7 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. |
| 19378 | Early modern possibility is what occurs sometime; for Leibniz, it is what is not contradictory [Arthur,R] |
| Full Idea: For Descartes, Hobbes and Spinoza, if a state of things is possible, it must occur at some time, whether past, present or future. For Leibniz possibility makes no reference to time; an individual is possible if its concept contains no contradiction. | |
| From: Richard T.W. Arthur (Leibniz [2014], 4 'Contingent') | |
| A reaction: It has always struck me as fallacious to say that anything that is possible must at some time occur. If '6' is possible on the die, what will constrain it to eventually come up when thrown? Mere non-contradiction doesn't imply possibility either. |
| 19380 | Occasionalism contradicts the Eucharist, which needs genuine changes of substance [Arthur,R] |
| Full Idea: The Jesuits rejected occasionalism ... because it is incompatible with the Catholic interpretation of the Eucharist, which there is genuine change of substance of the bread into the substance of Christ (transubstantiation). | |
| From: Richard T.W. Arthur (Leibniz [2014], 5 'Substance') | |
| A reaction: Not sure I understand this, but I take it that the Eucharist needs a real relation across the substance-spirit boundary, and not just a co-ordination. |
| 8693 | An 'abstraction principle' says two things are identical if they are 'equivalent' in some respect [Boolos] |
| Full Idea: Hume's Principle has a structure Boolos calls an 'abstraction principle'. Within the scope of two universal quantifiers, a biconditional connects an identity between two things and an equivalence relation. It says we don't care about other differences. | |
| From: George Boolos (Is Hume's Principle analytic? [1997]), quoted by Michèle Friend - Introducing the Philosophy of Mathematics 3.7 | |
| A reaction: This seems to be the traditional principle of abstraction by ignoring some properties, but dressed up in the clothes of formal logic. Frege tries to eliminate psychology, but Boolos implies that what we 'care about' is relevant. |
| 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). |