Greg > Greg's Quotes

“Say what you choose, so long as it does not prevent you from seeing the facts. (And when you see them there is a good deal that you will not say.)”
― Ludwig Wittgenstein, Philosophical Investigations

“In order to find the real artichoke, we divested it of its leaves.”
― Ludwig Wittgenstein, Philosophical Investigations

“Hegel seems to me to be always wanting to say that things which look different are really the same. Whereas my interest is in showing that things which look the same are really different. I was thinking of using as a motto for my book a quotation from King Lear: 'I’ll teach you differences'.
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'You’d be surprised' wouldn’t be a bad motto either.”
― Ludwig Wittgenstein

“God has created me to do Him some definite service. He has committed some work to me which He has not committed to another. I have my mission. I may never know it in this life, but I shall be told it in the next. I am a link in a chain, a bond of connection between persons.

He has not created me for naught. I shall do good; I shall do His work. I shall be an angel of peace, a preacher of truth in my own place, while not intending it if I do but keep His commandments.

Therefore, I will trust Him, whatever I am, I can never be thrown away. If I am in sickness, my sickness may serve Him, in perplexity, my perplexity may serve Him. If I am in sorrow, my sorrow may serve Him. He does nothing in vain. He knows what He is about. He may take away my friends. He may throw me among strangers. He may make me feel desolate, make my spirits sink, hide my future from me. Still, He knows what He is about.”
― John Henry Newman

“Philosophers often behave like little children who scribble some marks on a piece of paper at random and then ask the grown-up "What's that?" - It happened like this: the grown-up had drawn pictures for the child several times and said: this is a man, this is a house, etc. And then the child makes some marks too and asks: what's this then?”
― Ludwig Wittgenstein, Culture and Value

“It is easiest to tell what transubstantiation is by saying this: little children should be taught about it as early as possible. Not, of course, using the word 'transubstantiation', because it is not a little child's word. But the thing can be taught, and it is best taught at mass at the consecration, the one part where a small child should be got to fix its attention on what is going on.”
― G.E.M. Anscombe, Faith in a Hard Ground: Essays on Religion, Philosophy and Ethics

“The peculiar evil of silencing the expression of an opinion is, that it is robbing the human race; posterity as well as the existing generation; those who dissent from the opinion, still more than those who hold it. If the opinion is right, they are deprived of the opportunity of exchanging error for truth: if wrong, they lose, what is almost as great a benefit, the clearer perception and livelier impression of truth, produced by its collision with error.”
― John Stuart Mill, On Liberty

“The truthful—though unhelpful—answer to the question: "How did we come by our primary knowledge of causality?" is that in learning to speak we learned the linguistic representation and application of a host of causal concepts. Very many of them were represented by transitive and other verbs of action used in reporting what is observed. Others—a good example is "infect"—form, not observation statements, but rather expressions of causal hypotheses. The word "cause" itself is highly general. How does someone show that he has the concept cause? We may wish to say: only by having such a word in his vocabulary. If so, then the manifest possession of the concept presupposes the mastery of much else in language. I mean: the word "cause" can be added to a language in which are already represented many causal concepts. A small selection: scrape, push, wet, carry, eat, burn, knock over, keep off, squash, make (e.g. noises, paper boats), hurt. But if we care to imagine languages in which no special causal concepts are represented, then no description of the use of a word in such languages will be able to present it as meaning cause. Nor will it even contain words for natural kinds of stuff, nor yet words equivalent to "body", "wind", or "fire". For learning to use special causal verbs is part and parcel of learning to apply the concepts answer to these and many other substantives. As surely as we learned to call people by name or to report from seeing it that the cat was on the table, we also learned to report from having observed it that someone drank up the milk or that the dog made a funny noise or that things were cut or broken by whatever we saw cut or break them.”
― G.E.M. Anscombe, Collected Philosophical Papers, Volume 2: Metaphysics and the Philosophy of Mind

“What ways are there of getting human beings to do things? You can make a man fall over by pushing him; you cannot usefully make his hand write a letter or mix concrete by pushing; for in general if you have to push his hand in the right way, you might as well not use him at all. You can order him to do what you want, and if you have authority he will perhaps obey you. Again if you have power to hurt him or help him according as he disregards or obeys your orders, or if he loves you so as to accord with your requests, you have a way of getting him to do things. However, few people have authority over everyone they need to get to do things, and few people either have power to hurt or help others without damage to themselves or command affection from others to such an extent as to be able to get them to do the things they need others to do. Those who have extensive authority and power cannot exercise it to get all the other people to do the things that meet their mutual requirements. So though physical force seems a more certain way of producing desired physical results than any other, and authority and power to hurt or help and sometimes affection too, more potent than the feeble procedure of a language-game as the one with 'Bump!' that I described, yet in default of the possibility or utility of exerting physical force, and of the possibility of exercising authority or power to hurt and help, or of commanding affection, this feeble means is at least a means of getting people to do things. Now getting one another to do things without the application of physical force is a necessity for human life, and that far beyond what could be secured by those other means.”
― G.E.M. Anscombe, The collected philosophical papers of G.E.M. Anscombe

“What people are for is, we believe, like guided missiles, to home in on God, God who is the one truth it is infinitely worth knowing, the possession of which you could never get tired of, like the water which if you have you can never thirst again, because your thirst is slaked forever and always. It's this potentiality, this incredible possibility, of the knowledge of God of such a kind as even to be sharing in his nature, which Christianity holds out to people; and because of this potentiality every life, right up to the last, must be treated as precious. Its potentialities in all things the world cares about may be slight; but there is always the possibility of what it's for. We can't ever know that the time of possibility of gaining eternal life is over, however old, wretched, 'useless' someone has become.”
― G.E.M. Anscombe, Contraception and chastity

“The high success of Newton's astronomy was in one way an intellectual disaster: it produced an illusion from which we tend still to suffer. This illusion was created by the circumstance that Newton's mechanics had a good model in the solar system. For this gave the impression that we had an ideal of scientific explanation; whereas the truth was, it was mere obligingness on the part of the solar system, by having had so peaceful a history in recorded time, to provide such a model.”
― G.E.M. Anscombe, Collected Philosophical Papers, Volume 2: Metaphysics and the Philosophy of Mind