8 ideas
| 21560 | Any linguistic expression may lack meaning when taken out of context [Russell] |
| Full Idea: Any sentence, a single word, or a single component phrase, may often be quite devoid of meaning when separated from its context. | |
| From: Bertrand Russell (Substitutional Classes and Relations [1906], p.165) | |
| A reaction: Contextualism is now extremely fashionable, in philosophy of language and in epistemology. Here Russell is looking for a contextual way to define classes [so says Lackey, the editor]. |
| 21561 | 'The number one is bald' or 'the number one is fond of cream cheese' are meaningless [Russell] |
| Full Idea: 'The number one is bald' or 'the number one is fond of cream cheese' are, I maintain, not merely silly remarks, but totally devoid of meaning. | |
| From: Bertrand Russell (Substitutional Classes and Relations [1906], p.166) | |
| A reaction: He connects this to paradoxes in set theory, such as the assertion that 'the class of human beings is a human being' (which is the fallacy of composition). |
| 18130 | Axiom of Reducibility: there is always a function of the lowest possible order in a given level [Russell, by Bostock] |
| Full Idea: Russell's Axiom of Reducibility states that to any propositional function of any order in a given level, there corresponds another which is of the lowest possible order in the level. There corresponds what he calls a 'predicative' function of that level. | |
| From: report of Bertrand Russell (Substitutional Classes and Relations [1906]) by David Bostock - Philosophy of Mathematics 8.2 |
| 21562 | There is no complexity without relations, so no propositions, and no truth [Russell] |
| Full Idea: Relations in intension are of the utmost importance to philosophy and philosophical logic, since they are essential to complexity, and thence to propositions, and thence to the possibility of truth and falsehood. | |
| From: Bertrand Russell (Substitutional Classes and Relations [1906], p.174) | |
| A reaction: Should we able to specify the whole of reality, if we have available to us objects, properties and relations? There remains indeterminate 'stuff', when it does not compose objects. There are relations between pure ideas. |
| 14365 | Scientific understanding is always the grasping of a correct explanation [Strevens] |
| Full Idea: I defend what I call the 'simple view', that scientific understanding is that state produced, and only produced, by grasping a correct explanation. | |
| From: Michael Strevens (No Understanding without Explanation [2011], Intro) | |
| A reaction: I like this because it clearly states what I take to be the view of Aristotle, and the key to understanding the whole of that philosopher's system. I take the view to be correct. |
| 14368 | We may 'understand that' the cat is on the mat, but not at all 'understand why' it is there [Strevens] |
| Full Idea: 'Understanding why' is quite separate from 'understanding that': you might be exquisitely, incandescently aware of the cat's being on the mat without having the slightest clue how it got there. My topic is understanding why. | |
| From: Michael Strevens (No Understanding without Explanation [2011], 2) | |
| A reaction: Can't we separate 'understand how' from 'understand why'? I may know that someone dropped a cat through my letterbox, but more understanding would still be required. (He later adds understanding 'with' a theory). |
| 14369 | Understanding is a precondition, comes in degrees, is active, and holistic - unlike explanation [Strevens] |
| Full Idea: Objectors to the idea that understanding requires explanation say that understanding is a precondition for explanation, that understanding comes in degrees, that understanding is active, and that it is holistic - all unlike explanations. | |
| From: Michael Strevens (No Understanding without Explanation [2011], 4) | |
| A reaction: He works through these four objections and replies to them, in defence of the thesis in Idea 14365. I agree with Strevens on this. |
| 468 | Musical performance can reveal a range of virtues [Damon of Ath.] |
| Full Idea: In singing and playing the lyre, a boy will be likely to reveal not only courage and moderation, but also justice. | |
| From: Damon (fragments/reports [c.460 BCE], B4), quoted by (who?) - where? |