Combining Texts

All the ideas for 'fragments/reports', 'Apology of Socrates' and 'Cantorian Abstraction: Recon. and Defence'

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7 ideas

1. Philosophy / D. Nature of Philosophy / 3. Philosophy Defined
Even pointing a finger should only be done for a reason [Epictetus]
     Full Idea: Philosophy says it is not right even to stretch out a finger without some reason.
     From: Epictetus (fragments/reports [c.57], 15)
     A reaction: The key point here is that philosophy concerns action, an idea on which Epictetus is very keen. He rather despise theory. This idea perfectly sums up the concept of the wholly rational life (which no rational person would actually want to live!).
5. Theory of Logic / E. Structures of Logic / 4. Variables in Logic
I think of variables as objects rather than as signs [Fine,K]
     Full Idea: It is natural nowadays to think of variables as a certain kind of sign, but I wish to think of them as a certain kind of object.
     From: Kit Fine (Cantorian Abstraction: Recon. and Defence [1998], §2)
     A reaction: Fine has a theory based on 'arbitrary objects', which is a rather charming idea. The cell of a spreadsheet is a kind of object, I suppose. A variable might be analogous to a point in space, where objects can locate themselves.
15. Nature of Minds / C. Capacities of Minds / 5. Generalisation by mind
If green is abstracted from a thing, it is only seen as a type if it is common to many things [Fine,K]
     Full Idea: In traditional abstraction, the colour green merely has the intrinsic property of being green, other properties of things being abstracted away. But why should that be regarded as a type? It must be because the property is common to the instances.
     From: Kit Fine (Cantorian Abstraction: Recon. and Defence [1998], §5)
     A reaction: A nice question which shows that the much-derided single act of abstraction is not sufficient to arrive at a concept, so that abstraction is a more complex matter (perhaps even a rational one) than simple empiricists believe.
18. Thought / E. Abstraction / 2. Abstracta by Selection
To obtain the number 2 by abstraction, we only want to abstract the distinctness of a pair of objects [Fine,K]
     Full Idea: In abstracting from the elements of a doubleton to obtain 2, we do not wish to abstract away from all features of the objects. We wish to take account of the fact that the two objects are distinct; this alone should be preserved under abstraction.
     From: Kit Fine (Cantorian Abstraction: Recon. and Defence [1998], §3)
     A reaction: This is Fine's strategy for meeting Frege's objection to abstraction, summarised in Idea 9146. It seems to use the common sense idea that abstraction is not all-or-nothing. Abstraction has degrees (and levels).
We should define abstraction in general, with number abstraction taken as a special case [Fine,K]
     Full Idea: Number abstraction can be taken to be a special case of abstraction in general, which can then be defined without recourse to the concept of number.
     From: Kit Fine (Cantorian Abstraction: Recon. and Defence [1998], §3)
     A reaction: At last, a mathematical logician recognising that they don't have a monopoly on abstraction. It is perfectly obvious that abstractions of simple daily concepts must be chronologically and logically prior to number abstraction. Number of what?
18. Thought / E. Abstraction / 8. Abstractionism Critique
After abstraction all numbers seem identical, so only 0 and 1 will exist! [Fine,K]
     Full Idea: In Cantor's abstractionist account there can only be two numbers, 0 and 1. For abs(Socrates) = abs(Plato), since their numbers are the same. So the number of {Socrates,Plato} is {abs(Soc),abs(Plato)}, which is the same number as {Socrates}!
     From: Kit Fine (Cantorian Abstraction: Recon. and Defence [1998], §1)
     A reaction: Fine tries to answer this objection, which arises from §45 of Frege's Grundlagen. Fine summarises that "indistinguishability without identity appears to be impossible". Maybe we should drop talk of numbers in terms of sets.
25. Social Practice / E. Policies / 5. Education / b. Education principles
Education is the greatest of human goods [Xenophon]
     Full Idea: Education is the greatest of human goods.
     From: Xenophon (Apology of Socrates [c.392 BCE], 22)
     A reaction: Of course, one might ask what education is for, and arrive at a greater good. If you ask what is the greatest good which a society can provide for you, or which you can give to your children, this seems to me a good answer.