Combining Texts

All the ideas for 'fragments/reports', 'An Analysis of Knowledge and Valuation' and 'Autobiography'

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8 ideas

12. Knowledge Sources / E. Direct Knowledge / 4. Memory
We rely on memory for empirical beliefs because they mutually support one another [Lewis,CI]
     Full Idea: When the whole range of empirical beliefs is taken into account, all of them more or less dependent on memorial knowledge, we find that those which are most credible can be assured by their mutual support, or 'congruence'.
     From: C.I. Lewis (An Analysis of Knowledge and Valuation [1946], 334), quoted by Erik J. Olsson - Against Coherence 3.1
     A reaction: Lewis may be over-confident about this, and is duly attacked by Olson, but it seems to me roughly correct. How do you assess whether some unusual element in your memory was a dream or a real experience?
If we doubt memories we cannot assess our doubt, or what is being doubted [Lewis,CI]
     Full Idea: To doubt our sense of past experience as founded in actuality, would be to lose any criterion by which either the doubt itself or what is doubted could be corroborated.
     From: C.I. Lewis (An Analysis of Knowledge and Valuation [1946], 358), quoted by Erik J. Olsson - Against Coherence 3.3.1
     A reaction: Obviously scepticism about memory can come in degrees, but total rejection of short-term and clear memories looks like a non-starter. What could you put in its place? Hyper-rationalism? Even maths needs memory.
13. Knowledge Criteria / B. Internal Justification / 4. Foundationalism / a. Foundationalism
If anything is to be probable, then something must be certain [Lewis,CI]
     Full Idea: If anything is to be probable, then something must be certain.
     From: C.I. Lewis (An Analysis of Knowledge and Valuation [1946], 186), quoted by Robert Fogelin - Walking the Tightrope of Reason Intro
     A reaction: Lewis makes this comment when facing infinite regress problems. It is a very nice slogan for foundationalism, which embodies the slippery slope view. Personally I feel the emotional pull of foundations, but acknowledge the very strong doubts about them.
13. Knowledge Criteria / B. Internal Justification / 5. Coherentism / b. Pro-coherentism
Congruents assertions increase the probability of each individual assertion in the set [Lewis,CI]
     Full Idea: A set of statements, or a set of supposed facts asserted, will be said to be congruent if and only if they are so related that the antecedent probability of any one of them will be increased if the remainder of the set can be assumed as given premises.
     From: C.I. Lewis (An Analysis of Knowledge and Valuation [1946], 338), quoted by Erik J. Olsson - Against Coherence 2.2
     A reaction: This thesis is vigorously attacked by Erik Olson, who works through the probability calculations. There seems an obvious problem without that. How else do you assess 'congruence', other than by evidence of mutual strengthening?
18. Thought / C. Content / 8. Intension
Extension is the class of things, intension is the correct definition of the thing, and intension determines extension [Lewis,CI]
     Full Idea: "The denotation or extension of a term is the class of all actual or existent things which the term correctly applies to or names; the connotation or intension of a term is delimited by any correct definition of it." ..And intension determines extension.
     From: C.I. Lewis (An Analysis of Knowledge and Valuation [1946]), quoted by Stephen P. Schwartz - Intro to Naming,Necessity and Natural Kinds §II
     A reaction: The last part is one of the big ideas in philosophy of language, which was rejected by Putnam and co. If you were to reverse the slogan, though, (to extension determines intension) how would you identify the members of the extension?
22. Metaethics / C. The Good / 2. Happiness / d. Routes to happiness
Mill wondered if he would be happy if all his aims were realised, and answered no [Mill, by Critchley]
     Full Idea: Mill, in his crisis of 1827, asked himself whether he would be happy if all his objects in life were realised, and had to answer that he would not.
     From: report of John Stuart Mill (Autobiography [1870]) by Simon Critchley - Continental Philosophy - V. Short Intro Ch.3
     A reaction: The reply is either that happiness is in the striving, or that his aims in life were wrong, or that happiness is impossible. It seems to contradict Kant's definition (Idea 1452).
25. Social Practice / E. Policies / 5. Education / b. Education principles
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.
27. Natural Reality / D. Time / 1. Nature of Time / d. Time as measure
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.