10 ideas
| 9052 | Vague predicates lack application; there are no borderline cases; vague F is not F [Unger, by Keefe/Smith] |
| Full Idea: In a slogan, Unger's thesis is that all vague predicates lack application ('nihilism', says Williamson). Classical logic can be retained in its entirety. There are no borderline cases: for vague F, everything is not F; nothing is either F or borderline F. | |
| From: report of Peter Unger (There are no ordinary things [1979]) by R Keefe / P Smith - Intro: Theories of Vagueness §1 | |
| A reaction: Vague F could be translated as 'I'm quite tempted to apply F', in which case Unger is right. This would go with Russell's view. Logic and reason need precise concepts. The only strategy with vagueness is to reason hypothetically. |
| 16070 | There are no objects with proper parts; there are only mereological simples [Unger, by Wasserman] |
| Full Idea: Eliminativism is often associated with Unger, who defends 'mereological nihilism', that there are no composite objects (objects with proper parts); there are only mereological simples (with no proper parts). The nihilist denies statues and ships. | |
| From: report of Peter Unger (There are no ordinary things [1979]) by Ryan Wasserman - Material Constitution 4 | |
| A reaction: The puzzle here is that he has a very clear notion of identity for the simples, but somehow bars combinations from having identity. So identity is simplicity? 'Complex identity' doesn't sound like an oxymoron. We're stuck if there are no simples. |
| 8724 | The meaning of 'know' does not change from courtroom to living room [Unger] |
| Full Idea: There is no reason to suppose that the meaning of 'know' changes from the courtroom to the living room and back again; no more than for supposing that 'vacuum' changes from the laboratory to the cannery. | |
| From: Peter Unger (Ignorance: a Case for Scepticism [1975], 2.1) | |
| A reaction: I disagree. Lots of words change their meaning (or reference) according to context. Flat, fast, tall, clever. She 'knows a lot' certainly requires a context. The bar of justification goes up and down, and 'knowledge' changes accordingly. |
| 8722 | No one knows anything, and no one is ever justified or reasonable [Unger] |
| Full Idea: I argue for the thesis that no one ever knows about anything, ...and that consequently no one is ever justified or at all reasonable in anything. | |
| From: Peter Unger (Ignorance: a Case for Scepticism [1975], Intro) | |
| A reaction: The premiss of his book seems to be that knowledge is assumed to require certainty, and is therefore impossible. Unger has helped push us to a more relaxed and fallibilist attitude to knowledge. 'No one is reasonable' is daft! |
| 8723 | An evil scientist may give you a momentary life, with totally false memories [Unger] |
| Full Idea: The evil scientist might not only be deceiving you with his electrodes; maybe he has just created you with your ostensible memory beliefs and experiences, and for good measure he will immediately destroy you, so in the next moment you no longer exist. | |
| From: Peter Unger (Ignorance: a Case for Scepticism [1975], 1.12) | |
| A reaction: This is based on Russell's scepticism about memory (Idea 2792). Even this very train of thought may not exist, if the first half of it was implanted, rather than being developed by you. I cannot see how to dispute this possibility. |
| 9073 | Abstraction from an ambiguous concept like 'mole' will define them as the same [Barnes,J] |
| Full Idea: The procedure of abstraction will not allow us to distinguish the ambiguity between 'mole' as an animal and as an artefact. The stages of abstraction will only end up with 'physical object', and this will then count as the definition. | |
| From: Jonathan Barnes (Commentary on 'Posterior Analytics [1993], n to 97b7) | |
| A reaction: This is a problem if you adhere to a rather precise account of the steps of abstraction, with every stage explicit (and probably expressed in terms of sets), but I suspect that the real tangle of semi-conscious abstraction avoids this problem. |
| 9074 | Abstraction cannot produce the concept of a 'game', as there is no one common feature [Barnes,J] |
| Full Idea: Abstractions cannot account for those general terms whose instances do not have any set of features in common. The word 'game' is not ambiguous, but not all games have one thing in common; they are united by looser 'family resemblance'. | |
| From: Jonathan Barnes (Commentary on 'Posterior Analytics [1993], n to 97b7) | |
| A reaction: (This point comes from Wittgenstein, Idea 4141) English-speakers can't agree on borderline cases (avoiding cracks in pavements). Life is just a game. The objection would be refuted by discussion of higher-level abstractions to make connections. |
| 9072 | Defining concepts by abstractions will collect together far too many attributes from entities [Barnes,J] |
| Full Idea: If we create abstractions by collection of attributes common to groups of entities, we will collect far too many attributes, and wrongly put them into the definition (such as 'having hairless palms' when identifying 'men'). | |
| From: Jonathan Barnes (Commentary on 'Posterior Analytics [1993], n to 97b7) | |
| A reaction: [compressed] Defining 'man' is a hugely complex business (see Idea 1763!), unlike defining 'hair' or 'red'. Some attributes will strike perceivers immediately, but absence of an attribute is not actually 'perceived' at all. |
| 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 |
| 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. |