7 ideas
| 8463 | Maths can be reduced to logic and set theory [Quine] |
| Full Idea: Researches in the foundations of mathematics have made it clear that all of (interpreted) mathematics can be got down to logic and set theory, and the objects needed for mathematics can be got down to the category of classes (and classes of classes..). | |
| From: Willard Quine (The Scope and Language of Science [1954], §VI) | |
| A reaction: This I take to be a retreat from pure logicism, presumably influenced by Gödel. So can set theory be reduced to logic? Crispin Wright is the one the study. |
| 8461 | The category of objects incorporates the old distinction of substances and their modes [Quine] |
| Full Idea: The category of objects embraces indiscriminately what would anciently have been distinguished as substances and as modes or states of substances. | |
| From: Willard Quine (The Scope and Language of Science [1954], §6) | |
| A reaction: This nicely captures Quine's elimination of properties, by presenting them as inseparable from their objects/substances. Armstrong calls this 'Ostrich Nominalism' (for refusing to address the universals problem) but Quineans are unshaken. |
| 8462 | A hallucination can, like an ague, be identified with its host; the ontology is physical, the idiom mental [Quine] |
| Full Idea: A physical ontology has a place for states of mind. An inspiration or a hallucination can, like the fit of ague, be identified with its host for the duration. It leaves our mentalistic idioms fairly intact, but reconciles them with a physical ontology. | |
| From: Willard Quine (The Scope and Language of Science [1954], §VI) | |
| A reaction: Quine is employing the same strategy that he uses for substances and properties (Idea 8461): take the predication as basic, rather than reifying the thing being predicated. The ague analogy suggests that Quine is an incipient functionalist. |
| 20168 | Blame usually has no effect if the recipient thinks it unjustified [Williams,B] |
| Full Idea: One of the most obvious facts about blame is that in many cases it is effective only if the recipient thinks that it is justified. | |
| From: Bernard Williams (How free does the will need to be? [1985], 5) | |
| A reaction: The point of the blame might not be reform of the agent, but a public justification for punishment as deterrence, in which case who cares what the agent thinks? Is blame attribution of causes, or reasons to punish? |
| 20167 | Blame partly rests on the fiction that blamed agents always know their obligations [Williams,B] |
| Full Idea: Blame rests, in part, on a fiction; the idea that ethical reasons, in particular the special kind of ethical reasons that are obligations, must, really, be available to the blamed agent. | |
| From: Bernard Williams (How free does the will need to be? [1985], 5) | |
| A reaction: In blaming someone, you may be telling them that they should know their obligations, rather than assuming that they do know them. How else can we give children a moral education? |
| 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. |