21 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. |
| 13201 | ∈ says the whole set is in the other; ⊆ says the members of the subset are in the other [Enderton] |
| Full Idea: To know if A ∈ B, we look at the set A as a single object, and check if it is among B's members. But if we want to know whether A ⊆ B then we must open up set A and check whether its various members are among the members of B. | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 1:04) | |
| A reaction: This idea is one of the key ideas to grasp if you are going to get the hang of set theory. John ∈ USA ∈ UN, but John is not a member of the UN, because he isn't a country. See Idea 12337 for a special case. |
| 13204 | The 'ordered pair' <x,y> is defined to be {{x}, {x,y}} [Enderton] |
| Full Idea: The 'ordered pair' <x,y> is defined to be {{x}, {x,y}}; hence it can be proved that <u,v> = <x,y> iff u = x and v = y (given by Kuratowski in 1921). ...The definition is somewhat arbitrary, and others could be used. | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 3:36) | |
| A reaction: This looks to me like one of those regular cases where the formal definitions capture all the logical behaviour of the concept that are required for inference, while failing to fully capture the concept for ordinary conversation. |
| 13206 | A 'linear or total ordering' must be transitive and satisfy trichotomy [Enderton] |
| Full Idea: A 'linear ordering' (or 'total ordering') on A is a binary relation R meeting two conditions: R is transitive (of xRy and yRz, the xRz), and R satisfies trichotomy (either xRy or x=y or yRx). | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 3:62) |
| 13200 | Note that {Φ} =/= Φ, because Φ ∈ {Φ} but Φ ∉ Φ [Enderton] |
| Full Idea: Note that {Φ} =/= Φ, because Φ ∈ {Φ} but Φ ∉ Φ. A man with an empty container is better off than a man with nothing. | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 1.03) |
| 13199 | The empty set may look pointless, but many sets can be constructed from it [Enderton] |
| Full Idea: It might be thought at first that the empty set would be a rather useless or even frivolous set to mention, but from the empty set by various set-theoretic operations a surprising array of sets will be constructed. | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 1:02) | |
| A reaction: This nicely sums up the ontological commitments of mathematics - that we will accept absolutely anything, as long as we can have some fun with it. Sets are an abstraction from reality, and the empty set is the very idea of that abstraction. |
| 13203 | The singleton is defined using the pairing axiom (as {x,x}) [Enderton] |
| Full Idea: Given any x we have the singleton {x}, which is defined by the pairing axiom to be {x,x}. | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 2:19) | |
| A reaction: An interesting contrivance which is obviously aimed at keeping the axioms to a minimum. If you can do it intuitively with a new axiom, or unintuitively with an existing axiom - prefer the latter! |
| 13202 | Fraenkel added Replacement, to give a theory of ordinal numbers [Enderton] |
| Full Idea: It was observed by several people that for a satisfactory theory of ordinal numbers, Zermelo's axioms required strengthening. The Axiom of Replacement was proposed by Fraenkel and others, giving rise to the Zermelo-Fraenkel (ZF) axioms. | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 1:15) |
| 13205 | We can only define functions if Choice tells us which items are involved [Enderton] |
| Full Idea: For functions, we know that for any y there exists an appropriate x, but we can't yet form a function H, as we have no way of defining one particular choice of x. Hence we need the axiom of choice. | |
| From: Herbert B. Enderton (Elements of Set Theory [1977], 3:48) |
| 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'. |
| 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) |
| 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) |
| 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) |
| 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) |
| 7903 | The six perfections are giving, morality, patience, vigour, meditation, and wisdom [Nagarjuna] |
| Full Idea: The six perfections are of giving, morality, patience, vigour, meditation, and wisdom. | |
| From: Nagarjuna (Mahaprajnaparamitashastra [c.120], 88) | |
| A reaction: What is 'morality', if giving is not part of it? I like patience and vigour being two of the virtues, which immediately implies an Aristotelian mean (which is always what is 'appropriate'). |