5 ideas
| 15045 | The big issue since the eighteenth century has been: what is Reason? Its effect, limits and dangers? [Foucault] |
| Full Idea: I think the central issue of philosophy and critical thought since the eighteenth century has always been, still is, and will, I hope, remain the question: What is this Reason that we use? What are its historical effects? What are its limits and dangers? | |
| From: Michel Foucault (Space, Knowledge and Power (interview) [1982], p.358) | |
| A reaction: One can hardly deny the fairness of the question, but I hope that won't prevent us from trying to be rational. Maybe logicians do a better job of clarifying reason than the political and historical speculations of Foucault? |
| 8499 | Nominalists cannot translate 'red resembles pink more than blue' into particulars [Jackson] |
| Full Idea: It is not always possible for nominalists to translate all statements putatively about universals as statements about particulars. It is not possible for 'red is a colour' and 'red resembles pink more than blue' | |
| From: Frank Jackson (Statements about Universals [1977], p.89) | |
| A reaction: His second example strikes me as the biggest challenge facing nominalism. I wish they wouldn't use secondary qualities as examples. I am unconvinced that the existence of universals will improve the explanation. It's a mystery. |
| 8500 | Colour resemblance isn't just resemblance between things; 'colour' must be mentioned [Jackson] |
| Full Idea: Some red things resemble some blue things more than some pink things because of factors other than colour. Nominalists must offer 'anything red colour-resembles anything pink', but that may contain a universal in disguise. | |
| From: Frank Jackson (Statements about Universals [1977], p.90) | |
| A reaction: Hume and Quine are probably right that we spot resemblances instantly, and only articulate the respect of the resemblance at a later stage. |
| 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. |