[lit-ideas] Re: virtue-practical example of being taught
- From: "Mike Geary" <atlas@xxxxxxxxxxxxx>
- To: <lit-ideas@xxxxxxxxxxxxx>
- Date: Mon, 2 Jan 2006 03:14:49 -0600
JK:
Okay. Now I want Mike to use "supralapsarian" and "sublapsarian" in a post.
Wow! Now there's a challenge. Give me a week. I need the right context.
Mike Geary
long live Calvin
----- Original Message -----
From: JimKandJulieB@xxxxxxx
To: lit-ideas@xxxxxxxxxxxxx
Sent: Monday, January 02, 2006 2:24 AM
Subject: [lit-ideas] Re: virtue-practical example of being taught
Julie Krueger
up too early to be up early
========Original Message======== Subj: [lit-ideas] Re: virtue-practical
example of being taught
Date: 1/2/06 1:31:02 AM Central Standard Time
From: writeforu2@xxxxxxxxxxx
To: lit-ideas@xxxxxxxxxxxxx
Sent on:
Omigod Mike-
Your persiflage and frivolity have forced me to pick up my dictionary at
2:28 a.m. What are you doing up so late, you oxymoron you!
Stan
up too late to get up early in
Portland, ME
----- Original Message -----
From: "Mike Geary" <atlas@xxxxxxxxxxxxx>
To: <lit-ideas@xxxxxxxxxxxxx>
Sent: Monday, January 02, 2006 2:18 AM
Subject: [lit-ideas] Re: virtue-practical example of being taught
> RP:
> > ...but as there's no guarantee that the (merely) prudent person will
ever
> > advance to a principle some might see the grasping of one as
> > supererogatory,*
>
> > *Mike Geary challenged me to use this word in a sentence.
>
> And well done, indeed, yes! But what about 'abstemious'? You haven't
used
> it yet. Not to mention 'persiflage'. Come, come, Robert, papers were due
> two weeks ago. I can cut you some slack considering your load, but I have
> to turn in grades on Thursday. I'd love to give you more time, but I'm as
> much a cog in the inexorable process of the ineluctable laws of
bureaucracy
> as you are, and though you may believe in a theodicy that will raise you
> above the checklists of pencil pushers -- hey, don't we all believe
that? --
> let me remind you that we are not yet living in those eschatological times
> when your glory will shine without being plugged into the culture system.
> Get busy, in other words.
>
> Mike Geary
> desperately putting off year end pencil pushing
> in Memphis
>
>
>
> ----- Original Message -----
> From: "Robert Paul" <robert.paul@xxxxxxxx>
> To: <lit-ideas@xxxxxxxxxxxxx>
> Sent: Sunday, January 01, 2006 11:32 PM
> Subject: [lit-ideas] Re: virtue-practical example of being taught
>
>
> > John McCreery wrote:
> >
> >> Re Robert's remark that taking care of others should be more than
> >> prudential. Here again, I certainly agree. But isn't it, I wonder, one
> >> of the roles of institutions to make doing what's right doing what is
> >> prudential as well? Habits born of prudence may ripen into principles.
> >> Principles proclaimedâeven skillfully defendedâin classroom settings
> >> alone remain where classroom exercises leave them.
> >
> > Yes, this needs talking about. It may be one of the roles of
institutions
> > to do this, but as there's no guarantee that the (merely) prudent person
> > will ever advance to a principle some might see the grasping of one as
> > supererogatory,* as long as the right actions are carried out.
> >
> > On the other hand, (Western) ethical theory has never recovered from
> > Kant's insistence that moral action excludes prudential considerations,
so
> > that questions like 'Why should I be moral?' have, or seem to have,
> > a sense that Plato and Aristotle wouldn't have understood.
> >
> > Plato thought that justice had to benefit the just person, or else, as
> > Thrasymachus says, justice is a fraud. Kant dissolves this problem by
> > saying justice not only needn't but shouldn't. I'd like to be able to
show
> > that it does and must benefit the just person but I'm not smart enough
to
> > show how it does. ('It makes me feel all warm inside,' isn't a very good
> > answer to 'Why should I be just, etc.?]
> >
> > Robert Paul
> > The Reed Institute
> >
> > *Mike Geary challenged me to use this word in a sentence.
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>
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