5 ideas
| 5437 | The claim of hermeneutics to give knowledge through understanding is challenged by positivism [Mautner on Dilthey] |
| Full Idea: The claim of hermeneutics to give understanding instead of explanation can be seen as part of the theory of knowledge, but it seems to be incompatible with the most accepted aspects of positivism. | |
| From: comment on Wilhelm Dilthey (works [1883]) by Thomas Mautner - Penguin Dictionary of Philosophy p.248 | |
| A reaction: So much the worse for positivism. The same conflict occurs in modern philosophy of mind. God can be a positivist if he likes, but we must settle for hermeneutics for a lot of our knowledge. We are discussing method, not ontology. |
| 5436 | Natural science seeks explanation; human sciences seek understanding [Dilthey, by Mautner] |
| Full Idea: In the natural sciences we seek for causes and ask for explanation (erklären), but in the human or cultural sciences we seek understanding (verstehen) by means of interpretation. | |
| From: report of Wilhelm Dilthey (works [1883]) by Thomas Mautner - Penguin Dictionary of Philosophy p.144 | |
| A reaction: This seems a nice distinction. The prospects of finding the causes or explanations of Shakespeare's plays don't look good, and when you have explained the causes of a chemical reaction you probably have all you need. |
| 22235 | Feelings are not unchanging, but have a history (especially if they are noble) [Foucault] |
| Full Idea: We believe that feelings are immutable, but every sentiment, particularly the most noble and disinterested, has a history. | |
| From: Michel Foucault (Nietzsche, Genealogy, History [1971], p.86), quoted by Johanna Oksala - How to Read Foucault 5 | |
| A reaction: This is the sort of remark that makes me think Foucault is worth reading. Aristotle thought you could teach correct feelings. That implies that you can also teach incorrect feelings. |
| 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. |