17 ideas
| 2676 | Didactic argument starts from the principles of the subject, not from the opinions of the learner [Aristotle] |
| 2675 | Reasoning is a way of making statements which makes them lead on to other statements [Aristotle] |
| 2677 | Dialectic aims to start from generally accepted opinions, and lead to a contradiction [Aristotle] |
| 2674 | Competitive argument aims at refutation, fallacy, paradox, solecism or repetition [Aristotle] |
| 16967 | 'Are Coriscus and Callias at home?' sounds like a single question, but it isn't [Aristotle] |
| 18617 | Substances, unlike aggregates, can survive a change of parts [Mumford] |
| 16149 | Generic terms like 'man' are not substances, but qualities, relations, modes or some such thing [Aristotle] |
| 11840 | Only if two things are identical do they have the same attributes [Aristotle] |
| 18618 | Maybe possibilities are recombinations of the existing elements of reality [Mumford] |
| 18619 | Combinatorial possibility has to allow all elements to be combinable, which seems unlikely [Mumford] |
| 18620 | Combinatorial possibility relies on what actually exists (even over time), but there could be more [Mumford] |
| 21515 | Incoherence may be more important for enquiry than coherence [Olsson] |
| 21514 | Coherence is the capacity to answer objections [Olsson] |
| 21496 | Mere agreement of testimonies is not enough to make truth very likely [Olsson] |
| 21499 | Coherence is only needed if the information sources are not fully reliable [Olsson] |
| 21502 | A purely coherent theory cannot be true of the world without some contact with the world [Olsson] |
| 21512 | Extending a system makes it less probable, so extending coherence can't make it more probable [Olsson] |