6 ideas
| 15312 | We get the idea of power by abstracting from ropes, magnets and electric shocks [Priestley] |
| Full Idea: A rope sustains weight, a magnet attracts iron, a charged electrical jar gives a shock, and from these and other similar observations, we get the idea of power, universally and abstractly considered. | |
| From: Joseph Priestley (Theological and other works [1790], p.191), quoted by Harré,R./Madden,E.H. - Causal Powers 9.II.B | |
| A reaction: I agree with this, in that we appear to be observing powers directly, and are not observing something which can then be reduced to non-powers. Nature just can't be a set of inert structures, with forces 'imposed' on them. |
| 6853 | Consequentialism wrongly assumes a clear line between an act and its consequences [Crisp,R] |
| Full Idea: What is wrong with consequentialism is that it assumes that there is agreement about when an act ends and when its consequences begin. | |
| From: Roger Crisp (Interview with Baggini and Stangroom [2001], p.31) | |
| A reaction: I certainly agree that this is a mistake in consequentialism, which has a crude idea of what an action is, though I am not convinced that this is the key fault in the theory. The theory doesn't distinguish acts by people from those by machines. |
| 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. |
| 15311 | Attraction or repulsion are not imparted to matter, but actually constitute it [Priestley] |
| Full Idea: Attraction or repulsion appear to me not to be properly what is imparted to matter, but what really makes it what it is, in so much that, without it, it would be nothing at all. | |
| From: Joseph Priestley (Theological and other works [1790], p.237), quoted by Harré,R./Madden,E.H. - Causal Powers 9.II.B | |
| A reaction: This is music to the ears of anyone who thinks that powers are the fundamentals of nature (like me). |
| 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. |
| 6854 | Does the environment have value in itself? [Crisp,R] |
| Full Idea: The debate which dominates environmental ethics is whether the environment has value in itself. | |
| From: Roger Crisp (Interview with Baggini and Stangroom [2001], p.37) | |
| A reaction: I say the answer has to be 'yes'. If it only has value in relation to conscious or human life, it will be difficult to demonstrate that they have value. Pleasure and pain, or wisdom, can't imply value on their own; a bigger picture is needed. |