12 ideas
2676 | Didactic argument starts from the principles of the subject, not from the opinions of the learner [Aristotle] |
Full Idea: Didactic arguments are those which reason from the principles appropriate to each branch of learning and not from the opinions of the answerer (for he who is learning must take things on trust). | |
From: Aristotle (Sophistical Refutations [c.331 BCE], 165b01) |
2675 | Reasoning is a way of making statements which makes them lead on to other statements [Aristotle] |
Full Idea: Reasoning is based on certain statements made in such a way as necessarily to cause the assertion of things other than those statements and as a result of those statements. | |
From: Aristotle (Sophistical Refutations [c.331 BCE], 165a01) |
2677 | Dialectic aims to start from generally accepted opinions, and lead to a contradiction [Aristotle] |
Full Idea: Dialectical arguments are those which, starting from generally accepted opinions, reason to establish a contradiction. | |
From: Aristotle (Sophistical Refutations [c.331 BCE], 165b03) |
2674 | Competitive argument aims at refutation, fallacy, paradox, solecism or repetition [Aristotle] |
Full Idea: Those who compete and contend in argument aim at five objects: refutation, fallacy, paradox, solecism, and the reduction of one's opponent to a state of babbling, that is, making him say the same thing over and over again. | |
From: Aristotle (Sophistical Refutations [c.331 BCE], 165b15) |
6345 | Minimalism is incoherent, as it implies that truth both is and is not a property [Boghossian, by Horwich] |
Full Idea: Boghossian argues that minimalism is incoherent because it says truth both is and is not a property; the essence of minimalism is that, unlike traditional theories, truth is not a property, yet properties are needed to explain the theory. | |
From: report of Paul Boghossian (The Status of Content [1990]) by Paul Horwich - Truth (2nd edn) Post.8 | |
A reaction: I doubt whether this is really going to work as a demolition, because it seems to me that no philosophers are even remotely clear about what a property is. If properties are defined causally, it is not quite clear how truth would ever be a property. |
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. |
16967 | 'Are Coriscus and Callias at home?' sounds like a single question, but it isn't [Aristotle] |
Full Idea: If you ask 'Are Coriscus and Callias at home or not at home?', whether they are both at home or not there, the number of propositions is more than one. For if the answer is true, it does not follow that the question is a single one. | |
From: Aristotle (Sophistical Refutations [c.331 BCE], 176a08) | |
A reaction: [compressed] Aristotle is saying that some questions should not receive a 'yes' or 'no' answer, because they are equivocal. Arthur Prior cites this passage, on 'and'. Ordinary use of 'and' need not be the logical use of 'and'. |
16149 | Generic terms like 'man' are not substances, but qualities, relations, modes or some such thing [Aristotle] |
Full Idea: 'Man', and every generic term, denotes not an individual substance but a quality or relation or mode or something of the kind. | |
From: Aristotle (Sophistical Refutations [c.331 BCE], 179a01) | |
A reaction: This is Aristotle's denial that species constitutes the essence of anything. I take 'man' to be a categorisation of individuals, and is ontologically nothing at all in its own right. |
11840 | Only if two things are identical do they have the same attributes [Aristotle] |
Full Idea: It is only to things which are indistinguishable and one in essence [ousia] that all the same attributes are generally held to belong. | |
From: Aristotle (Sophistical Refutations [c.331 BCE], 179a37) | |
A reaction: This simply IS Leibniz's Law (to which I shall from now on quietly refer to as 'Aristotle's Law'). It seems that it just as plausible to translate 'ousia' as 'being' rather than 'essence'. 'Indistinguishable' and 'one in ousia' are not the same. |
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). |