10 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. |
| 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. |
| 16489 | Is it possible to state every possible truth about the whole course of nature without using 'not'? [Russell] |
| Full Idea: Imagine a person who knew everything that can be stated without using the word 'not' or some equivalent; would such a person know the whole course of nature, or would he not? | |
| From: Bertrand Russell (Human Knowledge: its scope and limits [1948], 9) | |
| A reaction: Nowadays we might express Russell's thought as 'Does God need the word 'not'?'. Russell's thesis is that such words concern psychology, and not physics. God would need 'not' to describe how human minds work. |
| 16490 | Some facts about experience feel like logical necessities [Russell] |
| Full Idea: The impossibility of seeing two colours simultaneously in a given direction feels like a logical impossibility. | |
| From: Bertrand Russell (Human Knowledge: its scope and limits [1948], 9) | |
| A reaction: I presume all necessities feel equally necessary. If we distinguish necessities by what gives rise to them (a view I favour) then how strong they 'feel' will be irrelevant. We can see why Russell is puzzled by the phenomenon, though. |
| 16488 | It is hard to explain how a sentence like 'it is not raining' can be found true by observation [Russell] |
| Full Idea: If 'it is not raining' means 'the sentence "it is raining" is false', that makes it almost impossible to understand how a sentence containing the word 'not' can be found true by observation. | |
| From: Bertrand Russell (Human Knowledge: its scope and limits [1948], 9) | |
| A reaction: Russell goes on to explore the general difficulty of deciding negative truths by observation. The same problem arises for truthmaker theory. Obviously I can observe that it isn't raining, but it seems parasitic on observing when it is raining. |
| 16491 | If we define 'this is not blue' as disbelief in 'this is blue', we eliminate 'not' as an ingredient of facts [Russell] |
| Full Idea: We can reintroduce 'not' by a definition: the words 'this is not blue' are defined as expressing disbelief in what is expressed by the words 'this is blue'. In this way the need of 'not' as an indefinable constituent of facts is avoided. | |
| From: Bertrand Russell (Human Knowledge: its scope and limits [1948], 9) | |
| A reaction: This is part of Russell's programme of giving a psychological account of logical connectives. See other ideas from his 1940 and 1948 works. He observes that disbelief is a state just as positive as belief. I love it. |
| 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). |
| 21137 | Rawls rejected cosmopolitanism because it doesn't respect the autonomy of 'peoples' [Rawls, by Shorten] |
| Full Idea: Rawls rejected the cosmopolitan extension of his theory because he thought it failed to respect the political autonomy of 'peoples', which was his term of art for societies or political communities. | |
| From: report of John Rawls (The Law of Peoples [1999], p.115-8) by Andrew Shorten - Contemporary Political Theory 09 | |
| A reaction: Interesting that you might well start with the concept of 'a people', prior to some sort of social contract, but end up with rather alarming conflicts or indifference between rival peoples. Why should my people help in the famine next door? |
| 4786 | Russell's 'at-at' theory says motion is to be at the intervening points at the intervening instants [Russell, by Psillos] |
| Full Idea: To reply to Zeno's Arrow Paradox, Russell developed his 'at-at' theory of motion, which says that to move from A to B is to be at the intervening points at the intervening instants. | |
| From: report of Bertrand Russell (Human Knowledge: its scope and limits [1948]) by Stathis Psillos - Causation and Explanation §4.2 | |
| A reaction: I wonder whether Russell's target was actually Zeno, or was it a simplified ontology of points and instants? The ontology will also need identity, to ensure it is the same thing which arrives at each point. |