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. |
| 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). |
| 4375 | Evaluations are not disguised emotions; instead, emotion is a type of evaluation [Achtenberg] |
| Full Idea: The emotivist gets things backwards: evaluations are not disguised emotions; instead, emotions are types of evaluation. | |
| From: Deborah Achtenberg (Cognition of Value in Aristotle's Ethics [2002], 6.1) | |
| A reaction: A nice comment, though a bit optimistic. It is certainly a valuable corrective to emotivist to pin down the cognitive and evaluative aspects of emotion, rather than regarding them as 'raw' feelings. |
| 20716 | False prophets will perform wonders to deceive even the elect [Mark] |
| Full Idea: For false messiahs and false prophets will appear and perform signs and wonders to deceive, if possible, even the elect. | |
| From: St Mark (02: Gospel of St Mark [c.66], 13:22), quoted by Brian Davies - Introduction to the Philosophy of Religion | |
| A reaction: This casts a rather different light on the miracles of Jesus, since they were performed in a context in which even Jesus believed that lots of people (and not just the son of God) could perform miracles. Undermines any Argument from Miracles. |