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All the ideas for 'fragments/reports', 'What Does It Take to Refer?' and 'reports'

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35 ideas

4. Formal Logic / E. Nonclassical Logics / 6. Free Logic
Free logic at least allows empty names, but struggles to express non-existence [Bach]
     Full Idea: Unlike standard first-order logic, free logic can allow empty names, but still has to deny existence by either representing it as a predicate, or invoke some dubious distinction such as between existence and being.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L1)
5. Theory of Logic / C. Ontology of Logic / 1. Ontology of Logic
In first-order we can't just assert existence, and it is very hard to deny something's existence [Bach]
     Full Idea: In standard logic we can't straightforwardly say that n exists. We have to resort to using a formula like '∃x(x=n)', but we can't deny n's existence by negating that formula, because standard first-order logic disallows empty names.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L1)
5. Theory of Logic / E. Structures of Logic / 3. Constants in Logic
In logic constants play the role of proper names [Bach]
     Full Idea: In standard first-order logic the role of proper names is played by individual constants.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L1)
5. Theory of Logic / F. Referring in Logic / 1. Naming / b. Names as descriptive
Proper names can be non-referential - even predicate as well as attributive uses [Bach]
     Full Idea: Like it or not, proper names have non-referential uses, including not only attributive but even predicate uses.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L1)
     A reaction: 'He's a right little Hitler'. 'You're doing a George Bush again'. 'Try to live up to the name of Churchill'.
5. Theory of Logic / F. Referring in Logic / 1. Naming / c. Names as referential
Millian names struggle with existence, empty names, identities and attitude ascription [Bach]
     Full Idea: The familiar problems with the Millian view of names are the problem of positive and negative existential statements, empty names, identity sentences, and propositional attitude ascription.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L1)
     A reaction: I take this combination of problems to make an overwhelming case against the daft idea that the semantics of a name amounts to the actual object it picks out. It is a category mistake to attempt to insert a person into a sentence.
5. Theory of Logic / F. Referring in Logic / 2. Descriptions / a. Descriptions
An object can be described without being referred to [Bach]
     Full Idea: An object can be described without being referred to.
     From: Kent Bach (What Does It Take to Refer? [2006], Intro)
     A reaction: I'm not clear how this is possible for a well-known object, though it is clearly possible for a speculative object, such as a gadget I would like to buy. In the former case reference seems to occur even if the speaker is trying to avoid it.
5. Theory of Logic / F. Referring in Logic / 2. Descriptions / b. Definite descriptions
Definite descriptions can be used to refer, but are not semantically referential [Bach]
     Full Idea: If Russell is, as I believe, basically right, then definite descriptions are the paradigm of singular terms that can be used to refer but are not linguistically (semantically) referential.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.1 s5)
     A reaction: I'm not sure that we can decide what is 'semantically referential'. Most of the things we refer to don't have names. We don't then 'use' definite descriptions (I'm thinking) - they actually DO the job. If we use them, we can 'use' names too?
19. Language / B. Reference / 1. Reference theories
Fictional reference is different inside and outside the fiction [Bach]
     Full Idea: We must distinguish 'reference' in a fiction from reference outside the fiction to fictional entities.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.1)
     A reaction: This may be more semantically than ontologically significant. It is perhaps best explicated by Coleridge's distinction over whether or not I am 'suspending my disbelief' when I am discussing a character.
We can refer to fictional entities if they are abstract objects [Bach]
     Full Idea: If fictional entities, such as characters in a play, are real, albeit abstract entities, then we can genuinely refer to them.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.1)
     A reaction: [He cites Nathan Salmon 1998] Personally I would prefer to say that abstract entities are fictions. Fictional characters have uncertain identity conditions. Do they all have a pancreas, if this is never mentioned?
You 'allude to', not 'refer to', an individual if you keep their identity vague [Bach]
     Full Idea: If you say 'a special person is coming to visit', you are not referring to but merely 'alluding to' that individual. This does not count as referring because you are not expressing a singular proposition about it.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.1 s2)
     A reaction: If you add 'I hope he doesn't wear his red suit, but I hope he plays his tuba', you seem to be expressing singular propositions about the person. Bach seems to want a very strict notion of reference, as really attaching listeners to individuals.
19. Language / B. Reference / 4. Descriptive Reference / b. Reference by description
What refers: indefinite or definite or demonstrative descriptions, names, indexicals, demonstratives? [Bach]
     Full Idea: Philosophers agree that some expressions refer, but disagree over which ones. Few include indefinite descriptions, but some include definite descriptions, or only demonstrative descriptions. Some like proper names, some only indexicals and demonstratives.
     From: Kent Bach (What Does It Take to Refer? [2006], Intro)
     A reaction: My initial prejudice is rather Strawsonian - that people refer, not language, and it can be done in all sorts of ways. But Bach argues well that only language intrinsically does it. Even pointing fails without linguistic support.
