16 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) |
| 2427 | Maybe understanding doesn't need consciousness, despite what Searle seems to think [Searle, by Chalmers] |
| Full Idea: Searle originally directed the Chinese Room against machine intentionality rather than consciousness, arguing that it is "understanding" that the room lacks,….but on Searle's view intentionality requires consciousness. | |
| From: report of John Searle (Minds, Brains and Science [1984]) by David J.Chalmers - The Conscious Mind 4.9.4 | |
| A reaction: I doubt whether 'understanding' is a sufficiently clear and distinct concept to support Searle's claim. Understanding comes in degrees, and we often think and act with minimal understanding. |
| 7389 | A program won't contain understanding if it is small enough to imagine [Dennett on Searle] |
| Full Idea: There is nothing remotely like genuine understanding in any hunk of programming small enough to imagine readily. | |
| From: comment on John Searle (Minds, Brains and Science [1984]) by Daniel C. Dennett - Consciousness Explained 14.1 | |
| A reaction: We mustn't hide behind 'complexity', but I think Dennett is right. It is important to think of speed as well as complexity. Searle gives the impression that he knows exactly what 'understanding' is, but I doubt if anyone else does. |
| 7390 | If bigger and bigger brain parts can't understand, how can a whole brain? [Dennett on Searle] |
| Full Idea: The argument that begins "this little bit of brain activity doesn't understand Chinese, and neither does this bigger bit..." is headed for the unwanted conclusion that even the activity of the whole brain won't account for understanding Chinese. | |
| From: comment on John Searle (Minds, Brains and Science [1984]) by Daniel C. Dennett - Consciousness Explained 14.1 | |
| A reaction: In other words, Searle is guilty of a fallacy of composition (in negative form - parts don't have it, so whole can't have it). Dennett is right. The whole shebang of the full brain will obviously do wonderful (and commonplace) things brain bits can't. |
| 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) |
| 2685 | The Greek 'philia' covers all good and fruitful relationships [Cooper,JM] |
| Full Idea: The Greek 'philia' is much wider than our "friendship"; it includes family relationships, and business relationships and membership of institutions. | |
| From: John M. Cooper (Aristotle on Friendship [1977], p.301) |