11 ideas
| 8868 | Objective truth arises from interpersonal communication [Davidson] |
| Full Idea: The source of the concept of objective truth is interpersonal communication. | |
| From: Donald Davidson (Three Varieties of Knowledge [1991], p.209) | |
| A reaction: This is a distinctively Davidsonian idea, arising out of Wittgenstein's Private Language Argument. We could go a step further, and just say that 'objectivity is a social concept'. Davidson more or less pleads guilty to pragmatism in this essay. |
| 8867 | A belief requires understanding the distinctions of true-and-false, and appearance-and-reality [Davidson] |
| Full Idea: Having a belief demands in addition appreciating the contrast between true belief and false, between appearance and reality, mere seeming and being. | |
| From: Donald Davidson (Three Varieties of Knowledge [1991], p.209) | |
| A reaction: This sets the bar very high for belief (never mind knowledge), and seems to imply that animals don't have beliefs. How should we describe their cognitive states then? I would say these criteria only apply to actual knowledge. |
| 10347 | Objectivity is intersubjectivity [Davidson] |
| Full Idea: An entity is objective in so far as it is intersubjective. | |
| From: Donald Davidson (Three Varieties of Knowledge [1991]), quoted by Martin Kusch - Knowledge by Agreement Ch.10 | |
| A reaction: This thought baffled me until I saw it in the context of socialised epistemology. Effectively objectivity is subsumed under justification, which in turn is seen in a social context, not private to individuals. |
| 8866 | If we know other minds through behaviour, but not our own, we should assume they aren't like me [Davidson] |
| Full Idea: If the mental states of others are known only through their behavioral and other outward manifestations, while this is not true of our own mental states, why should we think our own mental states are anything like those of others? | |
| From: Donald Davidson (Three Varieties of Knowledge [1991], p.207) | |
| A reaction: His point is that if you seriously doubt other minds, you should follow through on the implications. But that is to treat it as a theory about other minds, rather an a sceptical worry. Descartes didn't walk into walls while writing Meditation 1. |
| 10346 | Knowing other minds rests on knowing both one's own mind and the external world [Davidson, by Dummett] |
| Full Idea: Davidson argues that knowledge of other minds presupposes knowledge of one's own mind, and that there is no knowledge of other minds without knowledge of the external world. | |
| From: report of Donald Davidson (Three Varieties of Knowledge [1991]) by Michael Dummett - Common Sense and Physics Ch.10 | |
| A reaction: Davidson't argument is actually hard to swallow because it is so long and complex. Compressing the point makes it begin to sound like a variant of the argument from analogy. |
| 8870 | Content of thought is established through communication, so knowledge needs other minds [Davidson] |
| Full Idea: Until a baseline has been established by communication with someone else, there is no point is saying one's own thoughts have a propositional content. Hence knowledge of another mind is essential all thought and all knowledge. | |
| From: Donald Davidson (Three Varieties of Knowledge [1991], p.213) | |
| A reaction: This really is building a skyscraper on the slightly shaky claims of the Private Language Argument (e.g. Idea 4158). Animals are so important in discussions of this kind. Is an albatross more or less devoid of thought and belief? |
| 8869 | The principle of charity attributes largely consistent logic and largely true beliefs to speakers [Davidson] |
| Full Idea: Concerning charity, the Principle of Coherence seeks logical consistency in the thought of the speaker, and the Principle of Correspondence seeks a similar response to features of the world to that of an interpreter. The speaker has logic and true belief. | |
| From: Donald Davidson (Three Varieties of Knowledge [1991], p.211) | |
| A reaction: Davidson adds a Kantian commitment to pure and universal reason to the very sceptical framework created by Quine. I agree with Davidson, but it seems more like faith than like an argument or an empirical observation. |
| 20328 | A thing is only seen as art in an 'artworld', which has a theory and a history [Danto] |
| Full Idea: To see something as art requires something the eye cannot descry - an atmosphere of artistic theory, a knowledge of the history of art: an artworld. | |
| From: Arthur C. Danto (The Artworld [1964], II) | |
| A reaction: The editors of the volume call this a revolutionary remark, followed up by Danto and George Dickie with a social and institutional account of art. Danto's key example is Warhol's Brillo pads - art in a gallery, cleaning material in a shop. |
| 22370 | Big central government only exists as a focus for anger - not to act [Fisher] |
| Full Idea: The specter of big government is there to be blamed precisely for its failure to act as a centralising power, the anger directed at it much like the fury Thomas Hardy supposedly spat at God for not existing. | |
| From: Mark Fisher (Capitalist Realism [2009], 8) | |
| A reaction: The point is that the power resides with the leaders of capitalism, and central government is largely a side-show. Sounds somewhat true, and the politicians are largely unaware of their role. |
| 22368 | It is hard to imagine the end of capitalism [Fisher] |
| Full Idea: It is easier to imagine the end of the world than it is to imagine the end of capitalism. | |
| From: Mark Fisher (Capitalist Realism [2009], 1) | |
| A reaction: His book addresses the question of whether complacently accepting capitalism is the right attitude. I read it because I am complacently resigned to living with capitalism. If we started again, would capitalism be a rational choice? |
| 22369 | Are students consumers or products of education? [Fisher] |
| Full Idea: Are students the consumers of education, or its product? | |
| From: Mark Fisher (Capitalist Realism [2009], 6) | |
| A reaction: As a teacher I have been increasingly obliged to treat pupils as customers, meaning that my main task is to keep them happy. Admittedly, pupils who are interested are usually happy pupils, but as a main objective happiness seems wrong. |