27 ideas
1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
11259 | How can you seek knowledge of something if you don't know it? [Plato] |
13076 | Scholastics treat relations as two separate predicates of the relata [Cover/O'Leary-Hawthorne] |
13102 | If you individuate things by their origin, you still have to individuate the origins themselves [Cover/O'Leary-Hawthorne] |
13103 | Numerical difference is a symmetrical notion, unlike proper individuation [Cover/O'Leary-Hawthorne] |
13104 | Haecceity as property, or as colourless thisness, or as singleton set [Cover/O'Leary-Hawthorne] |
13100 | Maybe 'substance' is more of a mass-noun than a count-noun [Cover/O'Leary-Hawthorne] |
13068 | We can ask for the nature of substance, about type of substance, and about individual substances [Cover/O'Leary-Hawthorne] |
13069 | The general assumption is that substances cannot possibly be non-substances [Cover/O'Leary-Hawthorne] |
13072 | Modern essences are sets of essential predicate-functions [Cover/O'Leary-Hawthorne] |
17080 | Modern essentialists express essence as functions from worlds to extensions for predicates [Cover/O'Leary-Hawthorne] |
13101 | Necessity-of-origin won't distinguish ex nihilo creations, or things sharing an origin [Cover/O'Leary-Hawthorne] |
13081 | Even extreme modal realists might allow transworld identity for abstract objects [Cover/O'Leary-Hawthorne] |
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] |
1919 | You don't need to learn what you know, and how do you seek for what you don't know? [Plato] |
13071 | We can go beyond mere causal explanations if we believe in an 'order of being' [Cover/O'Leary-Hawthorne] |
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] |
1916 | Even if virtues are many and various, they must have something in common to make them virtues [Plato] |
1918 | How can you know part of virtue without knowing the whole? [Plato] |
20595 | You can't distribute goods from behind a veil, because their social meaning is unclear [Walzer, by Tuckness/Wolf] |
20592 | Complex equality restricts equalities from spilling over, like money influencing politics and law [Walzer, by Tuckness/Wolf] |
20549 | Equality is complex, with different spheres of equality where different principles apply [Walzer, by Swift] |