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All the ideas for '', 'The Structure of Content' and 'A Theory of Conditionals'

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7 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.
10. Modality / B. Possibility / 8. Conditionals / a. Conditionals
In nearby worlds where A is true, 'if A,B' is true or false if B is true or false [Stalnaker]
     Full Idea: Consider a possible world in which A is true and otherwise differs minimally from the actual world. 'If A, then B' is true (false) just in case B is true (false) in that possible world.
     From: Robert C. Stalnaker (A Theory of Conditionals [1968], p.34), quoted by Dorothy Edgington - Conditionals (Stanf) 4.1
     A reaction: This is the first proposal to give a possible worlds semantics for conditional statements. Edgington observes that worlds which are nearby for me may not be nearby for you.
10. Modality / E. Possible worlds / 2. Nature of Possible Worlds / a. Nature of possible worlds
A possible world is the ontological analogue of hypothetical beliefs [Stalnaker]
     Full Idea: A possible world is the ontological analogue of a stock of hypothetical beliefs.
     From: Robert C. Stalnaker (A Theory of Conditionals [1968], p.34), quoted by Dorothy Edgington - Conditionals (Stanf) 4.1
     A reaction: Sounds neat and persuasive. What is the ontological analogue of a stock of hopes? Heaven!
11. Knowledge Aims / A. Knowledge / 4. Belief / b. Elements of beliefs
Beliefs are states of the head that explain behaviour, and also items with referential truth-conditions [McGinn]
     Full Idea: We view beliefs both as states of the head explanatory of behaviour, and as items possessed of referential truth-conditions.
     From: Colin McGinn (The Structure of Content [1982]), quoted by Mark Rowlands - Externalism Ch.6
     A reaction: McGinn wants to build a two-part account of meaning on this point, which Rowlands resists. Hume just wanted to define belief by a feeling, but it seems obvious that truth must also be involved.
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).