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3 ideas
| 24008 | Reference to a person's emotions is often essential to understanding their actions [Williams,B] |
| Full Idea: The reference to a man's emotions has a significance for our understanding of his moral sincerity, not as a substitute for or addition to how he acts, but as, on occasion, underlying our understanding of how he acts. | |
| From: Bernard Williams (Morality and the emotions [1965], p.223) | |
| A reaction: Williams aims to rescue emotion from the emotivists, and replace it at the centre of traditional modes of moral judgement. I suppose we could assess one rogue robot as behaving 'badly' in a community of robots. |
| 24009 | Moral education must involve learning about various types of feeling towards things [Williams,B] |
| Full Idea: If moral education does not revolve around what to fear, to be angry about, to despise, and where to draw the line between kindness and a stupid sentimentality - I do not know what it is. (Though there are principles, of truth-telling and justice). | |
| From: Bernard Williams (Morality and the emotions [1965], p.225) | |
| A reaction: He cites Aristotle as the obvious source of this correct idea. The examples of principle both require us to place a high value on truth and justice, and not just follow rules in the style of arithmetic. |
| 13980 | If you like judgments and reject propositions, what are the relata of incoherence in a judgment? [Ryle] |
| Full Idea: Those who find 'judgments' everywhere and propositions nowhere find that some judgments cohere whereas others are incoherent. What is the status of the terms between which these relations hold? | |
| From: Gilbert Ryle (Are there propositions? [1930], IV) | |
| A reaction: Ryle is playing devil's advocate, but this strikes me as a nice point. I presume Russell after 1906 is the sort of thinker he has in mind. |