Combining Philosophers

All the ideas for Rescher,N/Oppenheim,P, Xenophon and J Fodor / E Lepore

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4 ideas

9. Objects / C. Structure of Objects / 8. Parts of Objects / c. Wholes from parts
A whole must have one characteristic, an internal relation, and a structure [Rescher/Oppenheim]
     Full Idea: A whole must possess an attribute peculiar to and characteristic of it as a whole; there must be a characteristic relation of dependence between the parts; and the whole must have some structure which gives it characteristics.
     From: Rescher,N/Oppenheim,P (Logical Analysis of Gestalt Concepts [1955], p.90), quoted by Peter Simons - Parts 9.2
     A reaction: Simons says these are basically sensible conditions, and tries to fill them out. They seem a pretty good start, and I must resist the temptation to rush to borderline cases.
19. Language / A. Nature of Meaning / 7. Meaning Holism / b. Language holism
If some inferences are needed to fix meaning, but we don't know which, they are all relevant [Fodor/Lepore, by Boghossian]
     Full Idea: The Master Argument for linguistic holism is: Some of an expression's inferences are relevant to fixing its meaning; there is no way to distinguish the inferences that are constitutive (from Quine); so all inferences are relevant to fixing meaning.
     From: report of J Fodor / E Lepore (Holism: a Shopper's Guide [1993], §III) by Paul Boghossian - Analyticity Reconsidered
     A reaction: This would only be if you thought that the pattern of inferences is what fixes the meanings, but how can you derive inferences before you have meanings? The underlying language of thought generates the inferences? Meanings are involved!
22. Metaethics / B. Value / 2. Values / h. Fine deeds
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
25. Social Practice / E. Policies / 5. Education / b. Education principles
Education is the greatest of human goods [Xenophon]
     Full Idea: Education is the greatest of human goods.
     From: Xenophon (Apology of Socrates [c.392 BCE], 22)
     A reaction: Of course, one might ask what education is for, and arrive at a greater good. If you ask what is the greatest good which a society can provide for you, or which you can give to your children, this seems to me a good answer.