20 ideas
| 13917 | Metaphysics aims to identify categories of being, and show their interdependency [Lowe] |
| Full Idea: The central task of metaphysics is to chart the possibilities of existence by identifying the categories of being and the relations of ontological dependency in which beings of different categories stand to one another. | |
| From: E.J. Lowe (Two Notions of Being: Entity and Essence [2008], Intro) | |
| A reaction: I am beginning to think that he is right about the second one, and that dependency and grounding relations are the name of the game. I don't have Lowe's confidence that philosophers can parcel up reality in neat and true ways. |
| 13919 | Philosophy aims not at the 'analysis of concepts', but at understanding the essences of things [Lowe] |
| Full Idea: The central task of philosophy is the cultivation of insights into natures or essences, and not the 'analysis of concepts', with which it is apt to be confused. | |
| From: E.J. Lowe (Two Notions of Being: Entity and Essence [2008], 1) | |
| A reaction: This immediately strikes me as a false dichotomy. I like the idea of trying to understand the true natures of things, but how are we going to do it in our armchairs? |
| 192 | Only one thing can be contrary to something [Plato] |
| Full Idea: To everything that admits of a contrary there is one contrary and no more. | |
| From: Plato (Protagoras [c.380 BCE], 332c) | |
| A reaction: The sort of thing for which a modern philosopher would demand a proof (and then reject when the proof couldn't be found), where a Greek is happy to assert it as self-evident. I can't think of a counterexample. |
| 190 | If asked whether justice itself is just or unjust, you would have to say that it is just [Plato] |
| Full Idea: If someone asked me 'Is justice itself just or unjust?' I should answer that it was just, wouldn't you? I agree. | |
| From: Plato (Protagoras [c.380 BCE], 330c) |
| 13918 | Holes, shadows and spots of light can coincide without being identical [Lowe] |
| Full Idea: Holes are things of such a kind that they can coincide without being identical - as are, for example, shadows and spots of light. | |
| From: E.J. Lowe (Two Notions of Being: Entity and Essence [2008], 1) | |
| A reaction: His point is that they thereby fail one of the standard tests for being an 'object'. |
| 13921 | All things must have an essence (a 'what it is'), or we would be unable to think about them [Lowe] |
| Full Idea: Things must have an essence, in the sense of 'what it is to be the individual of that kind', or it would make no sense to say we can talk or think comprehendingly about things at all. If we don't know what it is, how can we think about it? | |
| From: E.J. Lowe (Two Notions of Being: Entity and Essence [2008], 2) | |
| A reaction: Lowe presents this as a sort of Master Argument for essences. I think he is working with the wrong notion of essence. All he means is that things must have identities to be objects of thought. Why equate identity with essence, and waste a good concept? |
| 13922 | Knowing an essence is just knowing what the thing is, not knowing some further thing [Lowe] |
| Full Idea: To know something's essence is not to be acquainted with some further thing of a special kind, but simply to understand what exactly that thing is. | |
| From: E.J. Lowe (Two Notions of Being: Entity and Essence [2008], 2) | |
| A reaction: I think he is wrong about this, or at least is working with an unhelpful notion of essence. Identity is one thing, and essence is another. I take essences to be certain selected features of things, which explain their nature. |
| 13920 | Each thing has to be of a general kind, because it belongs to some category [Lowe] |
| Full Idea: Any individual thing must be a thing of some general kind - because, at the very least, it must belong to some ontological category. | |
| From: E.J. Lowe (Two Notions of Being: Entity and Essence [2008], 2) | |
| A reaction: Where does the law that 'everything must have a category' come from? I'm baffled by remarks of this kind. Where do we get the categories from? From observing the individuals. So which has priority? Not the categories. Is God a kind? |
| 20185 | The most important things in life are wisdom and knowledge [Plato] |
| Full Idea: It would be shameful indeed to say that wisdom and knowledge are anything but the most powerful forces in human activity. | |
| From: Plato (Protagoras [c.380 BCE], 352d) | |
| A reaction: He lumps wisdom and knowledge together, and I think we can take 'knowledge' to mean something like understanding, because obviously mere atomistic propositional knowledge can be utterly trivial. |
| 20184 | The only real evil is loss of knowledge [Plato] |
| Full Idea: The only real kind of faring ill is the loss of knowledge. | |
| From: Plato (Protagoras [c.380 BCE], 345b) | |
| A reaction: This must crucially involve the intellectualist view (of Socrates) that virtuos behaviour results from knowledge, and moral wickedness is the result of ignorance. It is hard to see how forgetting a phone number is evil. |
| 191 | Everything resembles everything else up to a point [Plato] |
| Full Idea: Everything resembles everything else up to a point. | |
| From: Plato (Protagoras [c.380 BCE], 331d) |
| 203 | Courage is knowing what should or shouldn't be feared [Plato] |
| Full Idea: Knowledge of what is and is not to be feared is courage. | |
| From: Plato (Protagoras [c.380 BCE], 360d) |
| 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? |
| 202 | No one willingly and knowingly embraces evil [Plato] |
| Full Idea: No one willingly goes to meet evil, or what he thinks is evil. | |
| From: Plato (Protagoras [c.380 BCE], 358d) | |
| A reaction: Presumably people who actively choose satanism can override this deep-seated attitude. But their adherence to evil usually seems to be rather restrained. A danger of tautology with ideas like this. |
| 193 | Some things are good even though they are not beneficial to men [Plato] |
| Full Idea: 'Do you mean by good those things that are beneficial to men?' 'Not only those. I call some things which are not beneficial good as well'. | |
| From: Plato (Protagoras [c.380 BCE], 333e) | |
| A reaction: Examples needed, but this would be bad news for utilitarians. Good health is not seen as beneficial if it is taken for granted. Not being deaf. |
| 197 | Some pleasures are not good, and some pains are not evil [Plato] |
| Full Idea: There are some pleasures which are not good, and some pains which are not evil. | |
| From: Plato (Protagoras [c.380 BCE], 351d) | |
| A reaction: Sadism and child birth. Though Bentham (I think) says that there is nothing good about the pain, since the event would obviously be better without it. |
| 200 | People tend only to disapprove of pleasure if it leads to pain, or prevents future pleasure [Plato] |
| Full Idea: The only reason the common man disapproves of pleasures is if they lead to pain and deprive us of future pleasures. | |
| From: Plato (Protagoras [c.380 BCE], 354a) | |
| A reaction: Plato has a strong sense that some pleasures are just innately depraved and wicked. If those pleasure don't hurt anyone, it is very hard to pinpoint what is wrong with them. |
| 188 | Socrates did not believe that virtue could be taught [Plato] |
| Full Idea: Socrates: I do not believe that virtue can be taught. | |
| From: Plato (Protagoras [c.380 BCE], 320b) |
| 204 | Socrates is contradicting himself in claiming virtue can't be taught, but that it is knowledge [Plato] |
| Full Idea: Socrates is contradicting himself by saying virtue is not teachable, and yet trying to demonstrate that every virtue is knowledge. | |
| From: Plato (Protagoras [c.380 BCE], 361b) |
| 189 | If we punish wrong-doers, it shows that we believe virtue can be taught [Plato] |
| Full Idea: Athenians inflict punishment on wrong-doers, which shows that they too think it possible to impart and teach goodness. | |
| From: Plato (Protagoras [c.380 BCE], 324c) |