5 ideas
| 8203 | All the arithmetical entities can be reduced to classes of integers, and hence to sets [Quine] |
| Full Idea: The arithmetic of ratios and irrational and imaginary numbers can all be reduced by definition to the theory of classes of positive integers, and this can in turn be reduced to pure set theory. | |
| From: Willard Quine (Vagaries of Definition [1972], p.53) | |
| A reaction: This summarises Quine's ontology of mathematics, which tries to eliminate virtually everything, but has to affirm the existence of sets. Can you count sets and their members, if the sets are used to define the numbers? |
| 8202 | Meaning is essence divorced from things and wedded to words [Quine] |
| Full Idea: Meaning is essence divorced from the thing and wedded to the word. | |
| From: Willard Quine (Vagaries of Definition [1972], p.51) | |
| A reaction: Quine's strategy is that a demolition of essences will be a definition of meaning. Personally I would like to defend essences, though I admit to finding meaning tricky. That is because essences are external, but meanings are in minds. |
| 8201 | The distinction between meaning and further information is as vague as the essence/accident distinction [Quine] |
| Full Idea: The distinction between what belongs to the meaning of a word and what counts as further information is scarcely clearer than the distinction between the essence of a thing and its accidents. | |
| From: Willard Quine (Vagaries of Definition [1972], p.51) | |
| A reaction: In lots of cases the distinction between essence and accident strikes me as totally clear. Tricky borderline cases don't destroy a distinction. That bachelors are married is clearly not 'further information'. |
| 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? |
| 22236 | 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. |