Combining Texts

All the ideas for 'fragments/reports', 'The Logic of Boundaryless Concepts' and 'What is Critique?'

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4 ideas

5. Theory of Logic / A. Overview of Logic / 3. Value of Logic
Logic guides thinking, but it isn't a substitute for it [Rumfitt]
     Full Idea: Logic is part of a normative theory of thinking, not a substitute for thinking.
     From: Ian Rumfitt (The Logic of Boundaryless Concepts [2007], p.13)
     A reaction: There is some sort of logicians' dream, going back to Leibniz, of a reasoning engine, which accepts propositions and outputs inferences. I agree with this idea. People who excel at logic are often, it seems to me, modest at philosophy.
9. Objects / B. Unity of Objects / 3. Unity Problems / e. Vague objects
Vague membership of sets is possible if the set is defined by its concept, not its members [Rumfitt]
     Full Idea: Vagueness in respect of membership is consistency with determinacy of the set's identity, so long as a set's identity is taken to consist, not in its having such-and-such members, but in its being the extension of a concept.
     From: Ian Rumfitt (The Logic of Boundaryless Concepts [2007], p.5)
     A reaction: I find this view of sets much more appealing than the one that identifies a set with its members. The empty set is less of a problem, as well as non-existents. Logicians prefer the extensional view because it is tidy.
21. Aesthetics / C. Artistic Issues / 7. Art and Morality
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?
24. Political Theory / C. Ruling a State / 3. Government / a. Government
The big question of the Renaissance was how to govern everything, from the state to children [Foucault]
     Full Idea: How to govern was one of the fundamental question of the fifteenth and sixteenth century. ...How to govern children, the poor and beggars, how to govern the family, a house, how to govern armies, different groups, cities, states, and govern one's self.
     From: Michel Foucault (What is Critique? [1982], p.28), quoted by Johanna Oksala - How to Read Foucault 9
     A reaction: A nice example of Foucault showing how things we take for granted (techniques of control) have been slowly learned, and then taught as standard. Of course, the Romans knew how to govern an army.