20 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. |
| 15510 | Classes are a host of ethereal, platonic, pseudo entities [Goodman] |
| Full Idea: I will not willingly use apparatus that peoples the world with a host of ethereal, platonic, pseudo entities. | |
| From: Nelson Goodman (The Structure of Appearance [1951], II.2), quoted by David Lewis - Parts of Classes 2.1 | |
| A reaction: This represents the big gap that opened up with Goodman's former comrade in arms, Quine. Lewis quotes it in order to ask whether he means ethereal or platonic, as they are very different. I sympathise with Goodman. |
| 9920 | Two objects can apparently make up quite distinct arrangements in sets [Goodman, by Burgess/Rosen] |
| Full Idea: Goodman argues that the set or class {{a}},{a,b}} is supposed to be distinct from the set or class {{b},{a,b}}, even though both are ultimately constituted from the same a and b. | |
| From: report of Nelson Goodman (The Structure of Appearance [1951]) by JP Burgess / G Rosen - A Subject with No Object I.A.2.a | |
| A reaction: I'm with Goodman all the way here, even though it is deeply unfashionable, particularly in the circles I move in. If there are trillion grains of sand on a beach, how many sets are we supposed to be committed to? |
| 10657 | The counties of Utah, and the state, and its acres, are in no way different [Goodman] |
| Full Idea: A class (counties of Utah) is different neither from the individual (state of Utah) that contains its members, nor from any other class (acres of Utah) whose members exhaust the whole. For nominalists, distinction of entity means distinction of content. | |
| From: Nelson Goodman (The Structure of Appearance [1951], p.26), quoted by Achille Varzi - Mereology 3.1 | |
| A reaction: This is a nice credo for the nominalist version of mereology. You can still have a mereology that commits you to the wholes as well as the parts. Cf. Lewis in Idea 10660. |
| 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'. |
| 7956 | If all and only red things were round things, we would need to specify the 'respect' of the resemblance [Goodman, by Macdonald,C] |
| Full Idea: According to Goodman's 'companionship difficulty', resemblance nominalism has a problem if, say, all and only the red things were the round things, because we cannot distinguish the two different respects in which the things resemble one another. | |
| From: report of Nelson Goodman (The Structure of Appearance [1951]) by Cynthia Macdonald - Varieties of Things Ch.6 | |
| A reaction: Goodman opts for extreme linguististic nominalism in response to this (Idea 7952), whereas Russell opts for a sort of Platonism (4441). The current idea gives Russell a further problem, of needing a universal of the respect of the resemblance. |
| 7957 | Without respects of resemblance, we would collect blue book, blue pen, red pen, red clock together [Goodman, by Macdonald,C] |
| Full Idea: Goodman's 'imperfect community' problem for Resemblance Nominalism says that without mention of respects in which things resemble, we end up with a heterogeneous collection with nothing wholly in common (blue book, blue pen, red pen, red clock). | |
| From: report of Nelson Goodman (The Structure of Appearance [1951]) by Cynthia Macdonald - Varieties of Things Ch.6 | |
| A reaction: This suggests Wittgenstein's 'family' resemblance as a way out (Idea 4141), but a blue book and a red clock seem totally unrelated. Nice objection! At this point we start to think that the tropes resemble, rather than the objects. |
| 7952 | If we apply the same word to different things, it is only because we are willing to do so [Goodman, by Macdonald,C] |
| Full Idea: Predicate nominalism is the view that what all things to which the same word applies have in common is simply our willingness to apply the same word to them. | |
| From: report of Nelson Goodman (The Structure of Appearance [1951], Ch.6) by Cynthia Macdonald - Varieties of Things | |
| A reaction: This is Goodman's 'extreme nominalist' position. This seems also to be an anti-realist position, as it denies any 'joints' to nature (Idea 7953). It strikes me as daft. WHY are we willing to apply words in certain ways? |
| 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) |
| 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) |
| 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) |
| 16713 | Philosophers are the forefathers of heretics [Tertullian] |
| Full Idea: Philosophers are the forefathers of heretics. | |
| From: Tertullian (works [c.200]), quoted by Robert Pasnau - Metaphysical Themes 1274-1671 20.2 |
| 6610 | I believe because it is absurd [Tertullian] |
| Full Idea: I believe because it is absurd ('Credo quia absurdum est'). | |
| From: Tertullian (works [c.200]), quoted by Robert Fogelin - Walking the Tightrope of Reason n4.2 | |
| A reaction: This seems to be a rather desperate remark, in response to what must have been rather good hostile arguments. No one would abandon the support of reason if it was easy to acquire. You can't deny its engaging romantic defiance, though. |