Combining Texts

All the ideas for '', 'Unity of Science as a Working Hypothesis' and 'Nietzsche, Genealogy, History'

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6 ideas

5. Theory of Logic / A. Overview of Logic / 1. Overview of Logic

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.

5. Theory of Logic / E. Structures of Logic / 2. Logical Connectives / a. Logical connectives

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.

14. Science / D. Explanation / 2. Types of Explanation / j. Explanations by reduction

20653	Six reduction levels: groups, lives, cells, molecules, atoms, particles [Putnam/Oppenheim, by Watson]
	Full Idea: There are six 'reductive levels' in science: social groups, (multicellular) living things, cells, molecules, atoms, and elementary particles.
	From: report of H.Putnam/P.Oppenheim (Unity of Science as a Working Hypothesis [1958]) by Peter Watson - Convergence 10 'Intro'
	A reaction: I have the impression that fields are seen as more fundamental that elementary particles. What is the status of the 'laws' that are supposed to govern these things? What is the status of space and time within this picture?

18. Thought / A. Modes of Thought / 3. Emotions / a. Nature of emotions

22235	Feelings are not unchanging, but have a history (especially if they are noble) [Foucault]
	Full Idea: We believe that feelings are immutable, but every sentiment, particularly the most noble and disinterested, has a history.
	From: Michel Foucault (Nietzsche, Genealogy, History [1971], p.86), quoted by Johanna Oksala - How to Read Foucault 5
	A reaction: This is the sort of remark that makes me think Foucault is worth reading. Aristotle thought you could teach correct feelings. That implies that you can also teach incorrect feelings.

19. Language / F. Communication / 3. Denial

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).