TheVisionofEr wrote: ↑Fri Apr 24, 2020 8:33 pmWell, it raises a question about the regulatory ideal. By analogy with the pearls-before-swine issue, these days people talk a great deal about individualism and collectivism. And claim China does not respect the unlimited value of individual life, as in the recent report that people were made to starve to death on lock down for the general good. This, however, is a juxtipostion of the explicit western ideal, unlimited value of life, with the supposed de facto happenings in China. The de facto issue in the western countries can never rise to the ideal since it is impossible to distribute all resources in every case to a dying person. There must by "cost benifit analysis," to speak somewhat crasely.Sculptor wrote: ↑Thu Apr 23, 2020 8:25 pmIf you do not regard evil as harmful then what is it?TheVisionofEr wrote: ↑Thu Apr 23, 2020 6:52 pm
No. I'm not passing judgment on whether it is evil/very harmful or not. But, rather, raising the subject matter for discussion.
So, should one strive to educate those who refuse or are recalcitraintly opposed to learning, as an ideal? It's not clear which is the good path. To obey the reality or "is" or to, rather, attempt to use the "ought" or ideal for the good, even towards transforming the "is" or human nature. To despise all the time is perhaps realistic, but harsh to the ear. Though, maybe it is not realistic, if reality is maliable.
If you do not regard evil as harmful then what is it?