27 ideas
9406 | A class is natural when everybody can spot further members of it [Quinton] |
17518 | Counting 'coin in this box' may have coin as the unit, with 'in this box' merely as the scope [Ayers] |
17516 | If counting needs a sortal, what of things which fall under two sortals? [Ayers] |
17520 | Events do not have natural boundaries, and we have to set them [Ayers] |
15730 | Extreme nominalists say all classification is arbitrary convention [Quinton] |
15728 | The naturalness of a class depends as much on the observers as on the objects [Quinton] |
9407 | Properties imply natural classes which can be picked out by everybody [Quinton] |
15729 | Uninstantiated properties must be defined using the instantiated ones [Quinton] |
17519 | To express borderline cases of objects, you need the concept of an 'object' [Ayers] |
8520 | An individual is a union of a group of qualities and a position [Quinton, by Campbell,K] |
17510 | Speakers need the very general category of a thing, if they are to think about it [Ayers] |
17522 | We use sortals to classify physical objects by the nature and origin of their unity [Ayers] |
17515 | Seeing caterpillar and moth as the same needs continuity, not identity of sortal concepts [Ayers] |
17511 | Recognising continuity is separate from sortals, and must precede their use [Ayers] |
17517 | Could the same matter have more than one form or principle of unity? [Ayers] |
17513 | If there are two objects, then 'that marble, man-shaped object' is ambiguous [Ayers] |
17523 | Sortals basically apply to individuals [Ayers] |
17521 | You can't have the concept of a 'stage' if you lack the concept of an object [Ayers] |
17514 | Temporal 'parts' cannot be separated or rearranged [Ayers] |
17509 | Some say a 'covering concept' completes identity; others place the concept in the reference [Ayers] |
17512 | If diachronic identities need covering concepts, why not synchronic identities too? [Ayers] |
19542 | It is nonsense that understanding does not involve knowledge; to understand, you must know [Dougherty/Rysiew] |
19543 | To grasp understanding, we should be more explicit about what needs to be known [Dougherty/Rysiew] |
19541 | Rather than knowledge, our epistemic aim may be mere true belief, or else understanding and wisdom [Dougherty/Rysiew] |
19540 | Don't confuse justified belief with justified believers [Dougherty/Rysiew] |
19539 | If knowledge is unanalysable, that makes justification more important [Dougherty/Rysiew] |
19538 | Entailment is modelled in formal semantics as set inclusion (where 'mammals' contains 'cats') [Dougherty/Rysiew] |