24 ideas
1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
13331 | Part and whole contribute asymmetrically to one another, so must differ [Fine,K] |
11259 | How can you seek knowledge of something if you don't know it? [Plato] |
13332 | Hierarchical set membership models objects better than the subset or aggregate relations do [Fine,K] |
13333 | The matter is a relatively unstructured version of the object, like a set without membership structure [Fine,K] |
13326 | A 'temporary' part is a part at one time, but may not be at another, like a carburetor [Fine,K] |
13327 | A 'timeless' part just is a part, not a part at some time; some atoms are timeless parts of a water molecule [Fine,K] |
13329 | An 'aggregative' sum is spread in time, and exists whenever a component exists [Fine,K] |
13330 | An 'compound' sum is not spread in time, and only exists when all the components exists [Fine,K] |
13328 | Two sorts of whole have 'rigid embodiment' (timeless parts) or 'variable embodiment' (temporary parts) [Fine,K] |
13768 | Validity can preserve certainty in mathematics, but conditionals about contingents are another matter [Edgington] |
13770 | There are many different conditional mental states, and different conditional speech acts [Edgington] |
13764 | Are conditionals truth-functional - do the truth values of A and B determine the truth value of 'If A, B'? [Edgington] |
13765 | 'If A,B' must entail ¬(A & ¬B); otherwise we could have A true, B false, and If A,B true, invalidating modus ponens [Edgington] |
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] |
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] |