8 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. |
| 9089 | Knowledge is a quality existing subjectively in the soul [William of Ockham] |
| Full Idea: Knowledge is a certain quality which exists in the soul as its subject ('existens subiective in anima'). | |
| From: William of Ockham (Expositio super viii libros [1340], Prologue) | |
| A reaction: One might say here that knowledge is a property, and so it might not be susceptible to further analysis. It invites the question of how you could know by introspection that you have got it, which would be an extreme internalist view. |
| 9091 | Sometimes 'knowledge' just concerns the conclusion, sometimes the whole demonstration [William of Ockham] |
| Full Idea: Sometimes 'knowledge' means evident cognition of the conclusion alone, sometimes of the demonstration as a whole. | |
| From: William of Ockham (Expositio super viii libros [1340], Prologue) | |
| A reaction: 'Demonstration' will be something like Greek 'logos' - full understanding, ability to explain and give reasons. William is certainly right about normal usage. I know the answer in a quiz, without any requirement for justifications. |
| 9090 | Knowledge is certain cognition of something that is true [William of Ockham] |
| Full Idea: Knowledge is certain cognition of something that is true. | |
| From: William of Ockham (Expositio super viii libros [1340], Prologue) | |
| A reaction: This view has problems. William is not facing up to the sceptical questions which can shake any degree of certainty, and also that someone who lacked self-confidence might know many things while always feeling uncertain about them. 'Cognition' must go! |
| 22109 | The fullest knowledge places a conclusion within an accurate theory [Aquinas, by Kretzmann/Stump] |
| Full Idea: Having 'scientia' is the fullest possible human cognition, by which one situates the fact expressed by a conclusion in an explanatory theory that accurately maps metaphysical or physical reality. | |
| From: report of Thomas Aquinas (Sententia on 'Posterior Analytics' [1269], 1.2.9, 1.5.7) by Kretzmann/Stump - Aquinas, Thomas 11 | |
| A reaction: That is a perfect statement of my concept of knowledge. Explanatory theories must specify the essential natures of the entities involved. We don't aim for 'knowledge', we aim for the 'fullest possible cognition'. This account extend's Aristotle's. |
| 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). |