27 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| Full Idea: If virtue is a beneficial attribute of spirit, it must be wisdom; for spiritual qualities are not in themselves advantageous, but become so with wisdom…..Hence men cannot be good by nature. | |
| From: Plato (Meno [c.385 BCE], 88c) | |
| A reaction: Personally I haven't got any 'spiritual qualities', so I don't really understand this. |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| Full Idea: How will you aim to search for something you do not know at all? If you should meet with it, how will you know that this is the thing that you did not know? | |
| From: Plato (Meno [c.385 BCE], 80d05) | |
| A reaction: Vasilis Politis cites this as a nice example of the 'aporiai' (puzzles) which Aristotle said were the foundation of enquiry. Nowadays the problem is called the 'paradox of enquiry'. |
| 20219 | True opinions only become really valuable when they are tied down by reasons [Plato] |
| Full Idea: True opinions are a fine thing and all they do is good, …but they escape from a man's mind, so they are not worth much until one ties them down by (giving) an account of the reason why. | |
| From: Plato (Meno [c.385 BCE], 98a3) | |
| A reaction: This gives justification the role of guarantee, stabilising and securing true beliefs (rather than triggering some new thing called 'knowledge'). |
| 5985 | Seeking and learning are just recollection [Plato] |
| Full Idea: Seeking and learning are in fact nothing but recollection. | |
| From: Plato (Meno [c.385 BCE], 81d) | |
| A reaction: This is a prelude to the famous conversation with the slave boy about geometry. You don't have to follow Plato into the doctrine of reincarnation; this remark is a key slogan for all rationalists. As pupils in maths lessons, we pull knowledge from within. |
| 5986 | The slave boy learns geometry from questioning, not teaching, so it is recollection [Plato] |
| Full Idea: The slave boy's knowledge of geometry will not come from teaching but from questioning; he will recover it for himself, and the spontaneous recovery of knowledge that is in him is recollection. | |
| From: Plato (Meno [c.385 BCE], 85d) | |
| A reaction: Of course, if maths and geometry are huge tautological axiom systems, we would expect to be able to derive them (with hints from a teacher) entirely from their axioms. It is not clear why we might be able to derive the truths of all nature a priori. |
| 1923 | As a guide to action, true opinion is as good as knowledge [Plato] |
| Full Idea: True opinion is as good a guide as knowledge for the purpose of acting rightly. | |
| From: Plato (Meno [c.385 BCE], 97b) | |
| A reaction: This is the germ of Peirce's epistemology - that knowledge is an interesting theoretical concept, but opinion/belief is what matters, and most needs explanation. |
| 1919 | You don't need to learn what you know, and how do you seek for what you don't know? [Plato] |
| Full Idea: You could argue that a man cannot discover what he does know or what he doesn't. The first needs no discovery, and how do you begin looking for the second? | |
| From: Plato (Meno [c.385 BCE], 80e) |
| 2705 | How can intuitionists distinguish universal convictions from local cultural ones? [Hare] |
| Full Idea: There are convictions which are common to most societies; but there are others which are not, and no way is given by intuitionists of telling which are the authoritative data. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.454) | |
| A reaction: It seems unfair on intuitionists to say they haven't given a way to evaluate such things, given that they have offered intuition. The issue is what exactly they mean by 'intuition'. |
| 2712 | You can't use intuitions to decide which intuitions you should cultivate [Hare] |
| Full Idea: If it comes to deciding what intuitions and dispositions to cultivate, we cannot rely on the intuitions themselves, as intuitionists do. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.461) | |
| A reaction: Makes intuitionists sound a bit dim. Surely Hume identifies dispositions (such as benevolence) which should be cultivated, because they self-evidently improve social life? |
| 2706 | Emotivists mistakenly think all disagreements are about facts, and so there are no moral reasons [Hare] |
| Full Idea: Emotivists concluded too hastily that because naturalism and intuitionism are false, you cannot reason about moral questions, because they assumed that the only questions you can reason about are factual ones. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.455) | |
| A reaction: Personally I have a naturalistic view of ethics (based on successful functioning, as indicated by Aristotle), so not my prob. Why can't we reason about expressive emotions? We reason about art. |
| 2709 | Prescriptivism sees 'ought' statements as imperatives which are universalisable [Hare] |
| Full Idea: Universal prescriptivists hold that 'ought'-judgements are prescriptive like plain imperatives, but differ from them in being universalisable. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.457) | |
| A reaction: Sounds a bit tautological. Which comes first, the normativity or the universalisability? |
| 2704 | If morality is just a natural or intuitive description, that leads to relativism [Hare] |
| Full Idea: Non-descriptivists (e.g. prescriptivists) reject descriptivism in its naturalist or intuitionist form, because they are both destined to collapse into relativism. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.453) | |
| A reaction: I'm not clear from this why prescriptism would not also turn out to be relativist, if it includes evaluations along with facts. |
| 2703 | Descriptivism say ethical meaning is just truth-conditions; prescriptivism adds an evaluation [Hare] |
