5 ideas
| 11966 | If there are essential properties, how do you find out what they are? [Chisholm] |
| Full Idea: It seems to me that if Adam does have essential properties, there is no procedure at all for finding out what they are. | |
| From: Roderick Chisholm (Identity through Possible Worlds [1967], p.85) | |
| A reaction: My tentative suggestion is that the essential properties are those which explain the nature, power, function and role of Adam in the 'actual' world. Whatever possibilities he acquires, he had better retain the capacity to be the First Man. |
| 16209 | How can point-duration slices of people have beliefs or desires? [Thomson] |
| Full Idea: Can one really think that point-duration temporal slices of bodies believe things or want things? | |
| From: Judith (Jarvis) Thomson (People and Their Bodies [1997], p.211), quoted by Katherine Hawley - How Things Persist 2.9 n21 | |
| A reaction: There is a problem with a slice doing anything long-term. The bottom line is that things are said to 'endure', but that is precisely what time-slices are unable to do. Hawley rejects this idea. |
| 11965 | Could possible Adam gradually transform into Noah, and vice versa? [Chisholm] |
| Full Idea: If Adam lived for 931 years in a possible world, instead of his actual 930 years, ..then Adam and Noah could gradually exchange their ages and other properties...and we could trace Adam in a world back to the actual Noah, and vice versa. | |
| From: Roderick Chisholm (Identity through Possible Worlds [1967], p.81-2) | |
| A reaction: [very compressed] Chisholm was one of the first to raise this problem for possible worlds, though it had been Quine's objection to modal logic all along. Only Adam having essential properties seems to stop this slippery slope, says Chisholm. |
| 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. |