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Post 40

Wednesday, January 7, 2009 - 11:00amSanction this postReply
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Ed T: Being a measurement and being measurable are drastically different states. The onus is on you to show they are equivalent. Otherwise, your switch from one to the other is an error.

Are you saying that propositions don't have meaning?

Abstraction, meaning taking out part, or leaving out part, is a requirement for our concepts to have generality. No two particulars are identical in every way. No concept can "mean" different things unless it ommits their differences. Genuine, full-fledged abstraction is a requirement for generality. Without generality, you will note, there is no unit-economy.


Post 41

Wednesday, January 7, 2009 - 11:36amSanction this postReply
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Merlin,

Using the outline that Robert provided (thanks, Robert), the flavors can be measured on an ordinal scale of measurement (rank-ordered) according to their sweetness, sourness, etc.

Ed


Post 42

Wednesday, January 7, 2009 - 11:40amSanction this postReply
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Reply to posts 38 and 41.
http://rebirthofreason.com/Articles/Jetton/The_Corruption_of_Measurement.shtml


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Post 43

Wednesday, January 7, 2009 - 12:04pmSanction this postReply
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Ted,

I sighed because -- like a 13 year old girl -- you simply stated what you would like to be true without any argument, any reasoning, nor an external link to any arguments or any reasoning. 13 year old girls do that, too.

Ever see a 13 year old girl put forward reasoning supporting the adolesco-romantic charm of the Edward Cullen character in the movie Twilight? No. Yet these young gals will see the movie a dozen times in a row (there's even a special link on the movie website for how many times you've seen it). And you won't see it soon, either. I don't mean the movie. I mean the 13 year old girl who has the intellectual exactitude to put refined, rational justification for something down into words.

I understand that Rand is someone who was a 13 year old girl once -- but she was 13 several decades ago.

Funny how you saw yourself in your judgment of me, pasting your faults onto my forehead. This kind of transference makes me want to sigh (silently now, in order to spare your precious feelings).

:-)

Ed


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Post 44

Wednesday, January 7, 2009 - 12:12pmSanction this postReply
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Under your too tight presumption, then, one artwork is just as good as another - that there can then be no such thing as one artwork as better or superior than another's... or that loving one is the same as loving another - that there can be no greater or lesser loving... yes - too tight as to choke off life as measurement...

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Post 45

Wednesday, January 7, 2009 - 12:27pmSanction this postReply
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Mindy,

Ed T: Being a measurement and being measurable are drastically different states. The onus is on you to show they are equivalent.
No, not really. Only for "debate points" (because I had said so earlier). However, my saying so was a mistake. Not because I'm wrong to answer you, but because you were wrong to ask in the first place (and it was a mistake to innocently answer you). You see, when Rand spoke of measurement-omission, she meant the second sense -- "being measurable" -- not the actual measurments. I spoke of this a couple of posts ago. You must've missed that.

Starting with this wrong view of what Rand meant by "measurement-omission" -- you have a need to figure out if "measurement" and "being measurable" are equivalent. However, if being measurable was all that Rand meant -- and that is all she meant -- then the question of actual measurments doesn't arise. Simply being measurable is enough.

Are you saying that propositions don't have meaning?
No. I'm saying that words mean things. I know that sometimes we use the same word to mean a different thing, and that sometimes the same thing can be referred to by different words. What I'm saying is that you don't start or judge the epistemological enterprise of concept-formation on the level of propositions -- that would be the error of Linguistic Analysis:

... Linguistic Analysis came on the scene for the avowed purpose of “clarifying” language—and proceeded to declare that the meaning of concepts is determined in the minds of average men, and that the job of philosophers consists of observing and reporting on how people use words.

The reductio ad absurdum of a long line of mini-Kantians, such as pragmatists and positivists, Linguistic Analysis holds that words are an arbitrary social product immune from any principles or standards, an irreducible primary not subject to inquiry about its origin or purpose—and that we can “dissolve” all philosophical problems by “clarifying” the use of these arbitrary, causeless, meaningless sounds which hold ultimate power over reality . . .

Proceeding from the premise that words (concepts) are created by whim, Linguistic Analysis offers us a choice of whims: individual or collective. It declares that there are two kinds of definitions: “stipulative,” which may be anything anyone chooses, and “reportive,” which are ascertained by polls of popular use. ...