| Full Idea: Ethical descriptivism is the view that ethical sentence-meaning is wholly determined by truth-conditions. …Prescriptivists think there is a further element of meaning, which expresses prescriptions or evaluations or attitudes which we assent to. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.452) | |
| A reaction: Not sure I understand either of these. If all meaning consists of truth-conditions, that will apply to ethics. If meaning includes evaluations, that will apply to non-ethics. |
| 2707 | If there can be contradictory prescriptions, then reasoning must be involved [Hare] |
| Full Idea: Prescriptivists claim that there are rules of reasoning which govern non-descriptive as well as descriptive speech acts. The standard example is possible logical inconsistency between contradictory prescriptions. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.455) | |
| A reaction: The example doesn't seem very good. Inconsistency can appear in any area of thought, but that isn't enough to infer full 'rules of reasoning'. I could desire two incompatible crazy things. |
| 2708 | An 'ought' statement implies universal application [Hare] |
| Full Idea: In any 'ought' statement there is implicit a principle which says that the statement applies to all precisely similar situations. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.456) | |
| A reaction: No two situations can ever be 'precisely' similar. Indeed, 'precisely similar' may be an oxymoron (at least for situations). Kantians presumably like this idea. |
| 2711 | Prescriptivism implies a commitment, but descriptivism doesn't [Hare] |
| Full Idea: Prescriptivists hold that moral judgements commit the speaker to motivations and actions, but non-moral facts by themselves do not do this. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.459) | |
| A reaction: Surely hunger motivates to action? I suppose the key word is 'commit'. But lazy people are allowed to make moral judgements. |
| 1927 | It seems that virtue is neither natural nor taught, but is a divine gift [Plato] |
| Full Idea: If our discussion is right, virtue is acquired neither by nature nor by teaching. Whoever has it gets it by divine dispensation, without taking thought. | |
| From: Plato (Meno [c.385 BCE], 99e) |
| 1913 | Is virtue taught, or achieved by practice, or a natural aptitude, or what? [Plato] |
| Full Idea: Is virtue something that can be taught, or does it come by practice, or is it a natural aptitude, or something else? | |
| From: Plato (Meno [c.385 BCE], 70a) |
| 1921 | If virtue is a type of knowledge then it ought to be taught [Plato] |
| Full Idea: If virtue is some sort of knowledge, then clearly it could be taught. | |
| From: Plato (Meno [c.385 BCE], 87c) |
| 1916 | Even if virtues are many and various, they must have something in common to make them virtues [Plato] |
| Full Idea: Even if virtues are many and various, at least they all have some common character which makes them all virtues. | |
| From: Plato (Meno [c.385 BCE], 72c) |
| 1918 | How can you know part of virtue without knowing the whole? [Plato] |
| Full Idea: Does anyone know what a part of virtue is without knowing the whole? | |
| From: Plato (Meno [c.385 BCE], 79c) |
| 2710 | Moral judgements must invoke some sort of principle [Hare] |
| Full Idea: To make moral judgements is implicitly to invoke some principle, however specific. | |
| From: Richard M. Hare (Universal Prescriptivism [1991], p.458) |
| 23857 | People in power always try to increase their power [Weil] |
| Full Idea: Every human group that exercises power does so …in such a way as to increase that power. | |
| From: Simone Weil (Prospects: Proletarian Revolution? [1933], p.15) | |
| A reaction: Not so true in smaller institutions, but at the centre of power you can control how power is distributed, so the temptation is too much. |
| 23856 | Spontaneous movements are powerless against organised repression [Weil] |
| Full Idea: A spontaneous movement is fundamentally impotent when it comes to fighting against organised forces of repression. | |
| From: Simone Weil (Prospects: Proletarian Revolution? [1933], p.2) | |
| A reaction: Her example is the Paris Commune of 1870. Hence revolution requires prior penetration of the corridors of power. Hence the phenomenon of 'entryism' of more radical people into reformist parties. |
| 23859 | True democracy is the subordination of society to the individual [Weil] |
| Full Idea: In the subordination of society to the individual lies the definition of true democracy, and that of socialism as well. | |
| From: Simone Weil (Prospects: Proletarian Revolution? [1933], p.19) | |
| A reaction: This is the simplest definition of the liberal view. The big difference is whether this subordination is the starting point of political thinking, or the end result at which it aims. |
| 23858 | War is perpetuated by its continual preparations [Weil] |
| Full Idea: War perpetuates itself under the form of preparation for war. | |
| From: Simone Weil (Prospects: Proletarian Revolution? [1933], p.16) | |
| A reaction: There are periods when military preparations are scaled down, but a reason is always found to scale them back up again. |
| 23860 | Even if a drowning man is doomed, he should keep swimming to the last [Weil] |
| Full Idea: A man who is thrown overboard in the middle of the ocean ought not to let himself drown, even though there is very litte chance of his reaching safety, but to go on swimming till exhausted. | |
| From: Simone Weil (Prospects: Proletarian Revolution? [1933], p.21) | |
| A reaction: You might survive a little longer if you don't exhaust yourself! Not clear where her authority for 'ought' comes from, but it expresses an interesting attitude. |