8 ideas
| 4692 | It is not true that killing and allowing to die (or acts and omissions) are morally indistinguishable [Foot] |
| Full Idea: Many philosophers (e.g. Rachels) have argued that there is no morally relevant distinction between killing and allowing to die (or the related 'acts and omissions'),..as in not sending food, or sending poisoned food. I disagree. | |
| From: Philippa Foot (Killing and Letting Die [1985], p.78) | |
| A reaction: It appears that some omissions are worse than acts. It is more honest to just shoot an injured person, than to walk away and leave them to die. A range of cases. |
| 4694 | Making a runaway tram kill one person instead of five is diverting a fatal sequence, not initiating one [Foot] |
| Full Idea: If a runaway tram is heading towards a track on which five people are standing, and there is someone who can switch the points, diverting it onto a track where there is one person,...this is diverting a fatal sequence, not starting a new one. | |
| From: Philippa Foot (Killing and Letting Die [1985], p.85) | |
| A reaction: Suppose the one person was of immense community value, or someone you personally hated? Clearly she is interested in the agent's virtue, rather than the actual consequences. |
| 23104 | Dworkin believed we should promote equality, to increase autonomy [Dworkin, by Kekes] |
| Full Idea: Egalitarians believe that most often it is by promoting equality that autonomy is increased; this is the egalitarianism of such liberals as Ronald Dworkin. | |
| From: report of Ronald Dworkin (Taking Rights Seriously [1977]) by John Kekes - Against Liberalism 05.1 | |
| A reaction: Not my idea of equality. The whole point is to ascribe reasonable equality to everyone, including those with a limited capacity for autonomy. Equality is a consequence of universal respect. |
| 23257 | We can treat people as equals, or actually treat them equally [Dworkin, by Grayling] |
| Full Idea: Dworkin distinguishes between treating people as equals, that is, 'with equal concern and respect', and treating them equally. This latter can be unjust. | |
| From: report of Ronald Dworkin (Taking Rights Seriously [1977]) by A.C. Grayling - The Good State 2 | |
| A reaction: The big difference I see between them is that the first is mere words, and the second is actions. Cf. 'thoughts and prayers' after US school shootings. How about equal entitlements, all things being equal? |
| 18621 | Treating people as equals is the one basic value of all plausible political theories [Dworkin, by Kymlicka] |
| Full Idea: Dworkin suggests that every plausible political theory has the same ultimate value, which is equality - in the more abstract and fundamental sense of treating people 'as equals'. | |
| From: report of Ronald Dworkin (Taking Rights Seriously [1977], 179-83) by Will Kymlicka - Contemporary Political Philosophy (1st edn) | |
| A reaction: I associate this idea with Kant (who says they are equal by virtue of their rationality), so that's a pretty influential idea. I would associate the main challenge to this with Nietzsche. |
| 4693 | The right of non-interference (with a 'negative duty'), and the right to goods/services ('positive') [Foot] |
| Full Idea: There are rights to non-interference (and their corresponding "negative duties"), and the rights to goods and services (with corresponding "positive duties"). Interference usually needs more justification than withholding goods. | |
| From: Philippa Foot (Killing and Letting Die [1985], p.82) | |
| A reaction: This invites the question of which is the stronger, and whether paternalism can overrule non-interference, or an expectation of self-sufficiency overrule the positive rights. |
| 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. |