Combining Texts

All the ideas for 'talk', 'A Version of Internalist Foundationalism' and 'The Sophist'

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28 ideas

1. Philosophy / D. Nature of Philosophy / 2. Invocation to Philosophy
We must fight fiercely for knowledge, understanding and intelligence [Plato]
1. Philosophy / F. Analytic Philosophy / 7. Limitations of Analysis
The desire to split everything into its parts is unpleasant and unphilosophical [Plato]
2. Reason / A. Nature of Reason / 6. Coherence
For any given area, there seem to be a huge number of possible coherent systems of beliefs [Bonjour]
2. Reason / C. Styles of Reason / 1. Dialectic
Dialectic should only be taught to those who already philosophise well [Plato]
Good analysis involves dividing things into appropriate forms without confusion [Plato]
2. Reason / C. Styles of Reason / 2. Elenchus
In discussion a person's opinions are shown to be in conflict, leading to calm self-criticism [Plato]
7. Existence / A. Nature of Existence / 3. Being / d. Non-being
What does 'that which is not' refer to? [Plato]
7. Existence / A. Nature of Existence / 3. Being / e. Being and nothing
If statements about non-existence are logically puzzling, so are statements about existence [Plato]
7. Existence / A. Nature of Existence / 6. Criterion for Existence
To be is to have a capacity, to act on other things, or to receive actions [Plato]
7. Existence / D. Theories of Reality / 6. Physicalism
Some alarming thinkers think that only things which you can touch exist [Plato]
7. Existence / D. Theories of Reality / 11. Ontological Commitment / a. Ontological commitment
Whenever there's speech it has to be about something [Plato]
8. Modes of Existence / D. Universals / 6. Platonic Forms / a. Platonic Forms
Good thinkers spot forms spread through things, or included within some larger form [Plato]
The not-beautiful is part of the beautiful, though opposed to it, and is just as real [Plato]
9. Objects / A. Existence of Objects / 6. Nihilism about Objects
If we see everything as separate, we can then give no account of it [Plato]
11. Knowledge Aims / A. Knowledge / 1. Knowledge
The concept of knowledge is so confused that it is best avoided [Bonjour]
12. Knowledge Sources / A. A Priori Knowledge / 2. Self-Evidence
It is hard to give the concept of 'self-evident' a clear and defensible characterization [Bonjour]
12. Knowledge Sources / B. Perception / 8. Adverbial Theory
The adverbial account will still be needed when a mind apprehends its sense-data [Bonjour]
12. Knowledge Sources / C. Rationalism / 1. Rationalism
A soul without understanding is ugly [Plato]
13. Knowledge Criteria / B. Internal Justification / 4. Foundationalism / b. Basic beliefs
Conscious states have built-in awareness of content, so we know if a conceptual description of it is correct [Bonjour]
13. Knowledge Criteria / B. Internal Justification / 5. Coherentism / c. Coherentism critique
My incoherent beliefs about art should not undermine my very coherent beliefs about physics [Bonjour]
Coherence seems to justify empirical beliefs about externals when there is no external input [Bonjour]
Coherentists must give a reason why coherent justification is likely to lead to the truth [Bonjour]
13. Knowledge Criteria / C. External Justification / 3. Reliabilism / a. Reliable knowledge
Reliabilists disagree over whether some further requirement is needed to produce knowledge [Bonjour]
13. Knowledge Criteria / C. External Justification / 3. Reliabilism / b. Anti-reliabilism
If the reliable facts producing a belief are unknown to me, my belief is not rational or responsible [Bonjour]
13. Knowledge Criteria / E. Relativism / 2. Knowledge as Convention
By nature people are close to one another, but culture drives them apart [Hippias]
15. Nature of Minds / B. Features of Minds / 1. Consciousness / f. Higher-order thought
If neither the first-level nor the second-level is itself conscious, there seems to be no consciousness present [Bonjour]
23. Ethics / A. Egoism / 1. Ethical Egoism
Wickedness is an illness of the soul [Plato]
25. Social Practice / E. Policies / 5. Education / c. Teaching
Didactic education is hard work and achieves little [Plato]