Combining Texts

All the ideas for 'fragments/reports', 'Philosophical Studies 1611-19' and 'Quine on Quantifying In'

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6 ideas

5. Theory of Logic / E. Structures of Logic / 1. Logical Form
Is it the sentence-token or the sentence-type that has a logical form? [Fine,K]
     Full Idea: Do we attribute a logical form to a sentence token because it is a token of a type with that form, or do we attribute a logical form to a sentence type because it is a type of a token with that form?
     From: Kit Fine (Quine on Quantifying In [1990], p.110)
     A reaction: Since I believe in propositions (as the unambiguous thought that lies behind a sentence), I take it that logical form concerns propositions, though strict logicians don't like this, for fear that logic spills into psychology.
5. Theory of Logic / G. Quantification / 4. Substitutional Quantification
Substitutional quantification is referential quantification over expressions [Fine,K]
     Full Idea: Substitutional quantification may be regarded as referential quantification over expressions.
     From: Kit Fine (Quine on Quantifying In [1990], p.124)
     A reaction: This is an illuminating gloss. Does such quantification involve some ontological commitment to expressions? I feel an infinite regress looming.
9. Objects / C. Structure of Objects / 2. Hylomorphism / c. Form as causal
In hylomorphism all the explanation of actions is in the form, and the matter doesn't do anything [Bacon]
     Full Idea: Prime, common matter seems to be a kind of accessory and to stand as a substratum, whereas any kind of action seems to be a mere emanation of form. So it is that forms are given all the leading parts.
     From: Francis Bacon (Philosophical Studies 1611-19 [1617], p.206), quoted by Robert Pasnau - Metaphysical Themes 1274-1671 07.2
     A reaction: This is a very striking criticism of hylomorphism. The revolution was simple - that actually matter seems to do all the real work, and the form can take a back seat.
25. Social Practice / E. Policies / 5. Education / b. Education principles
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.
26. Natural Theory / A. Speculations on Nature / 6. Early Matter Theories / a. Greek matter
Stripped and passive matter is just a human invention [Bacon]
     Full Idea: Stripped and passive matter seems nothing more than an invention of the human mind.
     From: Francis Bacon (Philosophical Studies 1611-19 [1617], p.206), quoted by Robert Pasnau - Metaphysical Themes 1274-1671 07.2
     A reaction: Bacon seems to me to get too little credit in the history of philosophy, because he is just seen as a progenitor of science. His modern views predate most radical 17th C thought by 20 years.
27. Natural Reality / D. Time / 1. Nature of Time / d. Time as measure
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.