32 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| 5182 | Claims about 'the Absolute' are not even verifiable in principle [Ayer on Bradley] |
| 6864 | Metaphysics is finding bad reasons for instinctive beliefs [Bradley] |
| 9143 | Implicit definitions must be satisfiable, creative definitions introduce things, contextual definitions build on things [Fine,K, by Cook/Ebert] |
| 10143 | 'Creative definitions' do not presuppose the existence of the objects defined [Fine,K] |
| 10999 | Names need a means of reidentifying their referents [Bradley, by Read] |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| 10145 | Abstracts cannot be identified with sets [Fine,K] |
| 10136 | Points in Euclidean space are abstract objects, but not introduced by abstraction [Fine,K] |
| 10144 | Postulationism says avoid abstract objects by giving procedures that produce truth [Fine,K] |
| 6422 | Internal relations are said to be intrinsic properties of two terms, and of the whole they compose [Bradley, by Russell] |
| 7966 | Relations must be linked to their qualities, but that implies an infinite regress of relations [Bradley] |
| 20219 | True opinions only become really valuable when they are tied down by reasons [Plato] |
| 6404 | British Idealists said reality is a single Mind which experiences itself [Bradley, by Grayling] |
| 22299 | Bradley's objective idealism accepts reality (the Absolute), but says we can't fully describe it [Bradley, by Potter] |
| 21343 | Qualities and relations are mere appearance; the Absolute is a single undifferentiated substance [Bradley, by Heil] |
| 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] |
| 9144 | Fine's 'procedural postulationism' uses creative definitions, but avoids abstract ontology [Fine,K, by Cook/Ebert] |
| 10141 | Many different kinds of mathematical objects can be regarded as forms of abstraction [Fine,K] |
| 10135 | We can abstract from concepts (e.g. to number) and from objects (e.g. to direction) [Fine,K] |
| 9142 | Fine considers abstraction as reconceptualization, to produce new senses by analysing given senses [Fine,K, by Cook/Ebert] |
| 10137 | Abstractionism can be regarded as an alternative to set theory [Fine,K] |
| 10138 | An object is the abstract of a concept with respect to a relation on concepts [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] |
| 6406 | Reality is one, because plurality implies relations, and they assert a superior unity [Bradley] |