Combining Texts

All the ideas for 'fragments/reports', 'How free does the will need to be?' and '10: Ephesians'

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4 ideas

1. Philosophy / D. Nature of Philosophy / 7. Despair over Philosophy

23766	Don't be tossed to and fro with every wind of doctrine, by cunning deceptive men [Paul]
	Full Idea: Henceforth be no more children, tossed to and fro, and carried about with every wind of doctrine, by the sleight of men, and cunning craftiness, whereby they lie in wait to deceive.
	From: St Paul (10: Ephesians [c.55], 4:14)
	A reaction: One quoted to me by a learned religious friend, in response to Idea 23767. I sympathise. I find it extraordinary the nonsense that students of philosophy can be led into, when they swallow some specious argument.

21. Aesthetics / C. Artistic Issues / 7. Art and Morality

468	Musical performance can reveal a range of virtues [Damon of Ath.]
	Full Idea: In singing and playing the lyre, a boy will be likely to reveal not only courage and moderation, but also justice.
	From: Damon (fragments/reports [c.460 BCE], B4), quoted by (who?) - where?

22. Metaethics / A. Ethics Foundations / 1. Nature of Ethics / g. Moral responsibility

20168	Blame usually has no effect if the recipient thinks it unjustified [Williams,B]
	Full Idea: One of the most obvious facts about blame is that in many cases it is effective only if the recipient thinks that it is justified.
	From: Bernard Williams (How free does the will need to be? [1985], 5)
	A reaction: The point of the blame might not be reform of the agent, but a public justification for punishment as deterrence, in which case who cares what the agent thinks? Is blame attribution of causes, or reasons to punish?

20167	Blame partly rests on the fiction that blamed agents always know their obligations [Williams,B]
	Full Idea: Blame rests, in part, on a fiction; the idea that ethical reasons, in particular the special kind of ethical reasons that are obligations, must, really, be available to the blamed agent.
	From: Bernard Williams (How free does the will need to be? [1985], 5)
	A reaction: In blaming someone, you may be telling them that they should know their obligations, rather than assuming that they do know them. How else can we give children a moral education?