6 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. |
| 18201 | General principles can be obvious in mathematics, but bold speculations in empirical science [Parsons,C] |
| Full Idea: The existence of very general principles in mathematics are universally regarded as obvious, where on an empiricist view one would expect them to be bold hypotheses, about which a prudent scientist would maintain reserve. | |
| From: Charles Parsons (Mathematical Intuition [1980], p.152), quoted by Penelope Maddy - Naturalism in Mathematics | |
| A reaction: This is mainly aimed at Quine's and Putnam's indispensability (to science) argument about mathematics. |
| 15666 | To understand language is to know how to use it to reach shared understandings [Habermas] |
| Full Idea: One simply would not know what it is to understand the meaning of a linguistic expression if one did not know how one could make use of it in order to reach understanding with someone about something. | |
| From: Jürgen Habermas (On the Pragmatics of Communications [1998], p.228), quoted by James Gordon Finlayson - Habermas Ch.3:34 | |
| A reaction: Not offered as a 'theory of meaning', and certainly plausible. Compare a hammer, though: a proper understanding is that it is used to exert a sharp force, but you can take in its structure and nature before you spot its usage. |
| 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). |