16 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| Full Idea: If virtue is a beneficial attribute of spirit, it must be wisdom; for spiritual qualities are not in themselves advantageous, but become so with wisdom…..Hence men cannot be good by nature. | |
| From: Plato (Meno [c.385 BCE], 88c) | |
| A reaction: Personally I haven't got any 'spiritual qualities', so I don't really understand this. |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| Full Idea: How will you aim to search for something you do not know at all? If you should meet with it, how will you know that this is the thing that you did not know? | |
| From: Plato (Meno [c.385 BCE], 80d05) | |
| A reaction: Vasilis Politis cites this as a nice example of the 'aporiai' (puzzles) which Aristotle said were the foundation of enquiry. Nowadays the problem is called the 'paradox of enquiry'. |
| 579 | Cratylus said you couldn't even step into the same river once [Cratylus, by Aristotle] |
| Full Idea: Cratylus was appalled that Heraclitus said you could not step twice into the same river, because it was already going too far to admit stepping into the same river once. | |
| From: report of Cratylus (fragments/reports [c.425 BCE]) by Aristotle - Metaphysics 1010a | |
| A reaction: Compare Idea 427. |
| 20219 | True opinions only become really valuable when they are tied down by reasons [Plato] |
| Full Idea: True opinions are a fine thing and all they do is good, …but they escape from a man's mind, so they are not worth much until one ties them down by (giving) an account of the reason why. | |
| From: Plato (Meno [c.385 BCE], 98a3) | |
| A reaction: This gives justification the role of guarantee, stabilising and securing true beliefs (rather than triggering some new thing called 'knowledge'). |
| 5985 | Seeking and learning are just recollection [Plato] |
| Full Idea: Seeking and learning are in fact nothing but recollection. | |
| From: Plato (Meno [c.385 BCE], 81d) | |
| A reaction: This is a prelude to the famous conversation with the slave boy about geometry. You don't have to follow Plato into the doctrine of reincarnation; this remark is a key slogan for all rationalists. As pupils in maths lessons, we pull knowledge from within. |
| 5986 | The slave boy learns geometry from questioning, not teaching, so it is recollection [Plato] |
| Full Idea: The slave boy's knowledge of geometry will not come from teaching but from questioning; he will recover it for himself, and the spontaneous recovery of knowledge that is in him is recollection. | |
| From: Plato (Meno [c.385 BCE], 85d) | |
| A reaction: Of course, if maths and geometry are huge tautological axiom systems, we would expect to be able to derive them (with hints from a teacher) entirely from their axioms. It is not clear why we might be able to derive the truths of all nature a priori. |
| 1923 | As a guide to action, true opinion is as good as knowledge [Plato] |
| Full Idea: True opinion is as good a guide as knowledge for the purpose of acting rightly. | |
| From: Plato (Meno [c.385 BCE], 97b) | |
| A reaction: This is the germ of Peirce's epistemology - that knowledge is an interesting theoretical concept, but opinion/belief is what matters, and most needs explanation. |
| 578 | Cratylus decided speech was hopeless, and his only expression was the movement of a finger [Cratylus, by Aristotle] |
| Full Idea: Cratylus thought speech of any kind was radically inappropriate and that expression should be restricted exclusively to the movement of the finger. | |
| From: report of Cratylus (fragments/reports [c.425 BCE]) by Aristotle - Metaphysics 1010a |
| 1919 | You don't need to learn what you know, and how do you seek for what you don't know? [Plato] |
| Full Idea: You could argue that a man cannot discover what he does know or what he doesn't. The first needs no discovery, and how do you begin looking for the second? | |
| From: Plato (Meno [c.385 BCE], 80e) |
| 7082 | Nature requires causal explanations, but society requires clarification by reasons and motives [Weber, by Critchley] |
| Full Idea: Weber coined the distinction between explanation and clarification, saying that natural phenomena require causal explanation, while social phenomena require clarification by giving reasons or offering possible motives for how things are. | |
| From: report of Max Weber (works [1905]) by Simon Critchley - Continental Philosophy - V. Short Intro Ch.7 | |
| A reaction: This is music to the ears of property dualists and other non-reductivists, but if you go midway in the hierarchy of animals (a mouse, say) the distinction blurs. Weber probably hadn't digested Darwin, whose big impact came around 1905. |
| 22155 | We are disenchanted because we rely on science, which ignores values [Weber, by Boulter] |
| Full Idea: Weber contends that modern western civilisation is 'disenchanted' because our society's method of arriving at beliefs about the world, that is, the sciences, is unable to address questions of value. | |
| From: report of Max Weber (works [1905]) by Stephen Boulter - Why Medieval Philosophy Matters 6 | |
| A reaction: This idea, made explicit by Hume's empirical attitude to values, is obviously of major importance. For we Aristotelians values are a self-evident aspect of nature. Boulter says philosophy has added to the disenchantment. I agree. |
| 1913 | Is virtue taught, or achieved by practice, or a natural aptitude, or what? [Plato] |
| Full Idea: Is virtue something that can be taught, or does it come by practice, or is it a natural aptitude, or something else? | |
| From: Plato (Meno [c.385 BCE], 70a) |
| 1921 | If virtue is a type of knowledge then it ought to be taught [Plato] |
| Full Idea: If virtue is some sort of knowledge, then clearly it could be taught. | |
| From: Plato (Meno [c.385 BCE], 87c) |
| 1927 | It seems that virtue is neither natural nor taught, but is a divine gift [Plato] |
| Full Idea: If our discussion is right, virtue is acquired neither by nature nor by teaching. Whoever has it gets it by divine dispensation, without taking thought. | |
| From: Plato (Meno [c.385 BCE], 99e) |
| 1918 | How can you know part of virtue without knowing the whole? [Plato] |
| Full Idea: Does anyone know what a part of virtue is without knowing the whole? | |
| From: Plato (Meno [c.385 BCE], 79c) |
| 1916 | Even if virtues are many and various, they must have something in common to make them virtues [Plato] |
| Full Idea: Even if virtues are many and various, at least they all have some common character which makes them all virtues. | |
| From: Plato (Meno [c.385 BCE], 72c) |