18 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. |
| 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) |
| 4125 | Hare says I acquire an agglomeration of preferences by role-reversal, leading to utilitarianism [Hare, by Williams,B] |
| Full Idea: In Hare's theory I apply a "role-reversal test", and then acquire an actual agglomeration of preferences that apply to the hypothetical situation. The result is utilitarianism. | |
| From: report of Richard M. Hare (Moral Thinking: Its Levels,Method and Point [1981]) by Bernard Williams - Ethics and the Limits of Philosophy Ch.5 | |
| A reaction: It hits that traditional stumbling block, of why I should care about the preferences of others. Pure reason and empathy are the options (Kant or Hume). I may, however, lack both. |
| 4126 | If we have to want the preferences of the many, we have to abandon our own deeply-held views [Williams,B on Hare] |
| Full Idea: Hare's version of utilitarianism requires an agent to abandon any deeply held principle or conviction if a large enough aggregate of contrary preferences, of whatever kind, favours a contrary action. | |
| From: comment on Richard M. Hare (Moral Thinking: Its Levels,Method and Point [1981]) by Bernard Williams - Ethics and the Limits of Philosophy Ch.5 | |
| A reaction: This nicely attacks any impersonal moral theory, whether it is based on reason or preferences. But where did my personal ideals come from? |
| 4127 | If morality is to be built on identification with the preferences of others, I must agree with their errors [Williams,B on Hare] |
| Full Idea: If there is to be total identification with others, then if another's preferences are mistaken, the preferences I imagine myself into are equally mistaken, and if 'identification' is the point, they should remain mistaken. | |
| From: comment on Richard M. Hare (Moral Thinking: Its Levels,Method and Point [1981]) by Bernard Williams - Ethics and the Limits of Philosophy Ch.5 | |
| A reaction: Yes. The core of morality must be judgement. Robots can implement universal utilitarian rules, but they could end up promoting persecutions of minorities. |
| 22483 | A judgement is presciptive if we expect it to be acted on [Hare] |
| Full Idea: We say something prescriptive if and only if, for some act A, some situation S and some person R, if P were to assent (orally) to what we say, and not, in S, do A, he logically must be assenting insincerely. | |
| From: Richard M. Hare (Moral Thinking: Its Levels,Method and Point [1981], p.21), quoted by Philippa Foot - Does Moral Subjectivism Rest on a Mistake? p.190 | |
| A reaction: Foot offers this as Hare's most explicit definition. The use of algebra strikes me as ludicrous. In logic letters have the virtue of not shifting their meaning during an argument, but that is not required here. |
| 4360 | By far the easiest way of seeming upright is to be upright [Hare] |
| Full Idea: By far the easiest way of seeming upright is to be upright. | |
| From: Richard M. Hare (Moral Thinking: Its Levels,Method and Point [1981], Ch.11) | |
| A reaction: Yes. This is the route which takes us from enlightened self-interest to a vision of true morality. Virtue is found to be its own reward, thought that is not how we became virtuous to begin with. |
| 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) |
| 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) |
| 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) |
| 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) |
| 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'). |