Linguistic Analysis declares that the ultimate reality is not even percepts, but words, and that words have no specific referents, but mean whatever people want them to mean . . . Linguistic Analysis is vehemently opposed to . . . any kinds of principles or broad generalizations—i.e., to consistency. ...

. . . To what sort of problems had [today’s philosophers] been giving priority over the problems of politics? Among the papers to be read at that [1969 American Philosophical Association (Eastern Division)] convention were: “Pronouns and Proper Names”—“Can Grammar Be Thought?”—“Propositions as the Only Realities.”

Ed


Post 46

Wednesday, January 7, 2009 - 12:38pmSanction this postReply
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If post 44 is addressed to me, it is a gross non sequitur.

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Post 47

Wednesday, January 7, 2009 - 2:31pmSanction this postReply
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There is an important difference between being a measurement and being measurable. In Rand's case of the pencil's length, the fact that the pencil has length, of some-but-any quantity is retained. It is what is measurable. The measurement of that length, say, six inches, is what is ommitted.
The difference between what is retained and what is ommitted is of the utmost significance in the theory of concept-formation, and that is the difference between what is measurable and what is a measurement.
Why the hostile manner?


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Post 48

Wednesday, January 7, 2009 - 2:34pmSanction this postReply
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Your denigration of girls is weak writing and offensive.

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Post 49

Wednesday, January 7, 2009 - 3:29pmSanction this postReply
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Mindy,

There is an important difference between being a measurement and being measurable. ... The difference between what is retained and what is ommitted is of the utmost significance in the theory of concept-formation, and that is the difference between what is measurable and what is a measurement.
I disagree. The difference between what's retained and what's omitted -- while being important -- isn't the difference between what's measurable and what's a measurement.

Why the hostile manner?
I disagree. I am disagreeing with you, answering your questions, and arguing the points (not the person) in a rational manner aimed at a mutual understanding. If you look back on this discussion, you'll find clues that that's what I've been doing. A telling example of this is when I re-phrased your argument (in positive terms) and asked you if you would agree to my reformulation. It's a hallmark to the aim of understanding to re-phrase an argument and solicit a response from your interlocuter. It's dialectic in the Aristotelian sense.

I'll try to be more sensitive as to my writing style -- which can come off like cold silver. What I ask in return is that you consider the idea that you might be a little too sensitive to the alternative writing styles of others. 

:-)

Your denigration of girls is weak writing and offensive.
I disagree. I understand that my writing can be weak and offensive, though. Ted brought up "the analogy of the 13 year old girl" in order to make a point. I got his point, and answered him in kind. It's not a denigration to write about how things -- e.g., 13 year old girls -- generally are; it's realism to do that. Folks -- like plants -- grow and that means they start out smaller and more vulnerable (just like plants). It's not denigration to talk about a stage in this process of growth.

It would be a denigration, however, if you (or anyone) were to hold the moral standards of an adult over the head of an adolescent. It would also be unjust of you (or anyone) to do that. It would even be unjust of you to imply that I hold adolescents to an adult standard -- at least before asking me if I do.

Ed


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Post 50

Wednesday, January 7, 2009 - 3:38pmSanction this postReply
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Just for the record, your justification for using 13-year-old girls as exemplars of foolishness is not adequate.

Post 51

Wednesday, January 7, 2009 - 4:03pmSanction this postReply
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Hi Mindy,

If you would, please respond to my post #8. Or did you intend your post #13 as a full response?

Also, I might be mistaken, but I'm not sure you have Rand's view of concept-formation down just yet. Rand's "concept" is just a category instantiated by members that each bear the same kind of trait -- that "essential trait."

So long as a thing includes that essential trait, it gets to be a member of that category. The thing's other traits don't matter for purposes of figuring out whether it belongs. We ignore those other traits; we omit them. But the category *includes* (or perhaps "allows for" would be a better phrasing) all of those otherwise omitted traits because those traits, along with that essential trait, instantiate the category's members. A category cannot include members but exclude those members' constituent parts. That would be a problem.

