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Plato at the Googleplex: Why Philosophy Won't Go Away

Book by Rebecca Goldstein · 35 quotes · Philosopher, Children, Character

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Plato at the Googleplex: Why Philosophy Won't Go Away Quotes

“Children, who have so much to learn in so short a time, had involved the tendency to trust adults to instruct them in the collective knowledge of our species, and this trust confers survival value. But it also makes children vulnerable to being tricked and adults who exploit this vulnerability should be deeply ashamed.”

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“I was trained as a philosopher never to put philosophers and their ideas into historical contexts, since historical context has nothing to do with the validity of the philosopher's positions. I agree that assessing validity and contextualizing historically are two entirely distinct matters and not to be confused with one another. And yet that firm distinction doesn't lead me to endorse the usual way in which history of philosophy is presented.”

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“When you ask why did some particular question occur to a scientist or philosopher for the first time, or why did this particular approach seem natural, then your questions concern the context of discovery. When you ask whether the argument the philosopher puts forth to answer that question is sound, or whether the evidence justifies the scientific theory proposed, then you've entered the context of justification. Considerations of history, sociology, anthropology, and psychology are relevant to the context of discovery, but not to justification.”

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“The contrast between the two, the sweetness and the badness, wrenches the heart of the lover as such sweetness on its own would not, and the lover shudders all the more at dread of the beloved's recklessness, for the sake of the sweetness that is there, and the shudder only makes more violent the shuddering that announces love.”

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“I don't only act out of my character; my character reacts to my actions. Each time I why, even if I'm not caught, I become a little bit more of this ugly thing: a liar. Character is always in the making, with each morally valenced action, whether right or wrong, affecting our characters, the people who we are.”

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“And then there is Pythagoras. The legend is that the founder of theoretical mathematics was so outraged when one of his students, the haplessly gifted Hippasus, discovered irrational numbers that he sent the poor fellow out on a raft to drown, initiating a venerable tradition of professors mistreating their graduate students.”

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“For the ancient Greeks, who lacked our social media, the only way to achieve mass duplication of the details of one's life in the apprehension of others was to do something wondrously worth the telling. Our wondrous technologies might just save us all the personal bother. Kleos is a tweak away.”

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“One of the peculiar features of philosophical questions is how eager people are to offer solutions that miss the point of the questions. Sometimes these failed solutions are scientific, and sometimes they are religious, and sometimes they are based on what is called plain common sense.”

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“When we call a philosopher distinguished, we are not saying that she is worthy and not saying that she is recognized, but we are saying that she occupies the intersection of both – that she is recognized and worthy; even that she is recognized because she's worthy. In the case of arate, the direction of the "because" can seem a little vaguer, so that it can sometimes seem almost as if someone is regarded as worthy because they are recognized.”

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“Quite often we are led to aporia, an impasse, unable to proceed a step further. Socrates is almost always there, but even he is only a supporting character. The starring role is given to the philosophical question. It is the philosophical question that is supposed to take center stage, cracking us open to an entirely new variety of experience.”

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“...Plato conceived of philosophy as necessarily gregarious rather than solitary. The exposure of presumptions is best done in company, the more argumentative the better. This is why discussion around the table is so essential. This is why philosophy must be argumentative. It proceeds by way of arguments, and the arguments are argued over. Everything is aired in the bracing dialectic wind stirred by many clashing viewpoints. Only in this way can intuitions that have their source in societal or personal idiosyncrasies be exposed and questioned. ... There can be nothing like "Well, that's what I was brought up to believe," or "I just feel that it's right," or "I am privy to an authoritative voice whispering in my ear," or "I'm demonstrably smarter than all of you, so just accept that I know better here." The discussion around the seminar table countenances only the sorts of arguments and considerations that can, in principle, make a claim on everyone who signs on to the project of reason: appealing to, evaluating, and being persuaded by reasons. (pp. 38-39)”

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