Combining Texts

All the ideas for 'Protagoras', 'Philosophy of Mind (Encylopedia III)' and 'Mathematical Truth'

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18 ideas

2. Reason / B. Laws of Thought / 4. Contraries
Only one thing can be contrary to something [Plato]
     Full Idea: To everything that admits of a contrary there is one contrary and no more.
     From: Plato (Protagoras [c.380 BCE], 332c)
     A reaction: The sort of thing for which a modern philosopher would demand a proof (and then reject when the proof couldn't be found), where a Greek is happy to assert it as self-evident. I can't think of a counterexample.
6. Mathematics / A. Nature of Mathematics / 1. Mathematics
Mathematical truth is always compromising between ordinary language and sensible epistemology [Benacerraf]
     Full Idea: Most accounts of the concept of mathematical truth can be identified with serving one or another of either semantic theory (matching it to ordinary language), or with epistemology (meshing with a reasonable view) - always at the expense of the other.
     From: Paul Benacerraf (Mathematical Truth [1973], Intro)
     A reaction: The gist is that language pulls you towards platonism, and epistemology pulls you towards empiricism. He argues that the semantics must give ground. He's right.
6. Mathematics / C. Sources of Mathematics / 1. Mathematical Platonism / b. Against mathematical platonism
Realists have semantics without epistemology, anti-realists epistemology but bad semantics [Benacerraf, by Colyvan]
     Full Idea: Benacerraf argues that realists about mathematical objects have a nice normal semantic but no epistemology, and anti-realists have a good epistemology but an unorthodox semantics.
     From: report of Paul Benacerraf (Mathematical Truth [1973]) by Mark Colyvan - Introduction to the Philosophy of Mathematics 1.2
The platonist view of mathematics doesn't fit our epistemology very well [Benacerraf]
     Full Idea: The principle defect of the standard (platonist) account of mathematical truth is that it appears to violate the requirement that our account be susceptible to integration into our over-all account of knowledge.
     From: Paul Benacerraf (Mathematical Truth [1973], III)
     A reaction: Unfortunately he goes on to defend a causal theory of justification (fashionable at that time, but implausible now). Nevertheless, his general point is well made. Your theory of what mathematics is had better make it knowable.
8. Modes of Existence / D. Universals / 6. Platonic Forms / c. Self-predication
If asked whether justice itself is just or unjust, you would have to say that it is just [Plato]
     Full Idea: If someone asked me 'Is justice itself just or unjust?' I should answer that it was just, wouldn't you? I agree.
     From: Plato (Protagoras [c.380 BCE], 330c)
11. Knowledge Aims / A. Knowledge / 3. Value of Knowledge
The only real evil is loss of knowledge [Plato]
     Full Idea: The only real kind of faring ill is the loss of knowledge.
     From: Plato (Protagoras [c.380 BCE], 345b)
     A reaction: This must crucially involve the intellectualist view (of Socrates) that virtuos behaviour results from knowledge, and moral wickedness is the result of ignorance. It is hard to see how forgetting a phone number is evil.
The most important things in life are wisdom and knowledge [Plato]
     Full Idea: It would be shameful indeed to say that wisdom and knowledge are anything but the most powerful forces in human activity.
     From: Plato (Protagoras [c.380 BCE], 352d)
     A reaction: He lumps wisdom and knowledge together, and I think we can take 'knowledge' to mean something like understanding, because obviously mere atomistic propositional knowledge can be utterly trivial.
15. Nature of Minds / C. Capacities of Minds / 7. Seeing Resemblance
Everything resembles everything else up to a point [Plato]
     Full Idea: Everything resembles everything else up to a point.
     From: Plato (Protagoras [c.380 BCE], 331d)
16. Persons / F. Free Will / 2. Sources of Free Will
Freedom is produced by the activity of the mind, and is not intrinsically given [Hegel]
