7 ideas
| 11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
| Full Idea: If a designated conclusion follows from the premisses, but the argument involves two howlers which cancel each other out, then the moral is that the path an argument takes from premisses to conclusion does matter to its logical evaluation. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], II) | |
| A reaction: The drift of this is that our view of logic should be a little closer to the reasoning of ordinary language, and we should rely a little less on purely formal accounts. |
| 11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
| Full Idea: If 'and' and 'but' really are alike in sense, in what might that likeness consist? Some philosophers of classical logic will reply that they share a sense by virtue of sharing a truth table. | |
| From: Ian Rumfitt ("Yes" and "No" [2000]) | |
| A reaction: This is the standard view which Rumfitt sets out to challenge. |
| 11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
| Full Idea: A connective will possess the sense that it has by virtue of its competent users' finding certain rules of inference involving it to be primitively obvious. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], III) | |
| A reaction: Rumfitt cites Peacocke as endorsing this view, which characterises the logical connectives by their rules of usage rather than by their pure semantic value. |
| 11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |
| Full Idea: The standard view is that affirming not-A is more complex than affirming the atomic sentence A itself, with the latter determining its sense. But we could learn 'not' directly, by learning at once how to either affirm A or reject A. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], IV) | |
| A reaction: [compressed] This seems fairly anti-Fregean in spirit, because it looks at the psychology of how we learn 'not' as a way of clarifying what we mean by it, rather than just looking at its logical behaviour (and thus giving it a secondary role). |
| 19941 | Thou shalt love thy neighbour as thyself [Anon (Leviticus)] |
| Full Idea: Thou shalt love thy neighbour as thyself. | |
| From: Anon (Lev) (03: Book of Leviticus [c.700 BCE], 19.18) | |
| A reaction: Most Christians think Jesus originated this thought. Interestingly, this precedes Socrates, who taught a similar idea. |
| 1474 | Moral evil may be acceptable to God because it allows free will (even though we don't see why this is necessary) [Plantinga, by PG] |
| Full Idea: Moral evil may be acceptable to a benevolent God because it is the only way to allow genuine free will, which may have a supreme value in creation (even if we are unsure what it is). | |
| From: report of Alvin Plantinga (Free Will Defence [1965], Pref.) by PG - Db (ideas) |
| 1475 | It is logically possible that natural evil like earthquakes is caused by Satan [Plantinga, by PG] |
| Full Idea: Physical evil (e.g. earthquakes) may be attributable to a fallen angel (Satan), who is the enemy of God, and this is enough to retain the idea that God is omnipotent and benevolent, and yet evil exists. | |
| From: report of Alvin Plantinga (Free Will Defence [1965], III) by PG - Db (ideas) |