5 ideas
| 5435 | An interpreter of a text, because of wider knowledge, can understand it better than its author [Schleiermacher, by Mautner] |
| Full Idea: Schleiermacher proposed that an interpreter of a text may be in a better position to see the author's life and work and historical setting as a whole, and so understand the text better than its author. | |
| From: report of Friedrich Schleiermacher (works [1825]) by Thomas Mautner - Penguin Dictionary of Philosophy p.248 | |
| A reaction: This sounds like a very quaintly old-fashioned enlightenment view which has been swept away by post-modernism, which is why I agree with it. We have a perspective on Descartes now which he could never have dreamt of. |
| 22028 | Unity emerges from understanding particulars, so understanding is prior to seeing unity [Schleiermacher] |
| Full Idea: We only gradually arrive at the knowledge of the inner unity via the understanding of individual utterances, and therefore the art of explication is also presupposed if the inner unity is to be found....The task is infinite, and can never be accomplished. | |
| From: Friedrich Schleiermacher (works [1825], p.235), quoted by Terry Pinkard - German Philosophy 1760-1860 06 | |
| A reaction: [p.235 in ed Bowie 1998] This is the first statement of the hermeneutic circle, which needs whole to grasp parts, and parts to grasp whole. Personally I think the dangers of circles in philosophy are greatly exaggerated. |
| 22110 | Demonstration provides depth of understanding and explanation (rather than foundations) [Kretzmann/Stump] |
| Full Idea: According to Aquinas, what demonstration provides is not so much knowledge as conceived by foundationalists as depth of understanding and explanatory insight. | |
| From: Kretzmann/Stump (Aquinas, Thomas [2005]), quoted by Kretzmann/Stump - Aquinas, Thomas 11 | |
| A reaction: It was noticeable that Aristotle didn't make clear what demonstration aims to achieve, and he didn't employ it elsewhere in his writings. We aim for understanding, not for well grounded propositions. Understanding needs implications and mechanisms. |
| 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. |