If we can refer to things which change, we can't be obliged to single out their properties [Bach]
     Full Idea: We can refer to things which change over time, which suggests that in thinking of and in referring to an individual we are not constrained to represent it as that which has certain properties.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.1)
     A reaction: This seems a good argument against the descriptive theory of reference which is not (I think) in Kripke. Problems like vagueness and the Ship of Theseus rear their heads.
We can think of an individual without have a uniquely characterizing description [Bach]
     Full Idea: Being able to think of an individual does not require being able to identify that individual by means of a uniquely characterizing description.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.1 s1)
     A reaction: There is a bit of an equivocation over 'recognise' here. His example is 'the first child born in the 4th century'. We can't visually recognise such people, but the description does fix them, and a records office might give us 'recognition'.
It can't be real reference if it could refer to some other thing that satisfies the description [Bach]
     Full Idea: If one is referring to whatever happens to satisfy a description, and one would be referring to something else were it to have satisfied the description instead, this is known as 'weak' reference,...but surely this is not reference at all.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.1 s7)
     A reaction: Bach wants a precise notion of reference, as success in getting the audience to focus on the correct object. He talks of this case as 'singling out' some unfixed thing, and he also has 'alluding to' an unstated thing. Plausible view.
Since most expressions can be used non-referentially, none of them are inherently referential [Bach]
     Full Idea: An embarrassingly simple argument is that most expressions can be used literally but not referentially, no variation in meaning explains this fact, so its meaning is compatible with being non-referential, so no expression is inherently referential.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L2)
     A reaction: I think I have decided that no expression is 'inherently referential', and that it is all pragmatics.
Just alluding to or describing an object is not the same as referring to it [Bach]
     Full Idea: Much of what speakers do that passes for referring is merely alluding or describing. ...It is one thing for a speaker to express a thought about a certain object using an expression, and quite another for the expression to stand for that object.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.3)
     A reaction: Bach builds up a persuasive case for this view. If the question, though, is 'what are you talking about?', then saying what is being alluded to or singled out or described seems fine. Bach is being rather stipulative.
19. Language / B. Reference / 5. Speaker's Reference
Context does not create reference; it is just something speakers can exploit [Bach]
     Full Idea: Context does not determine or constitute reference; rather, it is something for the speaker to exploit to enable the listener to determine the intended reference.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L3)
     A reaction: Bach thinks linguistic reference is a matter of speaker's intentions, and I think he is right. And this idea is right too. The domain of quantification constantly shifts in a conversation, and good speakers and listeners are sensitive to this.
'That duck' may not refer to the most obvious one in the group [Bach]
     Full Idea: If one ducks starts quacking furiously, and you say 'that duck is excited', it isn't context that makes me take it that you are referring to the quacking duck. You could be referring to a quiet duck you recognise by its distinctive colour.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L3)
     A reaction: A persuasive example to make his point against the significance of context in conversational reference. Speaker's intended reference must always trump any apparent reference suggested by context.
What a pronoun like 'he' refers back to is usually a matter of speaker's intentions [Bach]
     Full Idea: To illustrate speakers' intentions, consider the anaphoric reference using pronouns in these: "A cop arrested a robber; he was wearing a badge", and "A cop arrested a robber; he was wearing a mask". The natural supposition is not the inevitable one.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L4)
     A reaction: I am a convert to speakers' intentions as the source of all reference, and this example seems to illustrate it very well. 'He said..' 'Who said?'
Information comes from knowing who is speaking, not just from interpretation of the utterance [Bach]
     Full Idea: It is a fallacy that all the information in an utterance must come from its interpretation, which ignores the essentially pragmatic fact that the speaker is making the utterance.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L4)
     A reaction: [He cites Barwise and Perry 1983:34] This is blatantly obvious in indexical remarks like 'I am tired', where the words don't tell you who is tired. But also 'the car has broken down, dear'.
19. Language / F. Communication / 5. Pragmatics / a. Contextual meaning
People slide from contextual variability all the way to contextual determination [Bach]
     Full Idea: People slide from contextual variability to context relativity to context sensitivity to context dependence to contextual determination.
     From: Kent Bach (What Does It Take to Refer? [2006], 22.2 L3)
     A reaction: This is reminiscent of the epistemological slide from cultural or individual relativity of some observed things, to a huge metaphysical denial of truth. Bach's warning applies to me, as I have been drifting down his slope lately. Nice.
20. Action / C. Motives for Action / 3. Acting on Reason / b. Intellectualism
Jesus said learning was unnecessary, and only the spirit of the Law was needed [Jesus, by Johnson,P]
     Full Idea: Jesus was a learned Jew who said that learning was not necessary, who took the spirit and not the letter as the essence of the Law.
     From: report of Jesus (reports [c.32]) by Paul Johnson - The History of the Jews Pt II
     A reaction: This seems to me the perfect opposite of Socrates's intellectualism, offering the essence of morality as 'purity of heart', rather than careful thought about virtue or principles. On the whole I am with Socrates, but the idea is interesting.
22. Metaethics / B. Value / 2. Values / g. Love
Love your enemies [Jesus]
     Full Idea: Love your enemies.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 05.44
     A reaction: The germ of this idea had been around for several hundred years, but this very forceful statement is perhaps Jesus' most distinctive contribution to moral thought. It has the same clarion call as the Stoic demand for pure virtue. What about deserving?
