19 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'. |
| 13152 | We can talk of 'innumerable number', about the infinite points on a line [Newton] |
| Full Idea: If any man shall take the words number and sum in a larger sense, to understand things which are numberless and sumless (such as the infinite points on a line), I could allow him the contradictious phrase 'innumerable number' without absurdity. | |
| From: Isaac Newton (Letters to Bentley [1692], 1693.02.25) | |
| A reaction: [compressed] I take the key point here to be the phrase of taking number 'in a larger sense'. Like the word 'atom' in physics, the word 'number' retains its traditional reference, but has considerably shifted its scope. Amateurs must live with this. |
| 13151 | Not all infinites are equal [Newton] |
| Full Idea: It is an error that all infinites are equal. | |
| From: Isaac Newton (Letters to Bentley [1692], 1693.01.17) | |
| A reaction: There follows a discussion of the mathematicians' view of infinity. Cantor was not the first to notice that there is more than one sort of of infinity. |
| 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. |
| 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) |
| 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? |
| 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) |
| 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) |
| 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) |
| 15863 | The principles of my treatise are designed to fit with a belief in God [Newton] |
| Full Idea: When I wrote my treatise about our system, I had an eye upon such principles as might work with considering men, for the belief of a deity. | |
| From: Isaac Newton (Letters to Bentley [1692], 1692.12.10) | |
| A reaction: Harré quotes this, and it shows that the rather passive view of nature Newton developed was to be supplemented by the active power of God. Without God, we need a more active view of nature. |
| 8340 | I do not pretend to know the cause of gravity [Newton] |
| Full Idea: You sometimes speak of gravity as essential and inherent in matter. Pray do no ascribe that notion to me; for the cause of gravity is what I do not pretend to know. | |
| From: Isaac Newton (Letters to Bentley [1692], 1693.01.17) | |
| A reaction: I take science to be a two-stage operation - first we discern the regularities, and then we explain them. Evolution was spotted, then explained by Darwin. Cancer from cigarettes was spotted, but hasn't been explained. Regularity is the beginning. |
| 13150 | The motions of the planets could only derive from an intelligent agent [Newton] |
| Full Idea: The motions which the planets now have could not spring from any natural cause alone, but were impressed by an intelligent agent. | |
| From: Isaac Newton (Letters to Bentley [1692], 1692.12.10) | |
| A reaction: He is writing to a cleric, but seems to be quite sincere about this. Elsewhere he just says he doesn't know what causes gravity. |
| 12178 | That gravity should be innate and essential to matter is absurd [Newton] |
| Full Idea: That gravity should be innate, inherent and essential to matter ...is to me so great an absurdity that I believe no man who has in philosophical matters a competent faculty of thinking can ever fall into it. | |
| From: Isaac Newton (Letters to Bentley [1692], 1693.02.25) | |
| A reaction: He is replying to some sermons, and he pays vague lip service to a possible divine force. Nevertheless, this is thoroughgoing anti-essentialism, and he talks of external 'laws' in the next sentence. Newton still sought the cause of gravity. |