46 ideas
| 9808 | Philosophy aims to reveal the grandeur of mathematics [Badiou] |
| 9812 | In mathematics, if a problem can be formulated, it will eventually be solved [Badiou] |
| 9813 | Mathematics shows that thinking is not confined to the finite [Badiou] |
| 9809 | Mathematics inscribes being as such [Badiou] |
| 9811 | It is of the essence of being to appear [Badiou] |
| 16665 | There are entities, and then positive 'modes', modifying aspects outside the thing's essence [Suárez] |
| 16666 | A mode determines the state and character of a quantity, without adding to it [Suárez] |
| 16667 | Substances are incomplete unless they have modes [Suárez, by Pasnau] |
| 17007 | Forms must rule over faculties and accidents, and are the source of action and unity [Suárez] |
| 16780 | Partial forms of leaf and fruit are united in the whole form of the tree [Suárez] |
| 16758 | The best support for substantial forms is the co-ordinated unity of a natural being [Suárez] |
| 16743 | We can get at the essential nature of 'quantity' by knowing bulk and extension [Suárez] |
| 16742 | We only know essences through non-essential features, esp. those closest to the essence [Suárez] |
| 22143 | Identity does not exclude possible or imagined difference [Suárez, by Boulter] |
| 22144 | Real Essential distinction: A and B are of different natural kinds [Suárez, by Boulter] |
| 22146 | Minor Real distinction: B needs A, but A doesn't need B [Suárez, by Boulter] |
| 22145 | Major Real distinction: A and B have independent existences [Suárez, by Boulter] |
| 22147 | Conceptual/Mental distinction: one thing can be conceived of in two different ways [Suárez, by Boulter] |
| 22148 | Modal distinction: A isn't B or its property, but still needs B [Suárez, by Boulter] |
| 22149 | Scholastics assess possibility by what has actually happened in reality [Suárez, by Boulter] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [Murphy] |
| 17973 | The theoretical and practical definitions for the classical view are very hard to find [Murphy] |
| 17969 | The classical definitional approach cannot distinguish typical and atypical category members [Murphy] |
| 17970 | Classical concepts follow classical logic, but concepts in real life don't work that way [Murphy] |
| 17971 | Classical concepts are transitive hierarchies, but actual categories may be intransitive [Murphy] |
| 17972 | The classical core is meant to be the real concept, but actually seems unimportant [Murphy] |
| 17975 | There is no 'ideal' bird or dog, and prototypes give no information about variability [Murphy] |
| 17976 | Prototypes are unified representations of the entire category (rather than of members) [Murphy] |
| 18691 | The prototype theory uses observed features, but can't include their construction [Murphy] |
| 17983 | The prototype theory handles hierarchical categories and combinations of concepts well [Murphy] |
| 17985 | Prototypes theory of concepts is best, as a full description with weighted typical features [Murphy] |
| 17986 | Learning concepts is forming prototypes with a knowledge structure [Murphy] |
| 17974 | The most popular theories of concepts are based on prototypes or exemplars [Murphy] |
| 17977 | The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy] |
| 17982 | Exemplar theory struggles with hierarchical classification and with induction [Murphy] |
| 17981 | Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy] |
| 17984 | Conceptual combination must be compositional, and can't be built up from exemplars [Murphy] |
| 17987 | The concept of birds from exemplars must also be used in inductions about birds [Murphy] |
| 17978 | We do not learn concepts in isolation, but as an integrated part of broader knowledge [Murphy] |
| 18687 | Concepts with familiar contents are easier to learn [Murphy] |
| 18688 | Some knowledge is involved in instant use of categories, other knowledge in explanations [Murphy] |
| 18689 | People categorise things consistent with their knowledge, even rejecting some good evidence [Murphy] |
| 9814 | All great poetry is engaged in rivalry with mathematics [Badiou] |
| 16682 | Other things could occupy the same location as an angel [Suárez] |