Love thy neighbour as thyself [Jesus]
     Full Idea: Love thy neighbour as thyself.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 19.19
     A reaction: It would be stronger and better to say 'Love your neighbour, even if you don't love yourself'. Self-loathing and vicious hatred often go together. For once Jesus does not attach an instant heavenly reward to obedience of the command.
23. Ethics / B. Contract Ethics / 2. Golden Rule
Treat others as you would have them treat you [Jesus]
     Full Idea: All things whatsoever ye would that men should do to you, so ye even so to them: for this is the law and the prophets.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 07.12
     A reaction: A problem which probably didn't occur to Jesus and the prophets is that of masochists. Personally I like buying philosophy books, but most people have no such desire. The Rule needs restricting to the basics of pleasure and pain.
23. Ethics / B. Contract Ethics / 4. Value of Authority
Blessed are the merciful: for they shall obtain mercy [Jesus]
     Full Idea: Blessed are the merciful: for they shall obtain mercy.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 05.07
     A reaction: This appears to be a straightforward application of social contract morality, with God playing the role of Hobbes' absolute monarch. It highlights the uncomfortable fact at the heart of Christian morality, that the motivation for altruism is selfish.
23. Ethics / C. Virtue Theory / 2. Elements of Virtue Theory / c. Motivation for virtue
Except ye become as little children, ye shall not enter heaven [Jesus]
     Full Idea: Except ye be converted, and become as little children, ye shall not enter into the kingdom of heaven.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 18.03
     A reaction: The appeal of such purity of heart is undeniable, but essentially I dislike this remark. It is the opponent of education, reason, autonomy, responsibility, democracy and maturity. It confirms the view that religion is the opium of the people.
23. Ethics / C. Virtue Theory / 2. Elements of Virtue Theory / h. Right feelings
If you lust after a woman, you have committed adultery [Jesus]
     Full Idea: Whosoever look on a woman to lust after her hath committed adultery with her already in his heart.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 05.28
     A reaction: Compare Democritus, Idea 503. Literally this idea seems absurd, but it is also at the heart of Greek virtue theory. Aristotle (Idea 34) defines virtue as an activity 'of the soul', not an action in the world. Excellence has become purity of soul.
23. Ethics / C. Virtue Theory / 3. Virtues / a. Virtues
Blessed are the meek; for they shall inherit the earth [Jesus]
     Full Idea: Blessed are the meek; for they shall inherit the earth.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 05.05
     A reaction: If they are truly meek, why would they want to inherit the earth? This is the classic statement of Nietzsche's 'inversion of values', where the qualities of a good slave are elevated above those of the greatest human beings.
23. Ethics / C. Virtue Theory / 3. Virtues / c. Justice
Don't resist evil, but turn the other cheek [Jesus]
     Full Idea: Ye have heard it said, An eye for an eye, and a tooth for a tooth; But I say unto you, That ye resist not evil, but whosoever shall smite thee on thy right cheek, turn to him the other also.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 05.38-9
     A reaction: Compare Socrates, Idea 346. The viciousness of many Hollywood movies is that they set up a character as thoroughly evil so that we can have the pleasure of watching him pulverised. On the whole, Jesus gives bad advice. 'Doormats' in game theory.
23. Ethics / C. Virtue Theory / 4. External Goods / c. Wealth
It is almost impossible for the rich to go to heaven [Jesus]
     Full Idea: It is easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 19.24
     A reaction: Aristotle and others (Margaret Thatcher) have observed that you cannot practise charity if you are poor. Jesus implies that the human race should remain in poverty. No wonder autocratic medieval rulers taught Christianity to peasants. Cf. Matt 25.30.
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.
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.
28. God / A. Divine Nature / 6. Divine Morality / c. God is the good
No one is good except God [Jesus]
     Full Idea: Why callest thou me good? There is none good but one, that is, God.
     From: Jesus (reports [c.32]), quoted by St Matthew - 01: Gospel of St Matthew 19.17
     A reaction: This remark raises the problem that if God is good, there must be some separate moral standard by which he can be judged good. What is that standard? It is related to the problem of whether Plato's Form of the Beautiful is itself beautiful.
29. Religion / B. Monotheistic Religion / 4. Christianity / a. Christianity
Jesus turned the ideas of Hillel into a theology reduced to its moral elements [Jesus, by Johnson,P]
     Full Idea: Jesus was a member of the school of Hillel the Elder, and may have sat under him. He repeated some of the sayings of Hillel, ...and turned his ideas into a moral theology, stripping the law of all but its moral and ethical elements.
     From: report of Jesus (reports [c.32]) by Paul Johnson - The History of the Jews Pt II
     A reaction: The crucial move, it seems to me, is to strip Judaism of its complexity, and reduce it to very simple moral maxims, which means that ordinary illiterate people no longer need priests to understand and follow it. Jesus was, above all, a great teacher.