8 ideas
| 9540 | A 'value-assignment' (V) is when to each variable in the set V assigns either the value 1 or the value 0 [Hughes/Cresswell] |
| Full Idea: A 'value-assignment' (V) is when to each variable in the set V assigns either the value 1 or the value 0. | |
| From: GE Hughes/M Cresswell (An Introduction to Modal Logic [1968], Ch.1) | |
| A reaction: In the interpreted version of the logic, 1 and 0 would become T (true) and F (false). The procedure seems to be called nowadays a 'valuation'. |
| 9541 | The Law of Transposition says (P→Q) → (¬Q→¬P) [Hughes/Cresswell] |
| Full Idea: The Law of Transposition says that (P→Q) → (¬Q→¬P). | |
| From: GE Hughes/M Cresswell (An Introduction to Modal Logic [1968], Ch.1) | |
| A reaction: That is, if the consequent (Q) of a conditional is false, then the antecedent (P) must have been false. |
| 9543 | The rules preserve validity from the axioms, so no thesis negates any other thesis [Hughes/Cresswell] |
| Full Idea: An axiomatic system is most naturally consistent iff no thesis is the negation of another thesis. It can be shown that every axiom is valid, that the transformation rules are validity-preserving, and if a wff α is valid, then ¬α is not valid. | |
| From: GE Hughes/M Cresswell (An Introduction to Modal Logic [1968], Ch.1) | |
| A reaction: [The labels 'soundness' and 'consistency' seem interchangeable here, with the former nowadays preferred] |
| 9544 | A system is 'weakly' complete if all wffs are derivable, and 'strongly' if theses are maximised [Hughes/Cresswell] |
| Full Idea: To say that an axiom system is 'weakly complete' is to say that every valid wff of the system is derivable as a thesis. ..The system is 'strongly complete' if it cannot have any more theses than it has without falling into inconsistency. | |
| From: GE Hughes/M Cresswell (An Introduction to Modal Logic [1968], Ch.1) | |
| A reaction: [They go on to say that Propositional Logic is strongly complete, but Modal Logic is not] |
| 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? |
| 22370 | Big central government only exists as a focus for anger - not to act [Fisher] |
| Full Idea: The specter of big government is there to be blamed precisely for its failure to act as a centralising power, the anger directed at it much like the fury Thomas Hardy supposedly spat at God for not existing. | |
| From: Mark Fisher (Capitalist Realism [2009], 8) | |
| A reaction: The point is that the power resides with the leaders of capitalism, and central government is largely a side-show. Sounds somewhat true, and the politicians are largely unaware of their role. |
| 22368 | It is hard to imagine the end of capitalism [Fisher] |
| Full Idea: It is easier to imagine the end of the world than it is to imagine the end of capitalism. | |
| From: Mark Fisher (Capitalist Realism [2009], 1) | |
| A reaction: His book addresses the question of whether complacently accepting capitalism is the right attitude. I read it because I am complacently resigned to living with capitalism. If we started again, would capitalism be a rational choice? |
| 22369 | Are students consumers or products of education? [Fisher] |
| Full Idea: Are students the consumers of education, or its product? | |
| From: Mark Fisher (Capitalist Realism [2009], 6) | |
| A reaction: As a teacher I have been increasingly obliged to treat pupils as customers, meaning that my main task is to keep them happy. Admittedly, pupils who are interested are usually happy pupils, but as a main objective happiness seems wrong. |