18 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| 10528 | Definitions concern how we should speak, not how things are [Fine,K] |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| 10529 | If Hume's Principle can define numbers, we needn't worry about its truth [Fine,K] |
| 10530 | Hume's Principle is either adequate for number but fails to define properly, or vice versa [Fine,K] |
| 20219 | True opinions only become really valuable when they are tied down by reasons [Plato] |
| 5985 | Seeking and learning are just recollection [Plato] |
| 5986 | The slave boy learns geometry from questioning, not teaching, so it is recollection [Plato] |
| 1923 | As a guide to action, true opinion is as good as knowledge [Plato] |
| 21513 | We can no more expect a precise definition of coherence than we can of the moral ideal [Ewing] |
| 21497 | If undetailed, 'coherence' is just a vague words that covers all possible arguments [Ewing] |
| 1919 | You don't need to learn what you know, and how do you seek for what you don't know? [Plato] |
| 10527 | An abstraction principle should not 'inflate', producing more abstractions than objects [Fine,K] |
| 1913 | Is virtue taught, or achieved by practice, or a natural aptitude, or what? [Plato] |
| 1921 | If virtue is a type of knowledge then it ought to be taught [Plato] |
| 1927 | It seems that virtue is neither natural nor taught, but is a divine gift [Plato] |
| 1918 | How can you know part of virtue without knowing the whole? [Plato] |
| 1916 | Even if virtues are many and various, they must have something in common to make them virtues [Plato] |