4 ideas
| 10245 | One geometry cannot be more true than another [Poincaré] |
| Full Idea: One geometry cannot be more true than another; it can only be more convenient. | |
| From: Henri Poincaré (Science and Method [1908], p.65), quoted by Stewart Shapiro - Philosophy of Mathematics | |
| A reaction: This is the culminating view after new geometries were developed by tinkering with Euclid's parallels postulate. |
| 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? |
| 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? |