I hadn't noticed
.
Here's a potted history of some of the main arguments from the last century of analytic thought.
“In virtue of what are all just acts just, or all round things round?”—is itself misleading. It presumes there
must be some essence or metaphysical commonality underlying all uses of a term. But why should this be so? Why should there be a thing that is common to all our uses of a word? Why should we not, for example, use the same word to name different things? And if one looks at the uses to which we put our words, it seems that this is indeed what we do. The red sports car and the red sunset are
not the same colour, despite our using the same word for both. The round hill and the round ring are quite different.
There simply need be nothing common to all red or round things. And perhaps the same is true for the Just. Rather there may be many, diverse and overlapping similarities. The classic example here is of a game: we use the word "game" quite successfully despite not having at hand a rule that sets out for us what counts as a game. And indeed, it seems that were any such rule proposed, it would be a simple matter to find or invent a counter instance, a game that does not fit the rule. Yet we manage to use many, many words without access to such rules.
One approach leads us to suppose that there is a thing called “roundness” that exists apart from round things, a thing called "redness" apart from cars and sunsets. There's then the problem, central to this thread, of what sort of thing redness or roundness might be, if it exists over and above round or red things.This is hypostatisation, the act of treating an abstract idea or concept as a real, tangible thing or entity. It's what leads
to asking what the forms are. But perhaps they aren't.
We might see this more clearly by asking how we
learn what is red, what is round, or what is just. We don't learn to use these words by becoming familiar with a form for each. We learn to use these words by engaging in the world and with those around us. By using language. And here we will not be just learning to use a rule, since the application of any rule requires a background of practice and training against which to stand. We learn how to use "red" not only by talking about red things, but also by being told that the sunset is not red but pink, the car not red but orange, and so becoming able to use these words to act with others in a community. Learning is not an abstract process, but an engagement with the world.
We would do well not to sit back and consider such issues in the abstract, but instead to take some time to observe what happens around us. “Don’t think, but look!”. "We are not looking merely at words... we are looking at what we do with words." We should examine what words do in the wild, as well as in philosophical captivity. In what situations do we say something is "round", or something is "just"? And what do the misuses of such terms look like, and what do they tell us?
Most of all, we should have the humility to admit that these words work very well, thank you very much, without, and sometimes even despite, the interventions of philosophers.