Monthly Archives: February 2015

You’re You

Fast forward almost two centuries from Aristotle’s time to that of John Locke’s, we approach Locke’s profoundly titled work “An Essay Concerning Human Understanding” (or more like, “Four Books Concerning Human Understanding”). Continue reading

Me, Myself, and I

Locke’s argument of identity and diversity made my head spin, simply because he examines it way more thoroughly than most people do. When I think of identity, I mostly define it as something that makes it who or what they are. However, Locke goes farther than that by describing in terms of existence; there is only one version of you, and every place and second that the state changes, that version of you is no more. It exists by itself. Even though you still continue to be “you,” those versions of you are only the diversity of your existence.

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Exploring the Foundation of Identity

“For in them the variation of great parcels of matter alters not the identity: An oak growing from a plant to a great tree, and then lopped, is still the same oak; and a colt grown up to a horse, sometimes fat, sometimes lean, is all the while the same horse: Though in both these cases, there may be a manifest change of the parts; so that truly they are not either of them the same masses of matter, though they be truly one of them the same oak, and the other the same horse. The reason whereof is, that in these two cases, a mass of matter, and a living body, identity is not applied to the same thing” (Chapter 27, paragraph 3).

Many authors, especially philosophers, turn to beautiful metaphors to describe their ideas to readers. Here, Locke follows this ancient tradition, furthering his claim that variation does not alter identity through the example of the development of an oak tree and maturation of a horse.

I found these metaphors to be not only eloquent and engaging but also great illustrations of his assertion. In order to further his point that “variation” in “matter alters not the identity,” he describes an oak starting out as a small shoot and then growing into a “great tree,” showing that just because the shape of the tree changes, its element is not transformed: it is still composed of wood and undergoes the process of photosynthesis in order to survive.

Furthermore, he writes of how when a colt matures to a horse, growing either “fat” or “lean,” it is still “the same horse” by nature. Its physical attributes does not change the fact that larger horses and skinnier horses are still the same horse, just with different characteristics, such as either an enlarged or shrunken frame. The horses’ “matter,” or what makes the horses horses never changes.

As “parts” change, the object changes into a different form of that same object; however, its identity does not change in relation to these so-called “great parcels of matter.” According to Locke, its identity remains the same. Here, he writes that, in the sake of using the tree metaphor, as long as the tree has the ability to do its same biological functions through appendages that make it a tree, such as roots, trunk, and branches, in the furthering of its life as an organism, the tree continues to exist as one and the same tree, despite the changes in its constituent matter. He, therefore, concludes that even though living organisms constantly lose and gain portions of their matter through process of growth and aging, we are not inclined to believe that they have changed into different creatures. The identity of organisms is based on their ability to sustain the biological processes that keep them alive. In conclusion, Locke believes that identity is founded upon this principle, and that the only time such identity shifts is when something separates from the original organism and gains a life of its own.

How are prudence and experience related?

In Book VI of Aristotle’s Nicomachean Ethics, Aristotle intensively discusses knowledge in the form of Prudence, a form of virtue. In this section, he provides his take on the debate between teaching vs. experience as means to achieve something, the similar issue we face in Plato’s Protagoras in which Socrates argues whether good is learned or experienced. Unlike Socrates, Aristotle clearly states his opinion on this issue, which is discussed below.   Continue reading

Lies to the Eyes

Aristotle, in his Nicomachean Ethics, introduces a thought provoking statement: “We all suppose that what we know is not capable of being otherwise; of things capable of being otherwise we do not know, when they have passed outside our observation, whether they exist or not.” (1139b36-1139b36 p. 1799) Continue reading

A foundation built on lies

In a way, Plato’s allegory of the cave applies to the citizens of the myth of metals. In Plato’s allegory, the prisoners have a misconstrued conception of what is real. They believe that the shadow of an item or figure is the item itself, and they lack the knowledge to understand that the image that they are seeing is only the form of the figure. In the myth of metals, the citizens are told that they inherently have a certain metal inside of them that sets there social standings. This is done to create a utopia. But a utopia implicitly implies that everything is good in a moral sense, yet the foundation of the society is based on lies, which is morally incorrect. I find it interesting that a society that preaches good morals can be built on an idea so corrupt.

It is fair to ask, however, whether or not this is a necessary “evil”. Does it benefit the people more than it harms them? In a society where people’s social standing remains stagnant, it is easy for people to remain complacent with their lives. Therefore, they will have little motivation to be innovative. There will be little personal success and the society will not advance. This is a better case scenario. Worst case scenario is that people who are not properly suited may be in a position of high standing. I understand that the guardians are well educated, but an excellent education does not mean that someone will be good. Being good is a combination of intrinsic attributes and extrinsic teachings. There were also examples of people who were given excellent educations but still turned out poorly. As a result, you have, at it’s best, a society that promotes overall stagnation, and, at it’s worst, rulers who are not fit for ruling, which can create substantial damage to a whole society.

