4 ideas
| 14082 | No sortal could ever exactly pin down which set of particles count as this 'cup' [Schaffer,J] |
| Full Idea: Many decent candidates could the referent of this 'cup', differing over whether outlying particles are parts. No further sortal I could invoke will be selective enough to rule out all but one referent for it. | |
| From: Jonathan Schaffer (Deflationary Metaontology of Thomasson [2009], 3.1 n8) | |
| A reaction: I never had much faith in sortals for establishing individual identity, so this point comes as no surprise. The implication is strongly realist - that the cup has an identity which is permanently beyond our capacity to specify it. |
| 14081 | Identities can be true despite indeterminate reference, if true under all interpretations [Schaffer,J] |
| Full Idea: There can be determinately true identity claims despite indeterminate reference of the terms flanking the identity sign; these will be identity claims true under all admissible interpretations of the flanking terms. | |
| From: Jonathan Schaffer (Deflationary Metaontology of Thomasson [2009], 3.1) | |
| A reaction: In informal contexts there might be problems with the notion of what is 'admissible'. Is 'my least favourite physical object' admissible? |
| 23282 | If all that matters in morality is motive and intention, that makes moral luck irrelevant [Williams,B] |
| Full Idea: The idea that one's whole life can be immune to luck has not prevailed (e.g. in Christianity), …but its place has been taken by the idea that moral value can be immune, …if it is motive that counts, and in actions it is not worldly changes but intention. | |
| From: Bernard Williams (Moral Luck [1976], p.20) | |
| A reaction: [compressed] That is, that Kant offers a way to make luck irrelevant to morality. Williams disagrees, but says at least Kant offers 'solace to a sense of the world's unfairness'. |
| 5833 | 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. |