8 ideas
| 15381 | Dyamic logics model changes between classical states, in action, belief, and computing [Uckelman] |
| Full Idea: Dynamic logic gives versions of propositional, modal and predicate logics, in which the states are classical, but changes of assignments between states can be expressed, by modelling action, knowledge and belief change, and compute programs. | |
| From: Sara L. Uckelman (Dynamic Logics [2010]) | |
| A reaction: [compressed] |
| 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. |
| 19400 | Possibles demand existence, so as many of them as possible must actually exist [Leibniz] |
| Full Idea: From the conflict of all the possibles demanding existence, this at once follows, that there exists that series of things by which as many of them as possible exist. | |
| From: Gottfried Leibniz (Exigency to Exist in Essences [1690], p.91) | |
| A reaction: I'm in tune with a lot of Leibniz, but my head swims with this one. He seems to be a Lewisian about possible worlds - that they are concrete existing entities (with appetites!). Could Lewis include Leibniz's idea in his system? |
| 19401 | God's sufficient reason for choosing reality is in the fitness or perfection of possibilities [Leibniz] |
| Full Idea: The sufficient reason for God's choice can be found only in the fitness (convenance) or in the degree of perfection that the several worlds possess. | |
| From: Gottfried Leibniz (Exigency to Exist in Essences [1690], p.92) | |
| A reaction: The 'fitness' of a world and its 'perfection' seem very different things. A piece of a jigsaw can have wonderful fitness, without perfection. Occasionally you get that sinking feeling with metaphysicians that they just make it up. |
| 19402 | The actual universe is the richest composite of what is possible [Leibniz] |
| Full Idea: The actual universe is the collection of the possibles which forms the richest composite. | |
| From: Gottfried Leibniz (Exigency to Exist in Essences [1690], p.92) | |
| A reaction: 'Richest' for Leibniz means a maximum combination of existence, order and variety. It's rather like picking the best starting team from a squad of footballers. |
| 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). |