10 ideas
| 7880 | If a blind persons suddenly sees a kestrel, that doesn't make visual and theoretical kestrels different [Papineau on Jackson] |
| Full Idea: An ornithological Mary might know everything theoretical about kestrels, but be blind from birth, then have her sight restored. She now knows "That bird eats mice", so visual kestrels must be ontologically distinct from theoretical ones. | |
| From: comment on Frank Jackson (Epiphenomenal Qualia [1982]) by David Papineau - Thinking about Consciousness 6.3 | |
| A reaction: A nice reductio, and I think this pinpoints best what is wrong with the knowledge argument. Knowledge, and the means of acquiring it, are two distinct things. When I see x, I don't acquire knowledge of x, AND knowledge of my seeing x. |
| 7378 | No one bothers to imagine what it would really be like to have ALL the physical information [Dennett on Jackson] |
| Full Idea: That Mary "has all the physical information" is not readily imaginable, so no one bothers. They just imagine she knows lots and lots - perhaps everything known today - but that is just a drop in the bucket. | |
| From: comment on Frank Jackson (Epiphenomenal Qualia [1982]) by Daniel C. Dennett - Consciousness Explained 12.5 | |
| A reaction: I certainly don't see how we can rule out a priori the possibility that someone who really had all the physical knowledge might be able to infer the phenomenal properties of colour. |
| 7377 | Mary learns when she sees colour, so her complete physical information had missed something [Jackson] |
| Full Idea: It seems obvious that Mary will learn something about the world when she is released from her black-and-white room; but then it is inescapable that her previous knowledge was incomplete; she had all the physical information, so there is more to have. | |
| From: Frank Jackson (Epiphenomenal Qualia [1982], §1) | |
| A reaction: This is Jackson's famous 'knowledge argument', which seems to me misconceived. Since I don't think phenomenal colours are properties of objects (Idea 5456), Mary learns more about herself, and about her means of acquiring knowledge. |
| 12156 | Aesthetics has risen and fallen with Romanticism [Scruton] |
| Full Idea: The rise and fall (as we presently perceive them) of aesthetics have been contemporaneous with the rise and fall of Romanticism. | |
| From: Roger Scruton (Recent Aesthetics in England and America [1980], p.3) | |
| A reaction: Maybe it started a little before Romanticism, as part of the Englightenment aim of being rational about everything, and maybe it survives Romanticism because we want to be scientific about everything. |
| 12158 | Aesthetic experience informs the world with the values of the observer [Scruton] |
| Full Idea: It is possible to conclude that aesthetic experience has a peculiar practical significance: it represents the world as informed by the values of the observer. | |
| From: Roger Scruton (Recent Aesthetics in England and America [1980], p.13) | |
| A reaction: An excellent remark. If you look at, or listen to, anything, you can make a conscious effort to drain away your personal values (objectivity; science?), or you can consciously flood them with values. But moral and aesthetic vision must differ... |
| 20180 | A happy and joyous life must largely be a quiet life [Russell] |
| Full Idea: A happy life must to a great extent be a quiet life, for it is only in an atmosphere of quiet that true joy can live. | |
| From: Bertrand Russell (The Conquest of Happiness [1930], 4) | |
| A reaction: Most people's image of happiness is absorption in an interesting task, or relaxing in good company. The idea that happiness is wild excitement exists, but is a minority view. |
| 20177 | Boredom always involves not being fully occupied [Russell] |
| Full Idea: It is one of the essentials of boredom that one's faculties must not be fully occupied. | |
| From: Bertrand Russell (The Conquest of Happiness [1930], 4) | |
| A reaction: He gives running for your life as an example of non-boredom. I suspect that this is only the sort of boredom that troubled Russell, and not the sort of profound boredom that led the actor George Sanders to suicide (according to his last note). |
| 20179 | Happiness involves enduring boredom, and the young should be taught this [Russell] |
| Full Idea: A certain power of enduring boredom is essential to a happy life, and is one of the things that ought to be taught to the young. | |
| From: Bertrand Russell (The Conquest of Happiness [1930], 4) | |
| A reaction: As an example he suggests that Wordsworth would never have written 'The Prelude' is he had never been bored when young. Which suggests that Russell doesn't really get boredom, seeing it merely as a stimulus to work. |
| 20176 | Boredom is an increasingly strong motivating power [Russell] |
| Full Idea: Boredom has been, I believe, one of the great motive powers throughout the historical epoch, and is so at the present day more than ever. | |
| From: Bertrand Russell (The Conquest of Happiness [1930], 4) | |
| A reaction: Most of his essay tells us how to avoid boredom, rather than how it motivates. |
| 20178 | Life is now more interesting, but boredom is more frightening [Russell] |
| Full Idea: We are less bored than our ancestors were, but we are more afraid of boredom | |
| From: Bertrand Russell (The Conquest of Happiness [1930], 4) | |
| A reaction: I get the impression that the invention of the powerful mobile phone has largely banished boredom from human life, except when you are obliged to switch it off. The fear of boredom may hence be even greater now. |