17 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. |
| 22752 | Reasoning is impossible without a preconception [Sext.Empiricus] |
| Full Idea: It is not possible either to seek or to doubt without a preconception. | |
| From: Sextus Empiricus (Against the Ethicists (one book) [c.180], II.22) | |
| A reaction: [Sextus quotes this from 'the sapient Epicurus'] I think this may be a message across the centuries to Hegel, who attempted this impossible feat. My picture of philosophy is a continual shift of the preconceptions, to explore thoroughly. |
| 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) |
| 5845 | Niceratus learnt the whole of Homer by heart, as a guide to goodness [Xenophon] |
| Full Idea: Niceratus said that his father, because he was concerned to make him a good man, made him learn the whole works of Homer, and he could still repeat by heart the entire 'Iliad' and 'Odyssey'. | |
| From: Xenophon (Symposium [c.391 BCE], 3.5) | |
| A reaction: This clearly shows the status which Homer had in the teaching of morality in the time of Socrates, and it is precisely this acceptance of authority which he was challenging, in his attempts to analyse the true basis of virtue |
| 22754 | Saying the good is useful or choiceworth or happiness-creating is not the good, but a feature of it [Sext.Empiricus] |
| Full Idea: Asserting that the good is 'the useful', or 'what is choiceworthy for its own sake', or 'that which contributes to happiness', does not teach us what good is but states its accidental property. | |
| From: Sextus Empiricus (Against the Ethicists (one book) [c.180], II.35) | |
| A reaction: This seems to be a pretty accurate statement of Moore's famous Open Question argument. I read it in an Aristotelian way - that that quest is always for the essential nature of the thing itself, not for its role or function or use. |
| 22755 | Like a warming fire, what is good by nature should be good for everyone [Sext.Empiricus] |
| Full Idea: Just as fire which is warmth-giving by nature warms all men, and does not chill some of them, so what is good by nature ought to be good for all, and not good for some but not good for others. | |
| From: Sextus Empiricus (Against the Ethicists (one book) [c.180], II.69) | |
| A reaction: This is going to confine the naturally good to the basics of life, which we all share. Is a love of chess a natural good? It seems to capture an aspect of human nature, without appealing to everyone. Sextus says nothing is good for everyone. |
| 22756 | If a desire is itself desirable, then we shouldn't desire it, as achieving it destroys it [Sext.Empiricus] |
| Full Idea: If the desire for wealth or health is desirable, we ought not to purse wealth or health, lest by acquiring them we cease to desire them any longer. | |
| From: Sextus Empiricus (Against the Ethicists (one book) [c.180], II.81) | |
| A reaction: He is investigating whether desires can be desirable, and if so which ones. Roots of this are in Plato's 'Gorgias' on drinking water. Similar to 'if compassion is the highest good then we need lots of suffering'. Desire must be a means, not an end. |
| 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) |