 23269 | Philosophy must start from clearly observed facts [Galen] |
| Full Idea: True philosophers concern themselves first and foremost to take clearly observed facts as their point of departure. | |
| From: Galen (The soul's dependence on the body [c.170], Kiv.11.817) | |
| A reaction: I love this one, especially the desire that the facts be 'clearly observed'. That, thank goodness, eliminates quantum mechanics. If you don't love history and the physical sciences, you are not a philosopher. Oh, and reliable gossip. |
| 22353 | One view says objectivity is making a successful claim which captures the facts [Reiss/Sprenger] |
| Full Idea: One conception of objectivity is that the facts are 'out there', and it is the task of scientists to discover, analyze and sytematize them. 'Objective' is a success word: if a claim is objective, it successfully captures some feature of the world. | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 2) | |
| A reaction: This seems to describe truth, rather than objectivity. You can establish accurate facts by subjective means. You can be fairly objective but miss the facts. Objectivity is a mode of thought, not a link to reality. |
| 22356 | An absolute scientific picture of reality must not involve sense experience, which is perspectival [Reiss/Sprenger] |
| Full Idea: Sense experience is necessarily perspectival, so to the extent to which scientific theories are to track the absolute conception [of reality], they must describe a world different from sense experience. | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 2.3) | |
| A reaction: This is a beautifully simple and interesting point. Even when you are looking at a tree, to grasp its full reality you probably need to close your eyes (which is bad news for artists). |
| 22359 | Topic and application involve values, but can evidence and theory choice avoid them? [Reiss/Sprenger] |
| Full Idea: There may be values involved in the choice of a research problem, the gathering of evidence, the acceptance of a theory, and the application of results. ...The first and fourth do involve values, but what of the second and third? | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 3.1) | |
| A reaction: [compressed] My own view is that the danger of hidden distorting values has to be recognised, but it is then possible, by honest self-criticism, to reduce them to near zero. Sociological enquiry is different, of course. |
| 22360 | The Value-Free Ideal in science avoids contextual values, but embraces epistemic values [Reiss/Sprenger] |
| Full Idea: According to the Value-Free Ideal, scientific objectivity is characterised by absence of contextual values and by exclusive commitment to epistemic values in scientific reasoning. | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 3.1) | |
| A reaction: This seems appealing, because it concedes that we cannot be value-free, without suggesting that we are unavoidably swamped by values. The obvious question is whether the two types of value can be sharply distinguished. |
| 22362 | Value-free science needs impartial evaluation, theories asserting facts, and right motivation [Reiss/Sprenger] |
| Full Idea: Three components of value-free science are Impartiality (appraising theories only by epistemic scientific standards), Neutrality (the theories make no value statements), and Autonomy (the theory is motivated only by science). | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 3.3) | |
| A reaction: [They are summarising Hugh Lacey, 1999, 2002] I'm not sure why the third criterion matters, if the first two are met. If a tobacco company commissions research on cigarettes, that doesn't necessarily make the findings false or prejudiced. |
| 22364 | Thermometers depend on the substance used, and none of them are perfect [Reiss/Sprenger] |
| Full Idea: Thermometers assume the length of the fluid or gas is a function of temperature, and different substances yield different results. It was decided that different thermometers using the same substance should match, and air was the best, but not perfect. | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 4.1) | |
| A reaction: [summarising Hasok Chang's research] This is a salutary warning that instruments do not necessarily solve the problem of objectivity, though thermometers do seem to be impersonal, and offer relative accuracy (i.e. ranking temperatures). Cf breathalysers. |
| 23248 | Early empiricists said reason was just a useless concept introduced by philosophers [Galen, by Frede,M] |
| Full Idea: The so-called Empiricists in Hellenistic times [as cited by Galen] denied the existence of reason, treating it as a useless theoretical postulate introduced by some philosophers | |
| From: report of Galen (An Outline of Empiricism [c.170], 87.4-9.28ff) by Michael Frede - Intro to 'Rationality in Greek Thought' p.3 | |
| A reaction: I think 'be sensible' is understood by everyone, but 'use your reason' is far from obvious. The main role of reason seems to be as an identifier for human exceptionalism. Animals obviously make good judgements. Frede thinks the empiricists were right. |
| 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. |
| 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. |
| 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. |
| 22357 | The 'experimenter's regress' says success needs reliability, which is only tested by success [Reiss/Sprenger] |
| Full Idea: The 'experimenter's regress' says that to know whether a result is correct, one needs to know whether the apparatus is reliable. But one doesn't know whether the apparatus is reliable unless one knows that it produces correct results ...and so on. | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 2.3) | |
| A reaction: [H. Collins (1985), a sociologist] I take this to be a case of the triumphant discovery of a vicious circle which destroys all knowledge turning out to be a benign circle. We build up a coherent relationship between reliable results and good apparatus. |
| 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. |
| 22365 | The Bayesian approach is explicitly subjective about probabilities [Reiss/Sprenger] |
| Full Idea: The Bayesian approach is outspokenly subjective: probability is used for quantifying a scientist's subjective degree of belief in a particular hypothesis. ...It just provides sound rules for learning from experience. | |
| From: Reiss,J/Spreger,J (Scientific Objectivity [2014], 4.2) |
