7 ideas
| 21558 | 'Predicative' norms are those which define a class [Russell] |
| Full Idea: Norms (containing one variable) which do not define classes I propose to call 'non-predicative'; those which do define classes I shall call 'predicative'. | |
| From: Bertrand Russell (Difficulties of Transfinite Numbers and Types [1905], p.141) |
| 21559 | We need rules for deciding which norms are predicative (unless none of them are) [Russell] |
| Full Idea: We need rules for deciding what norms are predicative and what are not, unless we adopt the view (which has much to recommend it) that no norms are predicative. ...[146] A predative propositional function is one which determines a class. | |
| From: Bertrand Russell (Difficulties of Transfinite Numbers and Types [1905], p.141) | |
| A reaction: He is referring to his 'no class' theory, which he favoured at that time. |
| 9216 | Each area of enquiry, and its source, has its own distinctive type of necessity [Fine,K] |
| Full Idea: The three sources of necessity - the identity of things, the natural order, and the normative order - have their own peculiar forms of necessity. The three main areas of human enquiry - metaphysics, science and ethics - each has its own necessity. | |
| From: Kit Fine (The Varieties of Necessity [2002], 6) | |
| A reaction: I would treat necessity in ethics with caution, if it is not reducible to natural or metaphysical necessity. Fine's proposal is interesting, but I did not find it convincing, especially in its view that metaphysical necessity doesn't intrude into nature. |
| 9214 | Unsupported testimony may still be believable [Fine,K] |
| Full Idea: I may have good reason to believe some testimony, for example, even though the person providing the testimony has no good reason for saying what he does. | |
| From: Kit Fine (The Varieties of Necessity [2002], 5) | |
| A reaction: Thus small children, madmen and dreamers may occasionally get things right without realising it. I take testimony to be merely one more batch of evidence which has to be assessed in building the most coherent picture possible. |
| 13304 | Learned men gain more in one day than others do in a lifetime [Posidonius] |
| Full Idea: In a single day there lies open to men of learning more than there ever does to the unenlightened in the longest of lifetimes. | |
| From: Posidonius (fragments/reports [c.95 BCE]), quoted by Seneca the Younger - Letters from a Stoic 078 | |
| A reaction: These remarks endorsing the infinite superiority of the educated to the uneducated seem to have been popular in late antiquity. It tends to be the religions which discourage great learning, especially in their emphasis on a single book. |
| 9215 | Causation is easier to disrupt than logic, so metaphysics is part of nature, not vice versa [Fine,K] |
| Full Idea: It would be harder to break P-and-Q implying P than the connection between cause and effect. This difference in strictness means it is more plausible that natural necessities include metaphysical necessities, than vice versa. | |
| From: Kit Fine (The Varieties of Necessity [2002], 6) | |
| A reaction: I cannot see any a priori grounds for the claim that causation is more easily disrupted than logic. It seems to be based on the strategy of inferring possibilities from what can be imagined, which seems to me to lead to wild misunderstandings. |
| 20820 | Time is an interval of motion, or the measure of speed [Posidonius, by Stobaeus] |
| Full Idea: Posidonius defined time thus: it is an interval of motion, or the measure of speed and slowness. | |
| From: report of Posidonius (fragments/reports [c.95 BCE]) by John Stobaeus - Anthology 1.08.42 | |
| A reaction: Hm. Can we define motion or speed without alluding to time? Looks like we have to define them as a conjoined pair, which means we cannot fully understand either of them. |