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. |
4691 | If all mental life were conscious, we would be unable to see things, or to process speech [McGinn] |
Full Idea: If there were nothing more to our mind than our conscious awareness, then we would be unable to see anything or to process speech. | |
From: Colin McGinn (The Making of a Philosopher [2002], Ch. 6) | |
A reaction: A vital point. Traditional dualism has left us a simplistic exaggeration of the role of consciousness, and the misapprehension that most of what we do is conscious - which it clearly isn't, once you think about it. |
4690 | If meaning is speaker's intentions, it can be reduced to propositional attitudes, and philosophy of mind [McGinn] |
Full Idea: The importance of Grice's analysis of speaker meaning is that it offers the prospect of analysing the whole phenomenon of linguistic meaning in terms of propositional attitudes… thus turning semantics into a department of the philosophy of mind. | |
From: Colin McGinn (The Making of a Philosopher [2002], Ch. 5) | |
A reaction: Although meaning being truth conditions is the most cited theory, the reduction of semantics to an aspect of mind also seems almost orthodox now. But how do the symbols 'represent' the attitudes? |
15666 | To understand language is to know how to use it to reach shared understandings [Habermas] |
Full Idea: One simply would not know what it is to understand the meaning of a linguistic expression if one did not know how one could make use of it in order to reach understanding with someone about something. | |
From: Jürgen Habermas (On the Pragmatics of Communications [1998], p.228), quoted by James Gordon Finlayson - Habermas Ch.3:34 | |
A reaction: Not offered as a 'theory of meaning', and certainly plausible. Compare a hammer, though: a proper understanding is that it is used to exert a sharp force, but you can take in its structure and nature before you spot its usage. |
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). |