| 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. |
| 23266 | The spirit in the soul wants freedom, power and honour [Galen] |
| Full Idea: The spirited part of the soul is desiderative of freedom, victory, power, authority, reputation, and honour. | |
| From: Galen (The soul's dependence on the body [c.170], Kiv.2.772) | |
| A reaction: This is the concept of 'thumos' [spirit], taken straight from Plato's tripartite account of the soul, in 'Republic'. Note that it includes a desire for freedom (in an age of slavery). |
| 6003 | Galen showed by experiment that the brain controls the body [Galen, by Hankinson] |
| Full Idea: Galen established by experiments in neural anatomy that the brain really is, contra the Stoics and Aristotelians, the body's control centre. | |
| From: report of Galen (On Hippocrates and Plato [c.170]) by R.J. Hankinson - Galen (damaged) | |
| A reaction: And about time too. This is one of the most significant events in the development of human understanding. No one has been able to go back to the old view, even Descartes, no matter how much they may long to do so. |
| 23219 | Stopping the heart doesn't terminate activity; pressing the brain does that [Galen, by Cobb] |
| Full Idea: Even when an animals heart was stopped [by hand] it continued its muted whimpers, …but when the brain was pressed the animal stopped making a noise and became unconscious. | |
| From: report of Galen (The soul's dependence on the body [c.170]) by Matthew Cobb - The Idea of the Brain 1 | |
| A reaction: It's not that the ancients didn't do science. It's that ancient people paid no attention to what their scientists discovered. |
| 21799 | We just use the word 'faculty' when we don't know the psychological cause [Galen] |
| Full Idea: So long as we are ignorant of the true essence of the cause which is operating, we call it a 'faculty'. | |
| From: Galen (On the Natural Faculties [c.170], I.iv), quoted by Dominik Perler - Intro to The Faculties: a History 2 | |
| A reaction: This is probably the view of most modern neuroscientists. I want to defend the idea that we need the concept of a faculty in philosophy, even if the psychologists and neuroscientists say it is too vague for their purposes. |
| 23264 | Philosophers think faculties are in substances, and invent a faculty for every activity [Galen] |
| Full Idea: Philosophers conceive of faculties as things which inhabit 'substances' much as we inhabit houses, not realising that causes of events are conceived in relational terms. We therefore attribute as many faculties to a substance as activities. | |
| From: Galen (The soul's dependence on the body [c.170], Kiv.2.769) | |
| A reaction: This seems to demolish speculative faculties, but they were revived during the Enlightenment. I am happy to talk of 'philosophical faculties' where they are presumed to originate a type of thought, without commitment to any neuroscience. |
| 23220 | The brain contains memory and reason, and is the source of sensation and decision [Galen] |
| Full Idea: The brain is the principal organ of the psychical members. For within the brain is seated memory, reason and intellect, and from the brain is distributed the power, sensation and voluntary motion. | |
| From: Galen (The soul's dependence on the body [c.170]), quoted by Matthew Cobb - The Idea of the Brain 1 | |
| A reaction: [not sure of ref] Interesting that he assigns the whole of mind to the brain, and not just some aspect of it. He had done experiments. Understanding the role of the brain was amazingly slow. Impeded by religion, I guess. |
| 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') |
| 23265 | The rational part of the soul is the desire for truth, understanding and recollection [Galen] |
| Full Idea: That part of the soul which we call rational is desiderative: …it desires truth, knowledge, learning, understanding, and recollection - in short, all the good things. | |
| From: Galen (The soul's dependence on the body [c.170], Kiv.2.772) | |
| A reaction: Truth is no surprise, but recollection is. Note the separation of knowledge from understanding. This is a very good characterisation of rationality. For the Greeks it has a moral dimension, of wanting what is good. |
| 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. |
| 7453 | Galen's medicine followed the mean; each illness was balanced by opposite treatment [Galen, by Hacking] |
| Full Idea: Galen ran medicine on the principle of the mean; afflictions must be treated by contraries; hot diseases deserve cold medicine and moist illnesses want drying agents. (Paracelsus rebelled, treating through similarity). | |
| From: report of Galen (On Medical Experience [c.169]) by Ian Hacking - The Emergence of Probability Ch.5 | |
| A reaction: This must be inherited from Aristotle, with the aim of virtue for the body, as Aristotle wanted virtue for the psuché. In some areas Galen is probably right, that natural balance is the aim, as in bodily temperature control. |
| 6030 | Each part of the soul has its virtue - pleasure for appetite, success for competition, and rectitude for reason [Galen] |
| Full Idea: We have by nature these three appropriate relationships, corresponding to each form of the soul's parts - to pleasure because of the appetitive part, to success because of the competitive part, and to rectitude because of the rational part. | |
| From: Galen (On Hippocrates and Plato [c.170], 5.5.8) | |
| A reaction: This is a nice combination of Plato's tripartite theory of soul (in 'Republic') and Aristotle's derivation of virtues from functions. Presumably, though, reason should master the other two, and there is nothing in Galen's idea to explain this. |
| 23268 | We execute irredeemable people, to protect ourselves, as a deterrent, and ending a bad life [Galen] |
| Full Idea: We kill the irredeemably wicked, for three reasons: that they may no longer harm us; as a deterrent to others like them; and because it is actually better from their own point of view to die, when their souls are so damaged they cannot be improved. | |
| From: Galen (The soul's dependence on the body [c.170], Kiv.11.816) | |
| A reaction: The third one sounds like a dubious rationalisation, given that the prisoner probably disagrees. Nowadays we are not so quick to judge someone as irredeemable. The first one works when they run wild, but not after their capture. |
| 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. |