     Full Idea: Actual freedom is not something immediately existent in mindedness, but is something to be produced by the mind's own activity. It is thus as the producer of its freedom that we have to consider mindedness in philosophy.
     From: Georg W.F.Hegel (Philosophy of Mind (Encylopedia III) [1817], §382, Zusatz), quoted by Terry Pinkard - German Philosophy 1760-1860 11
     A reaction: Pinkard glosses this as an agent being free by being the centre of a group of social responsibilities. Hence I presume small children have no freedom. Presumably we could deprive citizens of all responsibility, and hence of metaphysical freedom.
17. Mind and Body / A. Mind-Body Dualism / 1. Dualism
Geist is distinct from nature, not as a substance, but because of its normativity [Hegel, by Pinkard]
     Full Idea: Hegel argued that it was the impossibility of a naturalistic account of normativity that distinguished Geist from nature, not Geist's being any kind of metaphysical substance.
     From: report of Georg W.F.Hegel (Philosophy of Mind (Encylopedia III) [1817]) by Terry Pinkard - German Philosophy 1760-1860 11
     A reaction: Hegel always seems to want to have his cake and eat it. Without a mental substance, how can Geist not be part of nature? What is Geist made of? Is his view functionalist? But that is usually naturalistic. Is normativity magic?
20. Action / C. Motives for Action / 3. Acting on Reason / b. Intellectualism
Courage is knowing what should or shouldn't be feared [Plato]
     Full Idea: Knowledge of what is and is not to be feared is courage.
     From: Plato (Protagoras [c.380 BCE], 360d)
22. Metaethics / B. Value / 2. Values / j. Evil
No one willingly and knowingly embraces evil [Plato]
     Full Idea: No one willingly goes to meet evil, or what he thinks is evil.
     From: Plato (Protagoras [c.380 BCE], 358d)
     A reaction: Presumably people who actively choose satanism can override this deep-seated attitude. But their adherence to evil usually seems to be rather restrained. A danger of tautology with ideas like this.
22. Metaethics / C. The Good / 1. Goodness / h. Good as benefit
Some things are good even though they are not beneficial to men [Plato]
     Full Idea: 'Do you mean by good those things that are beneficial to men?' 'Not only those. I call some things which are not beneficial good as well'.
     From: Plato (Protagoras [c.380 BCE], 333e)
     A reaction: Examples needed, but this would be bad news for utilitarians. Good health is not seen as beneficial if it is taken for granted. Not being deaf.
22. Metaethics / C. The Good / 3. Pleasure / c. Value of pleasure
Some pleasures are not good, and some pains are not evil [Plato]
     Full Idea: There are some pleasures which are not good, and some pains which are not evil.
     From: Plato (Protagoras [c.380 BCE], 351d)
     A reaction: Sadism and child birth. Though Bentham (I think) says that there is nothing good about the pain, since the event would obviously be better without it.
People tend only to disapprove of pleasure if it leads to pain, or prevents future pleasure [Plato]
     Full Idea: The only reason the common man disapproves of pleasures is if they lead to pain and deprive us of future pleasures.
     From: Plato (Protagoras [c.380 BCE], 354a)
     A reaction: Plato has a strong sense that some pleasures are just innately depraved and wicked. If those pleasure don't hurt anyone, it is very hard to pinpoint what is wrong with them.
23. Ethics / C. Virtue Theory / 2. Elements of Virtue Theory / d. Teaching virtue
Socrates did not believe that virtue could be taught [Plato]
     Full Idea: Socrates: I do not believe that virtue can be taught.
     From: Plato (Protagoras [c.380 BCE], 320b)
Socrates is contradicting himself in claiming virtue can't be taught, but that it is knowledge [Plato]
     Full Idea: Socrates is contradicting himself by saying virtue is not teachable, and yet trying to demonstrate that every virtue is knowledge.
     From: Plato (Protagoras [c.380 BCE], 361b)
If we punish wrong-doers, it shows that we believe virtue can be taught [Plato]
     Full Idea: Athenians inflict punishment on wrong-doers, which shows that they too think it possible to impart and teach goodness.
     From: Plato (Protagoras [c.380 BCE], 324c)