8 ideas
| 6602 | Philosophy is like a statue which is worshipped but never advances [Bacon] |
| Full Idea: Philosophy and the intellectual sciences stand like statues, worshipped and celebrated, but not moved or advanced. | |
| From: Francis Bacon (Preface to Great Instauration (Renewal) [1620], Vol.4.14), quoted by Robert Fogelin - Walking the Tightrope of Reason Ch.5 | |
| A reaction: Still the view of most scientists, I suspect. Personally I disagree, because I think philosophy has made enormous advances, in accurate analysis of arguments. The trouble is there is so much of it that it is hard to discern, and we don't live long enough. |
| 11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
| Full Idea: If a designated conclusion follows from the premisses, but the argument involves two howlers which cancel each other out, then the moral is that the path an argument takes from premisses to conclusion does matter to its logical evaluation. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], II) | |
| A reaction: The drift of this is that our view of logic should be a little closer to the reasoning of ordinary language, and we should rely a little less on purely formal accounts. |
| 11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
| Full Idea: If 'and' and 'but' really are alike in sense, in what might that likeness consist? Some philosophers of classical logic will reply that they share a sense by virtue of sharing a truth table. | |
| From: Ian Rumfitt ("Yes" and "No" [2000]) | |
| A reaction: This is the standard view which Rumfitt sets out to challenge. |
| 11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
| Full Idea: A connective will possess the sense that it has by virtue of its competent users' finding certain rules of inference involving it to be primitively obvious. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], III) | |
| A reaction: Rumfitt cites Peacocke as endorsing this view, which characterises the logical connectives by their rules of usage rather than by their pure semantic value. |
| 16724 | The senses deceive, but also show their own errors [Bacon] |
| Full Idea: It is certain that the senses deceive, but they also testify to their own errors. | |
| From: Francis Bacon (Preface to Great Instauration (Renewal) [1620], p.32), quoted by Robert Pasnau - Metaphysical Themes 1274-1671 22.1 | |
| A reaction: Nice. This is the empiricist view, rather than the rationalist line that reason sorts out the mess created by the senses. Most people know things if you just show them. |
| 6603 | Nature is revealed when we put it under pressure rather than observe it [Bacon] |
| Full Idea: The secrets of nature reveal themselves more readily under the vexations of art than when they go their own way. | |
| From: Francis Bacon (Preface to Great Instauration (Renewal) [1620], Vol.4.95), quoted by Robert Fogelin - Walking the Tightrope of Reason Ch.5 | |
| A reaction: This is a splendid slogan for the dawn of the age of science, and pinpoints the reason why we have advanced so much further than the Greeks. You can, of course, overdo the 'vexations of art'. It also justifies the critical approach to philosophy. |
| 11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |
| Full Idea: The standard view is that affirming not-A is more complex than affirming the atomic sentence A itself, with the latter determining its sense. But we could learn 'not' directly, by learning at once how to either affirm A or reject A. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], IV) | |
| A reaction: [compressed] This seems fairly anti-Fregean in spirit, because it looks at the psychology of how we learn 'not' as a way of clarifying what we mean by it, rather than just looking at its logical behaviour (and thus giving it a secondary role). |
| 5845 | Niceratus learnt the whole of Homer by heart, as a guide to goodness [Xenophon] |
| Full Idea: Niceratus said that his father, because he was concerned to make him a good man, made him learn the whole works of Homer, and he could still repeat by heart the entire 'Iliad' and 'Odyssey'. | |
| From: Xenophon (Symposium [c.391 BCE], 3.5) | |
| A reaction: This clearly shows the status which Homer had in the teaching of morality in the time of Socrates, and it is precisely this acceptance of authority which he was challenging, in his attempts to analyse the true basis of virtue |