16 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'. |
| 16616 | Substances 'substand' (beneath accidents), or 'subsist' (independently) [Eustachius] |
| Full Idea: It is proper to substance both to stretch out or exist beneath accidents, which is to substand, and to exist per se and not in another, which is to subsist. | |
| From: Eustachius a Sancto Paulo (Summa [1609], I.1.3b.1.2), quoted by Robert Pasnau - Metaphysical Themes 1274-1671 06.2 | |
| A reaction: This reflects Aristotle wavering between 'ousia' being the whole of a thing, or the substrate of a thing. In current discussion, 'substance' still wavers between a thing which 'is' a substance, and substance being the essence. |
| 16585 | Prime matter is free of all forms, but has the potential for all forms [Eustachius] |
| Full Idea: Everyone says that prime matter, considered in itself, is free of all forms and at the same time is open to all forms - or, that matter is in potentiality to all forms. | |
| From: Eustachius a Sancto Paulo (Summa [1609], III.1.1.2.3), quoted by Robert Pasnau - Metaphysical Themes 1274-1671 03.1 | |
| A reaction: This is the notorious doctrine developed to support the hylomorphic picture derived from Aristotle. No one could quite figure out what prime matter was, so it faded away. |
| 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) |
| 3158 | Theories of intentionality presuppose rationality, so can't explain it [Dennett] |
| Full Idea: Intentional theory is vacuous as psychology because it presupposes and does not explain rationality or intelligence. | |
| From: Daniel C. Dennett (Brainstorms:Essays on Mind and Psychology [1978], p.15?) | |
| A reaction: Virtually every philosophical theory seems to founder because it presupposes something like the thing it is meant to explain. I agree that 'intentionality' is a slightly airy concept that would probably reduce to something better. |
| 3159 | Beliefs and desires aren't real; they are prediction techniques [Dennett] |
| Full Idea: Intentional systems don't really have beliefs and desires, but one can explain and predict their behaviour by ascribing beliefs and desires to them. This strategy is pragmatic, not right or wrong. | |
| From: Daniel C. Dennett (Brainstorms:Essays on Mind and Psychology [1978], p.7?) | |
| A reaction: If the ascription of beliefs and desires explains behaviour, then that is good grounds for thinking they might be real features of the brain, and even if that is not so, they are real enough as abstractions from brain events, like the 'economic climate'. |
| 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) |