9 ideas
| 12170 | Amusement rests on superiority, or relief, or incongruity [Scruton] |
| Full Idea: There are three common accounts of amusement: superiority theories (Hobbes's 'sudden glory'), 'relief from restraint' (Freud on jokes), and 'incongruity' theories (Schopenhauer). | |
| From: Roger Scruton (Laughter [1982], §5) | |
| A reaction: All three contain some truth. But one need not feel superior to laugh, and one may already be in a state of unrestraint. Schopenhauer seems closest to a good general account. |
| 12173 | The central object of amusement is the human [Scruton] |
| Full Idea: There are amusing buildings, but not amusing rocks and cliffs. If I were to propose a candidate for the formal object of amusement, then the human would be my choice, ...or at least emphasise its centrality. | |
| From: Roger Scruton (Laughter [1982], §9) | |
| A reaction: Sounds good. Animal behaviour only seems to amuse if it evokes something human. Plants would have to look a bit human to be funny. |
| 12169 | Since only men laugh, it seems to be an attribute of reason [Scruton] |
| Full Idea: Man is the only animal that laughs, so a starting point for all enquiries into laughter must be the hypothesis that it is an attribute of reason (though that gets us no further than our definition of reason). | |
| From: Roger Scruton (Laughter [1982], §1) | |
| A reaction: I would be inclined to say that both our capacity for reason and our capacity for laughter (and, indeed, our capacity for language) are a consequence of our evolved capacity for meta-thought. |
| 12172 | Objects of amusement do not have to be real [Scruton] |
| Full Idea: It is a matter of indifference whether the object of amusement be thought to be real. | |
| From: Roger Scruton (Laughter [1982], §7) | |
| A reaction: Sort of. If I say 'wouldn't it be funny if someone did x?', it is probably much less funny than if I say 'apparently he really did x'. The fantasy case has to be much funnier to evoke the laughter. |
| 13165 | Geometrical proofs do not show causes, as when we prove a triangle contains two right angles [Proclus] |
| Full Idea: Geometry does not ask 'why?' ..When from the exterior angle equalling two opposite interior angles it is shown that the interior angles make two right angles, this is not a causal demonstration. With no exterior angle they still equal two right angles. | |
| From: Proclus (Commentary on Euclid's 'Elements' [c.452], p.161-2), quoted by Paolo Mancosu - Explanation in Mathematics §5 | |
| A reaction: A very nice example. It is hard to imagine how one might demonstrate the cause of the angles making two right angles. If you walk, turn left x°, then turn left y°, then turn left z°, and x+y+z=180°, you end up going in the original direction. |
| 12174 | Only rational beings are attentive without motive or concern [Scruton] |
| Full Idea: It is only rational beings who can be attentive without a motive; only rational beings who can be interested in that in which they have no interest. | |
| From: Roger Scruton (Laughter [1982], §12) | |
| A reaction: Rational beings make long term plans, so they cannot prejudge which things may turn out to be of interest to them. Scruton (a Kantian) makes it sound a little loftier than it actually is. |
| 9569 | The origin of geometry started in sensation, then moved to calculation, and then to reason [Proclus] |
| Full Idea: It is unsurprising that geometry was discovered in the necessity of Nile land measurement, since everything in the world of generation goes from imperfection to perfection. They would naturally pass from sense-perception to calculation, and so to reason. | |
| From: Proclus (Commentary on Euclid's 'Elements' [c.452]), quoted by Charles Chihara - A Structural Account of Mathematics 9.12 n55 | |
| A reaction: The last sentence is the core of my view on abstraction, that it proceeds by moving through levels of abstraction, approaching more and more general truths. |
| 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. |