22109
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The fullest knowledge places a conclusion within an accurate theory [Aquinas, by Kretzmann/Stump]
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Full Idea:
Having 'scientia' is the fullest possible human cognition, by which one situates the fact expressed by a conclusion in an explanatory theory that accurately maps metaphysical or physical reality.
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From:
report of Thomas Aquinas (Sententia on 'Posterior Analytics' [1269], 1.2.9, 1.5.7) by Kretzmann/Stump - Aquinas, Thomas 11
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A reaction:
That is a perfect statement of my concept of knowledge. Explanatory theories must specify the essential natures of the entities involved. We don't aim for 'knowledge', we aim for the 'fullest possible cognition'. This account extend's Aristotle's.
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20363
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Leaves are unequal, but we form the concept 'leaf' by discarding their individual differences [Nietzsche]
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Full Idea:
Every concept arises through the setting equal of the unequal. Just as it is certain that one leaf is never wholly equal to another, so it is certain that the concept leaf is formed by arbitrarily discarding these individual differences.
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From:
Friedrich Nietzsche (On Truth and Lies in a Nonmoral Sense [1872]), quoted by John Richardson - Nietzsche's System 2.1.1 n28
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A reaction:
Nietzsche adds an interesting aspect to psychological abstraction, of abstracting away the differences between things, which we might label as the (further) capacity for Equalisation. If two cars differ only in a blemish, we abstract away the blemish.
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11214
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We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt]
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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.
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From:
Ian Rumfitt ("Yes" and "No" [2000], IV)
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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).
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