12 ideas
| 24008 | Reference to a person's emotions is often essential to understanding their actions [Williams,B] |
| Full Idea: The reference to a man's emotions has a significance for our understanding of his moral sincerity, not as a substitute for or addition to how he acts, but as, on occasion, underlying our understanding of how he acts. | |
| From: Bernard Williams (Morality and the emotions [1965], p.223) | |
| A reaction: Williams aims to rescue emotion from the emotivists, and replace it at the centre of traditional modes of moral judgement. I suppose we could assess one rogue robot as behaving 'badly' in a community of robots. |
| 24009 | Moral education must involve learning about various types of feeling towards things [Williams,B] |
| Full Idea: If moral education does not revolve around what to fear, to be angry about, to despise, and where to draw the line between kindness and a stupid sentimentality - I do not know what it is. (Though there are principles, of truth-telling and justice). | |
| From: Bernard Williams (Morality and the emotions [1965], p.225) | |
| A reaction: He cites Aristotle as the obvious source of this correct idea. The examples of principle both require us to place a high value on truth and justice, and not just follow rules in the style of arithmetic. |
| 24007 | Emotivism saw morality as expressing emotions, and influencing others' emotions [Williams,B] |
| Full Idea: Emotivism held that there were two purposes of moral judgements: to express the emotions of the speaker, and to influence the emotions of his hearers. | |
| From: Bernard Williams (Morality and the emotions [1965], p.209) | |
| A reaction: I take Ayer to be typical of the first project, and Hare of the second. The theory is much more plausible when the second aim is added. Would we ever utter a moral opinion if we didn't hope to influence someone? |
| 24010 | An admirable human being should have certain kinds of emotional responses [Williams,B] |
| Full Idea: One's conception of an admirable human being implies that he should be disposed to certain kinds of emotional response, and not to others. | |
| From: Bernard Williams (Morality and the emotions [1965], p.225) | |
| A reaction: So are the good emotions an indicator of being a good person, or is that what their goodness consists of? The goodness must be cashed out in actions, and presumably good emotions both promise good actions, and motivate them. |
| 24012 | Kant's love of consistency is too rigid, and it even overrides normal fairness [Williams,B] |
| Full Idea: There is a certain moral woodenness or even insolence in Kant's blank regard for consistency. It smacks of Keynes's Principle of Unfairness - that if you can't do a good turn to everybody, you shouldn't do it to anybody. | |
| From: Bernard Williams (Morality and the emotions [1965], p.226) | |
| A reaction: He says it also turns each of us into a Supreme Legislator, which deifies man. It is clearly not the case that morality consists entirely of rules and principles, but Williams recognises their role, in truth-telling for example. |
| 22971 | In moving from capitalism to communism a revolutionary dictatorship of the proletariat is needed [Marx] |
| Full Idea: Between the capitalist and communist society lies the revolutionary transformation of the one into the other. Corresponding to this is a political transition period in which the state can be nothing but the revolutionary dictatorship of the proletariat. | |
| From: Karl Marx (Critique of the Gotha Program [1875], IV) | |
| A reaction: This hugely influential idea was catastrophic for the twentieth century, because the leaders of the proletarian dictatorship adored and abused the power, and wouldn't give it up for some feeble next stage. |
| 22000 | From each according to his ability, to each according to his need [Marx] |
| Full Idea: From each according to his ability, to each according to his need. | |
| From: Karl Marx (Critique of the Gotha Program [1875]), quoted by Peter Singer - Marx 9 | |
| A reaction: Singer says this was not original to Marx, and he placed little emphasis on it. The obvious capitalist response is to ask how you will motivate someone who has huge abilities but few needs. It implies huge inequalities of altruism. |
| 22970 | Freedom is making the state subordinate to its society [Marx] |
| Full Idea: Freedom consists in converting the state from an organ superimposed on society into one completely subordinate to it. | |
| From: Karl Marx (Critique of the Gotha Program [1875], IV) | |
| A reaction: The intermediate stage is dictatorship of the proletariat (presumably exercised by the communist leadership). No twentieth century marxist state ever got near the freedom which Marx was seeking. A liberal society might achieve it! |
| 22969 | People who only have their labour power are the slaves of those permitting them to work [Marx] |
| Full Idea: The man who possesses no other property than his labour power must, in all conditions of society and culture, be the slave of other men who have made themselves the owners of the material conditions of labour. He can only work with their permission. | |
| From: Karl Marx (Critique of the Gotha Program [1875], I) | |
| A reaction: In a world of vast multinationals, the person giving the permission to work is nearly always dependent on some higher level permission. In any sort of society people can only work with the consensus of other people. |
| 22972 | Bourgeois 'freedom of conscience' just tolerates all sorts of religious intolerance [Marx] |
| Full Idea: Bourgeois 'freedom of conscience' is just the toleration of all possible kinds of religious unfreedom of conscience, and the workers' party should endeavour to liberate the conscience from the witchery of religion. | |
| From: Karl Marx (Critique of the Gotha Program [1875], IV) | |
| A reaction: We see this in modern 'faith' schools in the UK, which do not seem to be required to live up to the standards of freedom of belief expected in the rest of a liberal society. |
| 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. |