Apples and Oranges and Peaches

In Aristotle’s “Metaphysics,” Aristotle’s claims have a lot to do with splitting different forms of knowledge and experience into categories and classes. For example, according to him, animals live by appearances and memories, while humans live by art and reason.  He clearly makes a distinction that while experience is more of an individual mentality, art is something universal because experience, which made of many memories, lead to art. Therefore, art is more knowledgeable than experience since artists can teach. He then proceeds to lay out a hierarchy of who is wiser, which includes the class of inventors.

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Conditions for the Pursuit of Knowledge

In Book One of his Metaphysics Aristotle gives a brief history lesson on the evolution of knowledge.

“Hence when all such inventions were already established, the sciences which do not aim at giving pleasure or at the necessities of life were discovered, and first in the places where men first began to have leisure. This is why the mathematical arts were founded in Egypt; for there the priestly caste was allowed to be at leisure.” (Metaphysics, Book I, p. 1553).

Here he describes a departure from the condition of the “practical,” a condition which he uses to qualify the rest of his intellectual virtues. Even to art Aristotle prescribes a practical pursuit: to bring “into being” or to give pleasure (Nicomachean Ethics p. 1800). In this short passage Aristotle mentions a sort of pointless knowledge, with no utility beyond that of knowing for the sake of knowing, and certain conditions for pursuing this sort of knowledge—leisure. Continue reading

Experience vs. Knowledge

In Book VI of Nicomachean Ethics, Aristotle delivers an intriguing example explaining the connection between practical knowledge and experience.

“This is why some who do not know, and especially those who have experience, are more practical than others who know; for if a man knew that light meats are digestible and wholesome, but did not know which sorts of meat are light, he would not produce health, but the man who knows that chicken is wholesome is more likely to produce health” (7, page 1802).

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Existence Through Participation

“Plato accepted his teaching, but held that the problem applied not to any sensible thing but to entities of another kind—for this reason, that the common definition could not be a definition of any sensible thing, as they were always changing. Things of this other sort, then, he called Ideas, and sensible things, he said, were apart from these, and were all called after these; for the multitude of things which have the same name as the Form exist by participation in it. Only the name ‘participation’ was new; for the Pythagoreans say that things exist by imitation of numbers, and Plato says they exist by participation, changing the name. But what the participation or the imitation of the Forms could be they left an open question” (V I, Book VI).

After coming from reading several excerpts from Plato’s documents concerning Socrates’ life experiences and lessons, I find the transition to examining Plato’s ideas through Aristotle quite fascinating. It is somewhat reticent of coming full circle in that after Plato sharing his mentor’s philosophy in various different documents, now Aristotle is relating his mentor’s theories.

Additionally, I found this passage very interesting for its content. I find that I do not understand much of it except for the last two lines, especially the part concerning participation in relation to Form. Therefore, I bring this excerpt of the reading up for discussion because I am not entirely sure of its meaning and want to come to a better understanding to it.

What I gather from this passage is that Plato believed that change dictates much of life, and that its transformative power allows for progression in many aspects of existence. He was convinced that nothing was concrete or static; everything was constantly evolving into different things. Unlike Socrates, his beloved teacher, Plato was focused on both the ethical and the physical, looking at all entities of knowledge in order to gain a better understanding of the universe.

Plato did not believe in simple definitions; rather, he was convinced that the term “Idea” was the best word that could be used to define the concept of a certain form of existence. According to Plato, a “common definition could not be a definition of any sensible thing, as they [entities of another kind] were always changing” (V I, Book VI).

Furthermore, he believed that all things exist in relation to Form, or an abstract property or quality. This means that by stripping away fundamental or properties or qualities and examining just the object by itself, one would be able to analyze the form of that object. Based off of this theory, Plato believed that forms are the causes of all that exists in the world. He, therefore, asserts that the best way in which to examine the world is through the sensation of non-material abstract forms, or ideas, in order to gain the most fundamental source of reality.

I have to say that I am very confused by what this all means. I am in agreement with most of what I understand from this passage, but I am still pretty lost about the idea of participation in Form. I do believe that nearly everything in life is transitory, constantly evolving and always moving in one direction or another. I also believe that if we strip an object of its characteristics and qualities, we can move towards understanding what it is composed of, what its qualities can cause or bring forth, and why it exists. However, I am still pretty confused about Plato’s theory concerning Form.

Any thoughts?