8 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. |
| 15941 | For intuitionists excluded middle is an outdated historical convention [Brouwer] |
| Full Idea: From the intuitionist standpoint the dogma of the universal validity of the principle of excluded third in mathematics can only be considered as a phenomenon of history of civilization, like the rationality of pi or rotation of the sky about the earth. | |
| From: Luitzen E.J. Brouwer (works [1930]), quoted by Shaughan Lavine - Understanding the Infinite VI.2 | |
| A reaction: [Brouwer 1952:510-11] |
| 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. |
| 18247 | Brouwer saw reals as potential, not actual, and produced by a rule, or a choice [Brouwer, by Shapiro] |
| Full Idea: In his early writing, Brouwer took a real number to be a Cauchy sequence determined by a rule. Later he augmented rule-governed sequences with free-choice sequences, but even then the attitude is that Cauchy sequences are potential, not actual infinities. | |
| From: report of Luitzen E.J. Brouwer (works [1930]) by Stewart Shapiro - Philosophy of Mathematics 6.6 | |
| A reaction: This is the 'constructivist' view of numbers, as espoused by intuitionists like Brouwer. |
| 3900 | Maybe experience is not essential to perception, but only to the causing of beliefs [Armstrong, by Scruton] |
| Full Idea: Armstrong has argued that experience, as normally understood, is not necessary to perception. To perceive is to acquire beliefs, through a causal process. | |
| From: report of David M. Armstrong (Belief Truth and Knowledge [1973]) by Roger Scruton - Modern Philosophy:introduction and survey 23.4 |
| 4253 | Externalism says knowledge involves a natural relation between the belief state and what makes it true [Armstrong] |
| Full Idea: Externalist accounts of non-inferential knowledge say what makes a true non-inferential belief a case of knowledge is some natural relation which holds between the belief state and the situation which makes the belief true. | |
| From: David M. Armstrong (Belief Truth and Knowledge [1973], 11.III.6) | |
| A reaction: Armstrong's concept is presumably a response to Quine's desire to 'naturalise epistemology'. Bad move, I suspect. It probably reduces knowledge to mere true belief, and hence a redundant concept. |
| 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). |