5 ideas
| 7529 | All philosophy should begin with an analysis of propositions [Russell] |
| Full Idea: That all sound philosophy should begin with an analysis of propositions is a truth too evident, perhaps, to demand a proof. | |
| From: Bertrand Russell (The Philosophy of Leibniz [1900], p.8), quoted by Ray Monk - Bertrand Russell: Spirit of Solitude | |
| A reaction: Compare Idea 483. The obvious response to Russell is that it must actually begin with a decision about which propositions are worth analysing - and that ain't easy. I like analysis, but philosophy is also a vision of truth. |
| 18883 | Any equivalence relation among similar things allows the creation of an abstractum [Simons] |
| Full Idea: Whenever we have an equivalence relation among things - such as similarity in a certain respect - we can abstract under the equivalence and consider the abstractum. | |
| From: Peter Simons (Modes of Extension: comment on Fine [2008], p.19) | |
| A reaction: This strikes me as dressing up old-fashioned psychological abstractionism in the respectable clothing of Fregean equivalences (such as 'directions'). We can actually do what Simons wants without the precision of partitioned equivalence classes. |
| 18884 | Abstraction is usually seen as producing universals and numbers, but it can do more [Simons] |
| Full Idea: Abstraction as a cognitive tool has been associated predominantly with the metaphysics of universals and of mathematical objects such as numbers. But it is more widely applicable beyond this standard range. I commend its judicious use. | |
| From: Peter Simons (Modes of Extension: comment on Fine [2008], p.21) | |
| A reaction: Personally I think our view of the world is founded on three psychological principles: abstraction, idealisation and generalisation. You can try to give them rigour, as 'equivalence classes', or 'universal quantifications', if it makes you feel better. |
| 13304 | Learned men gain more in one day than others do in a lifetime [Posidonius] |
| Full Idea: In a single day there lies open to men of learning more than there ever does to the unenlightened in the longest of lifetimes. | |
| From: Posidonius (fragments/reports [c.95 BCE]), quoted by Seneca the Younger - Letters from a Stoic 078 | |
| A reaction: These remarks endorsing the infinite superiority of the educated to the uneducated seem to have been popular in late antiquity. It tends to be the religions which discourage great learning, especially in their emphasis on a single book. |
| 20820 | Time is an interval of motion, or the measure of speed [Posidonius, by Stobaeus] |
| Full Idea: Posidonius defined time thus: it is an interval of motion, or the measure of speed and slowness. | |
| From: report of Posidonius (fragments/reports [c.95 BCE]) by John Stobaeus - Anthology 1.08.42 | |
| A reaction: Hm. Can we define motion or speed without alluding to time? Looks like we have to define them as a conjoined pair, which means we cannot fully understand either of them. |