10 ideas
| 16751 | Unity by aggregation, order, inherence, composition, and simplicity [Conimbricense, by Pasnau] |
| Full Idea: The Coimbrans have five degrees of unity: by aggregation (stones), by order (an army), per accidens (inherence), per se composite unity (connected), and per se unity of simple things. | |
| From: report of Collegium Conimbricense (Aristotelian commentaries [1595], Phys I.9.11.2) by Robert Pasnau - Metaphysical Themes 1274-1671 24.3 | |
| A reaction: [my summary of Pasnau's summary] Take some stones, then order them, then glue them together, then melt them together. The unity of inherence is a different type of unity from these stages. This is a hylomorphic view. |
| 16720 | Secondary qualities come from temperaments and proportions of primary qualities [Conimbricense] |
| Full Idea: Colors, flavours, smells, and other secondary qualities arise from the various temperaments and proportions of the primary qualities. | |
| From: Collegium Conimbricense (Aristotelian commentaries [1595], I.10.4 Gen&C), quoted by Robert Pasnau - Metaphysical Themes 1274-1671 21.2 | |
| A reaction: This is a bit more subtle than merely mixing the primary qualities. What about the powers of the primary qualities? Presumably that is the 'temperaments'? |
| 20877 | Errors in moral practice might be inconsistent or inappropriate principles, or inappropriate application [LaFollette] |
| Full Idea: I might make parallel 'mistakes' in ethical deliberation. For instance I might 1) use inconsistent ethical principles, 2) have inappropriate moral standards, and 3) apply moral standards inappropriately. | |
| From: Hugh LaFollette (Introductions in 'Ethics in Practice' [2002], p.005) | |
| A reaction: I would want to get the word 'values' in there somewhere. Dogmatic application of moral rules might indicate a failure of values. |
| 20878 | We can discuss the criteria of a judgment, or the weight given to them, or their application [LaFollette] |
| Full Idea: In discussing a movie you can challenge my criteria, the weight I give to those criteria, or my application of the criteria (the claim that the movie satisfies the criteria). | |
| From: Hugh LaFollette (Introductions in 'Ethics in Practice' [2002], p.008) | |
| A reaction: I can't think of anything missing here, so it is a helpful start. |
| 20881 | The act/omission distinction is important for duties, but less so for consequences [LaFollette] |
| Full Idea: Consequentialists, unlike deontologists, are unlikely to think that the act/omission distinction is fundamentally important. | |
| From: Hugh LaFollette (Introductions in 'Ethics in Practice' [2002], p.021) | |
| A reaction: Not sure where virtue theory fits in here. Virtues tend to be applied more locally, where duty tends to be global. All moral theories must acknowledge that failure to act may be either a good or a bad thing, depending on circumstances |
| 5845 | Niceratus learnt the whole of Homer by heart, as a guide to goodness [Xenophon] |
| Full Idea: Niceratus said that his father, because he was concerned to make him a good man, made him learn the whole works of Homer, and he could still repeat by heart the entire 'Iliad' and 'Odyssey'. | |
| From: Xenophon (Symposium [c.391 BCE], 3.5) | |
| A reaction: This clearly shows the status which Homer had in the teaching of morality in the time of Socrates, and it is precisely this acceptance of authority which he was challenging, in his attempts to analyse the true basis of virtue |
| 20886 | Are we only obligated by agreement, or should we always help the weak? [LaFollette] |
| Full Idea: A fundamental question in morality is whether we are obligated to help only those we specifically agreed to help, or are we obligated to help others in need, because they are vulnerable? | |
| From: Hugh LaFollette (Introductions in 'Ethics in Practice' [2002], p.061) | |
| A reaction: [He is considering J.J. Thomson's defence of abortion] The first option sounds extraordinary. If I don't make any agreements at all, then I cease to be a moral being? Not help strangers when they fall over? |
| 20879 | Too many options may open us to unwanted pressures, like being paid very little [LaFollette] |
| Full Idea: Having options is not an unadulterated good. Options may make us vulnerable to unwanted pressure from others. For example, having the option to work for less than the minimum wage increases the chances of employers offering less. | |
| From: Hugh LaFollette (Introductions in 'Ethics in Practice' [2002], p.019) | |
| A reaction: [J.D. Velleman is cited for this] A nice point, beginning to articulate my growing feeling that although freedom is generally a virtue, it is the most overrated virtue. |
| 20880 | Should people be forced to make choices? [LaFollette] |
| Full Idea: Should we give people choices they might not want to have? | |
| From: Hugh LaFollette (Introductions in 'Ethics in Practice' [2002], p.020) | |
| A reaction: In personal life we encounter people who force us to make an unwanted choice (choose the wine, when you know nothing about wine). Politically, there is the sneaky move of giving unwanted choices, to disguise absence of desired choices. |
| 5833 | Education is the greatest of human goods [Xenophon] |
| Full Idea: Education is the greatest of human goods. | |
| From: Xenophon (Apology of Socrates [c.392 BCE], 22) | |
| A reaction: Of course, one might ask what education is for, and arrive at a greater good. If you ask what is the greatest good which a society can provide for you, or which you can give to your children, this seems to me a good answer. |