10 ideas
| 19735 | Wisdom has a higher value than understanding, which has a higher value than knowledge [Greco] |
| Full Idea: Intuitively, understanding is more valuable than knowledge and wisdom is more valuable than understanding. | |
| From: John Greco (The Value Problem [2011], 'Knowledge') | |
| A reaction: Down at the bottom is having an 'inkling' of something, I presume. Not convinced of this. I would rate understanding above knowledge, but wisdom seems rather different. It implies a breadth that does not focus on any particular topic. |
| 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. |
| 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. |
| 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. |
| 19734 | If value is practical, knowledge is no better than true opinion [Greco] |
| Full Idea: Why should knowledge be more valuable than true opinion, if their practical value is the same? | |
| From: John Greco (The Value Problem [2011], Intro) | |
| A reaction: We have exam systems and academic titles to bestow social prestige on people who know, not to mention quiz shows. Modern society needs lots of knowledgeable citizens. I'm not sure what intrinsic value knowledge could have. |
| 19733 | Externalist theories don't explain why knowledge has value [Greco] |
| Full Idea: Externalist theories do not give knowledge the sort of value that internalists want knowledge to have. | |
| From: John Greco (The Value Problem [2011], Intro) | |
| A reaction: [He cites Pritchard 2008] This is not a very strong argument, given the uncertainties and complexities in the idea that we share a 'value'. If the value of knowledge is really instrumental (and loved no less because of that), then externalism could cope. |
| 15119 | Aristotelian explanation by essence may need to draw on knowledge of other essences [Aristotle, by Koslicki] |
| Full Idea: From Aristotle's biology we learn that a successful scientific explanation of the necessary (but non-essential) features of one type of phenomenon (e.g. camels) my require appeal to facts about the essences of other types of phenomena (stomachs). | |
| From: report of Aristotle (The History of Animals [c.344 BCE]) by Kathrin Koslicki - Essence, Necessity and Explanation 13.4 |
| 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). |
| 23302 | Plants have far less life than animals, but more life than other corporeal entities [Aristotle] |
| Full Idea: The genus of plants, whilst it is devoid of life compared with an animal, is endowed with life as compared with other corporeal entities. In the sea there are certain objects which one would be at a loss to determine whether they be animal or vegetable. | |
| From: Aristotle (The History of Animals [c.344 BCE], 588b09) | |
| A reaction: It seems that Aristotle takes life to come in degrees, assessed by the amount of physical vitality observed. This seems to make lambs more alive than sheep, which isn't very plausible. This is part of his 'gradualist' view of nature. |
| 23301 | There is a gradual proceeding from the inanimate to animals, with no clear borderlines [Aristotle] |
| Full Idea: Nature proceeds little by little from things lifeless to animal life so that it is impossible to determine the exact line of demarcation, nor on which side an intermediate form should lie. ...In plants there is a continuous ascent towards the animal. | |
| From: Aristotle (The History of Animals [c.344 BCE], 588b04) | |
| A reaction: This in itself should have alerted medieval Christians to the problematic nature of the idea that animal species were divinely created. |