Combining Texts

All the ideas for '', 'Knowledge:Readings in Cont.Epist' and 'On Euclidean Geometry'

unexpand these ideas     |    start again     |     specify just one area for these texts


15 ideas

5. Theory of Logic / A. Overview of Logic / 1. Overview of Logic
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.
5. Theory of Logic / E. Structures of Logic / 2. Logical Connectives / a. Logical connectives
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.
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.
5. Theory of Logic / K. Features of Logics / 1. Axiomatisation
The truth of an axiom must be independently recognisable [Frege]
     Full Idea: It is part of the concept of an axiom that it can be recognised as true independently of other truths.
     From: Gottlob Frege (On Euclidean Geometry [1900], 183/168), quoted by Tyler Burge - Frege on Knowing the Foundations 4
     A reaction: Frege thinks the axioms of arithmetic all reside in logic.
11. Knowledge Aims / A. Knowledge / 1. Knowledge
Perception, introspection, testimony, memory, reason, and inference can give us knowledge [Bernecker/Dretske]
     Full Idea: The basic sources of knowledge and justification are perception, introspection, testimony, memory, reason, and inference.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.V Int)
12. Knowledge Sources / B. Perception / 7. Causal Perception
Causal theory says true perceptions must be caused by the object perceived [Bernecker/Dretske]
     Full Idea: The causal theory of perceptions says that to perceive an object is to have a sense-datum caused by that object; it is not enough for the world to be the way we perceive it; the world must cause the perception.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.V Int)
     A reaction: All causal theories seem dubious to me; what causes something is not the same was what it means, or refers to, or what justifies it. The hallmark of successful perception is truth. I would perceive a tree if God planted the perception in me.
12. Knowledge Sources / E. Direct Knowledge / 4. Memory
You can acquire new knowledge by exploring memories [Bernecker/Dretske]
     Full Idea: You can first come to know by remembering, as in learning how many windows there were in your childhood home by imagining a tour.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.V Int)
13. Knowledge Criteria / A. Justification Problems / 1. Justification / a. Justification issues
Justification can be of the belief, or of the person holding the belief [Bernecker/Dretske]
     Full Idea: There is a distinction between a person being justified in holding a belief, and the belief itself being justified.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.II Int)
     A reaction: This is the crucial and elementary distinction which even the most sophisticated of epistemologists keep losing sight of. Epistemology is about persons. All true beliefs are justified - by the facts!
13. Knowledge Criteria / B. Internal Justification / 4. Foundationalism / a. Foundationalism
Foundationalism aims to avoid an infinite regress [Bernecker/Dretske]
     Full Idea: The driving force behind foundationalism has always been the threat of an infinite regress.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.III Int)
     A reaction: You could just live with the regress (Peter Klein), or say that the regress fades away, or that it is cut off by social epistemological convention, or the regress circles round and rejoins.
13. Knowledge Criteria / B. Internal Justification / 4. Foundationalism / f. Foundationalism critique
Infallible sensations can't be foundations if they are non-epistemic [Bernecker/Dretske]
     Full Idea: If sense experiences are non-epistemic they may be infallible, but they are unsuitable for providing the foundations for other beliefs.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.III Int)
     A reaction: If we experience flashing lights in the retina, or an afterimage, we don't think we are seeing objects, so why is normal perception different? Ans: because it is supported by judgement.
13. Knowledge Criteria / C. External Justification / 1. External Justification
Justification is normative, so it can't be reduced to cognitive psychology [Bernecker/Dretske]
     Full Idea: The concept of justification is absolutely central to epistemology; but this concept is normative (i.e. it lays down norms), so epistemology can't be reduced to factual cognitive psychology.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.III Int)
     A reaction: A simple rejection of the 'epistemology naturalised' idea. Best to start with slugs rather than people. You can confuse a slug, so it has truth or falsehood, but what is slug normativity? This is an interesting discussion point, not an argument.
13. Knowledge Criteria / D. Scepticism / 6. Scepticism Critique
Modern arguments against the sceptic are epistemological and semantic externalism, and the focus on relevance [Bernecker/Dretske]
     Full Idea: In modern epistemology the three strategies to rebut the sceptic are 1) epistemological externalism, 2) the 'relevant alternative account of knowledge' (that scepticism is too extreme to be relevant), and 3) semantic externalism.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.IV Int)
14. Science / C. Induction / 5. Paradoxes of Induction / a. Grue problem
Predictions are bound to be arbitrary if they depend on the language used [Bernecker/Dretske]
     Full Idea: The new riddle of induction ('grue') seems to demonstrate that sound inductive inferences are arbitrary because they depend on the actual language people use to formulate predictions.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.V Int)
18. Thought / C. Content / 6. Broad Content
Semantic externalism ties content to the world, reducing error [Bernecker/Dretske]
     Full Idea: Semantic externalism ties our mental content down to our actual environment so there is no possibility of massive error.
     From: Bernecker / Dretske (Knowledge:Readings in Cont.Epist [2000], Pt.V Int)
     A reaction: This sounds more prescriptive than descriptive. People do make massive errors in their concepts. Maybe educated people are more externalist (respectful of experts) than uneducated people?
19. Language / F. Communication / 3. Denial
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).