Combining Texts

All the ideas for 'Protagoras', 'Frege on Knowing the Third Realm' and 'The Correspondence Theory of Truth'

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22 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.
3. Truth / A. Truth Problems / 5. Truth Bearers
Must sentences make statements to qualify for truth? [O'Connor]
     Full Idea: Maybe a sentence is not a candidate for truth until it is used to make a statement.
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], Ch.6)
3. Truth / C. Correspondence Truth / 1. Correspondence Truth
Beliefs must match facts, but also words must match beliefs [O'Connor]
     Full Idea: Our beliefs must claim a correspondence with facts, and then the verbal expression of the belief must correspond to the belief itself.
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], Ch.4)
3. Truth / F. Semantic Truth / 2. Semantic Truth
The semantic theory requires sentences as truth-bearers, not propositions [O'Connor]
     Full Idea: The Semantic Theory of truth requires that sentences are truth-bearers (rather than statements, or propositions).
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], Ch.6)
What does 'true in English' mean? [O'Connor]
     Full Idea: We do not seem to have any use in ordinary discourse for phrases like 'true in English', 'false in German'.
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], II.1)
5. Theory of Logic / A. Overview of Logic / 3. Value of Logic
Given that thinking aims at truth, logic gives universal rules for how to do it [Burge]
     Full Idea: The laws of logic - which are constituted by atemporal thoughts and atemporal subject matter - provide universal prescriptions of how one ought to think, given that one's thinking has the function of attaining truth.
     From: Tyler Burge (Frege on Knowing the Third Realm [1992], p.316)
     A reaction: Burge is giving, and endorsing, Frege's view. Burge is fighting a rearguard action, when logical systems keep proliferating. See Idea 10282. I sympathise with the dream of Burge and Frege.
5. Theory of Logic / A. Overview of Logic / 4. Pure Logic
Logic seems to work for unasserted sentences [O'Connor]
     Full Idea: If sentences can have truth-values only when they occur as asserted, it would be impossible to have a truth-functional basis to logic.
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], Ch.6)
7. Existence / B. Change in Existence / 4. Events / c. Reduction of events
Events are fast changes which are of interest to us [O'Connor]
     Full Idea: The standard cases of events are physical changes which happen sufficiently fast to be observed as changes, and which are of sufficient interest to us to be noticed or commented on.
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], Ch.7)
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 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.
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.
11. Knowledge Aims / A. Knowledge / 4. Belief / a. Beliefs
We can't contemplate our beliefs until we have expressed them [O'Connor]
     Full Idea: It is only when beliefs are given some symbolic expression that they acquire the precision and stability that enables us to entertain them.
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], Ch.5)
Without language our beliefs are particular and present [O'Connor]
     Full Idea: Without language we would be restricted to particular beliefs about the here and now.
     From: D.J. O'Connor (The Correspondence Theory of Truth [1975], Ch.8)
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)
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)