Jordan

Post 52

Wednesday, January 7, 2009 - 4:19pmSanction this postReply
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Ed T: In your post 49, you quote me, but you leave out the most important part of the quote--where I give Rand's own example as to what is the retained/measured trait and what is the ommitted/measurement!
Why do you ommit that part?


Post 53

Wednesday, January 7, 2009 - 4:24pmSanction this postReply
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Jordan: The issue of whether or not a measurement is "just" a trait has been gone over, I believe.
The first objection you made: You say you disagree, but you don't make an argument for me to address. Your point about unit-economy is not relevant to the particular point I am making.
As to the Objectivist interest in the Analytic/Synthetic Dichotomy, I suggest you look at Peikoff's article on it, which is included in the later editions of ITOE.
Hope that satisfies...


Post 54

Wednesday, January 7, 2009 - 4:54pmSanction this postReply
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Hi Mindy,

With respect, it doesn't satisfy. I do not see where this thread has adequately discussed measurement "simply" as a kind of trait, which is what Rand intended per her view of concept-formation, I believe. Accordingly, I don't see that your contentions against "measurements" adequately address, much less counter, what is *actually* Rand's view of concept-formation.

Next, in my post #8 I disagreed with what you claimed was the point of Rand's measurement omission. I believe it is relevant that you've missed her point. Rand doesn't think measurement omission is there to make all statements analytically true. You've got that wrong. She says it's there for keeping categories manageable. I can't much "argue" that she says this, save quoting ITOE. Hence, you didn't get an argument from me. Same with my contention on analytics. I am familiar with Peikoff's essay, yet you seem to bypass the analytic assumptions you're making in your claims. Again, I can't much "argue" these contentions, save directing you to ITOE and say you're not addressing Rand's view. Taken together, I'm skeptical that you understand Rand's view on this topic.

Nevertheless, perhaps you are addressing Rand's view, and I'm just missing your contentions entirely, in which case -- would you mind restating them shortly and simply?

Best,
Jordan


Post 55

Wednesday, January 7, 2009 - 5:10pmSanction this postReply
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Mindy,

Just for the record, your justification for using 13-year-old girls as exemplars of foolishness is not adequate.
Okay, but I didn't say that they were foolish, just less analytic.

Can you say how my justification for that is deficient? In other words, can you say what would provide me adequate justification to say such a thing? I admitted that it's only generally true that 13-year-old girls don't validate their desires by forming valid syllogisms and sorites and whatnot, and that Rand was a probable exception to this general rule.

What would adequately justify this generalization I've made about 13-year-old girls not going through the mental work a philosopher might perform during enlightened debate?

Ed



Post 56

Wednesday, January 7, 2009 - 5:12pmSanction this postReply
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Jordan,
I'll certainly try to clarify. My thread is not a discussion of Rand's epistemology, but of certain problems I see in it. Thus, I haven't tried to give a full statement of her epistemology. I have discussed just "my" problems.
I don't claim that the only role of measurement-ommission is to circumvent the Analytic/Synthetic Dichotomy, but I do claim that that is part of the reason Rand formulated her theory of concept-formation as she did, and then I go on to say that it doesn't fulfill that (imputed) purpose. You can certainly dismiss my supposition as to this purpose. That would have to be argued separately.


Post 57

Wednesday, January 7, 2009 - 5:16pmSanction this postReply
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Ed T: I wouldn't refuse to discuss it, but I really do think it is not worth the trouble, OK with you?

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Post 58

Wednesday, January 7, 2009 - 5:22pmSanction this postReply
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Mindy,

In your post 49, you quote me, but you leave out the most important part of the quote--where I give Rand's own example as to what is the retained/measured trait and what is the ommitted/measurement!
Why do you ommit that part?
Because it added too many details.

If Rand said omitted things are merely measurable rather than actually measured -- and she said that -- then more details about measurements merely misses the point. You don't need a whole bunch of details to form a concept, just a shared trait, possessed by each referent, in somewhat different measure or degree.

Even young children -- who haven't even learned how to measure things yet -- can form concepts correctly.

Ed



Post 59

Wednesday, January 7, 2009 - 5:23pmSanction this postReply
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Mindy,

Ed T: I wouldn't refuse to discuss it, but I really do think it is not worth the trouble, OK with you?
OK with me.

Ed


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