Summary of Benjamin J.B. Lipscomb's The Women Are Up to Something

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 The newsreels that broke her open were the ones that showed the war was finally over. They had married as soon as their autumn plans came together: a Midsummer’s Day ceremony at the Caxton Hall register office in Westminster.
#2 In 1945, Michael was discharged from the army and returned to his home in London with his wife Philippa. They were aware of the first newspaper pictures and newsreel footage from the Nazi concentration camps, but their minds were too full to think about what they were calling a moral duty.
#3 The British public was shocked by the footage from the concentration camps, and the Ministry of Information had not allowed publication of graphic images during the war to protect morale, but also to maintain public trust.
#4 After the war, Philippa Foot began thinking about ethics and how it could be applied to the camps. Nothing in the moral philosophy of her time was adequate to what she’d just seen.

Sujets

• Philosophie
• Philosophie moderne
• Philosophie moderne
• Obermodern-Zutzendorf
• History
• Modern history
• Philosophy
• Philosophie et théologie
• Modern
• Surveys

Informations

• Publié par: Everest Media LLC
• Date de parution: 18 juillet 2022
• Nombre de lectures: 0
• EAN13: 9798822544062
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Benjamin J.B. Lipscomb's The Women Are Up to Something
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3 Insights from Chapter 4 Insights from Chapter 5 Insights from Chapter 6 Insights from Chapter 7 Insights from Chapter 8 Insights from Chapter 9
Insights from Chapter 1

#1

The newsreels that broke her open were the ones that showed the war was finally over. They had married as soon as their autumn plans came together: a Midsummer’s Day ceremony at the Caxton Hall register office in Westminster.

#2

In 1945, Michael was discharged from the army and returned to his home in London with his wife Philippa. They were aware of the first newspaper pictures and newsreel footage from the Nazi concentration camps, but their minds were too full to think about what they were calling a moral duty.

#3

The British public was shocked by the footage from the concentration camps, and the Ministry of Information had not allowed publication of graphic images during the war to protect morale, but also to maintain public trust.

#4

After the war, Philippa Foot began thinking about ethics and how it could be applied to the camps. Nothing in the moral philosophy of her time was adequate to what she’d just seen.

#5

The moral philosophy of Foot’s time was in thrall to a picture of what’s real and unreal, which was based on the scientific revolution of the early modern period.

#6

The distinction between facts and opinions is taught in schools around the world. But it is apparently difficult to teach. Many definitions of the two terms merge them into one another.

#7

The fact versus opinion distinction is a recent concept that emerged in the interwar years in America. It is usually presented to children, but neither part of the definition of fact is actually used as a criterion by them.

#8

The tests that children are given to determine whether a statement is a fact or an opinion are often based on linguistic signs that distinguish fact-type statements from non-fact-type statements. But this distinction is meaningless, since it assumes that there is no point in reasoning about evaluative matters.

#9

The picture of the world that emerged in the early modern period was different from the one that Aristotle had framed. It was more like a billiard ball on a table, with material reality being inert and not self-directed.

#10

The new picture of nature was formed by the European intellectual elite, who were largely men of the world who sought power. They were skeptical of all the competing claims being pushed on them, and they sought a means for transcending conflicting impressions and interpretations.

#11

The method of hypothesis and experiment helps us pursue objectivity. When different observers replicate one another’s results, they bring us closer to descriptions of the world that are not perspective-dependent.

#12

The distinction between primary and secondary qualities was not just used to exclude colors and smells from the language of science, but also all talk of natural goal-directedness. This created two problems for ethics: first, the received theory of ethics was Aristotle’s, and it was bound up with his picture of the natural world; second, the new mathematical description of the world excluded value.

#13

When moderns took their pattern for a paradigm, they took their theoretical simplification for reality. Value then began to become something unreal.

#14

The Dawkins sublime is the idea that people who think in terms of this picture have forsworn all pictures and are simply confronting reality as it is. It is a picture that remains potent today in the Western imagination.

#15

The aesthetic experience many Europeans had in contemplating Pompeii’s final hours was called the sublime. It is hard to know how much the late eighteenth century’s and early nineteenth century’s hunger for the sublime was prompted by having a word for it.

#16

The Dawkins sublime is based on the billiard-ball picture of the universe. The more the universe seems comprehensible, the more it also seems pointless. But we must try to understand the universe, for it is one of the few things that gives our lives meaning.

#17

When she was a student, Philippa Foot had seen the newsreels of the Nazi camp at Bergen-Belsen, and she knew what she wanted to say: that what the Nazis had done was wicked. She couldn’t say it alone, but she had friends who would support her.
Insights from Chapter 2

#1

The relationship between Philippa Foot and Iris Murdoch began when they were each preparing for their final examinations in 1942. Their tutor, Donald MacKinnon, suggested that they meet.

#2

Oxford’s women’s colleges, Somerville and Lady Margaret Hall, were the most selective undergraduate institutions in the world in the late 1930s. It was difficult to gain admission to any of them, and it was especially difficult to get into Somerville.

#3

Mary Scrutton, who was accepted to Oxford University in 1937, was intimidated by the entire process. The College examinations were administered off-site, and candidates who had impressed their examiners were invited to Oxford for an interview.

#4

The Somerville college in Oxford accepted the Nina Bawdens, not the healthy young mares in line ahead of them. They wanted the Nina Bawdens, not the healthy young mares.

#5

The world is like a gatekeeping system, and it cuts off opportunities for people who might be capable of impressive work if only a path were open to them that didn’t impose those conditions.

#6

Scrutton was always willing to work. She had first thought she would do her degree in English literature, but a teacher advised her to study something she wouldn’t study on her own. She took this to heart, and ended up studying classics.

#7

Scrutton and Murdoch had many things in common, such as their schools, their interests, and their choice of college. But they also had differences, such as Scrutton’s tendency to keep her emotions and thoughts to herself, and Murdoch’s tendency to be magnetic and well-known.