Combining Texts

All the ideas for 'On What Grounds What', 'Continuity and Irrational Numbers' and 'Protagoras'

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29 ideas

1. Philosophy / E. Nature of Metaphysics / 1. Nature of Metaphysics
Modern Quinean metaphysics is about what exists, but Aristotelian metaphysics asks about grounding [Schaffer,J]
1. Philosophy / E. Nature of Metaphysics / 3. Metaphysical Systems
If you tore the metaphysics out of philosophy, the whole enterprise would collapse [Schaffer,J]
2. Reason / B. Laws of Thought / 4. Contraries
Only one thing can be contrary to something [Plato]
2. Reason / B. Laws of Thought / 6. Ockham's Razor
We should not multiply basic entities, but we can have as many derivative entities as we like [Schaffer,J]
6. Mathematics / A. Nature of Mathematics / 3. Nature of Numbers / g. Real numbers
We want the essence of continuity, by showing its origin in arithmetic [Dedekind]
6. Mathematics / A. Nature of Mathematics / 3. Nature of Numbers / i. Reals from cuts
A cut between rational numbers creates and defines an irrational number [Dedekind]
6. Mathematics / A. Nature of Mathematics / 4. Using Numbers / f. Arithmetic
Arithmetic is just the consequence of counting, which is the successor operation [Dedekind]
6. Mathematics / A. Nature of Mathematics / 5. The Infinite / l. Limits
If x changes by less and less, it must approach a limit [Dedekind]
6. Mathematics / C. Sources of Mathematics / 1. Mathematical Platonism / a. For mathematical platonism
If 'there are red roses' implies 'there are roses', then 'there are prime numbers' implies 'there are numbers' [Schaffer,J]
7. Existence / C. Structure of Existence / 1. Grounding / a. Nature of grounding
Grounding is unanalysable and primitive, and is the basic structuring concept in metaphysics [Schaffer,J]
7. Existence / C. Structure of Existence / 5. Supervenience / a. Nature of supervenience
Supervenience is just modal correlation [Schaffer,J]
7. Existence / C. Structure of Existence / 7. Abstract/Concrete / a. Abstract/concrete
The cosmos is the only fundamental entity, from which all else exists by abstraction [Schaffer,J]
7. Existence / E. Categories / 4. Category Realism
Maybe categories are just the different ways that things depend on basic substances [Schaffer,J]
8. Modes of Existence / D. Universals / 6. Platonic Forms / c. Self-predication
If asked whether justice itself is just or unjust, you would have to say that it is just [Plato]
9. Objects / C. Structure of Objects / 8. Parts of Objects / c. Wholes from parts
There exist heaps with no integral unity, so we should accept arbitrary composites in the same way [Schaffer,J]
The notion of 'grounding' can explain integrated wholes in a way that mere aggregates can't [Schaffer,J]
10. Modality / E. Possible worlds / 1. Possible Worlds / b. Impossible worlds
Belief in impossible worlds may require dialetheism [Schaffer,J]
11. Knowledge Aims / A. Knowledge / 3. Value of Knowledge
The only real evil is loss of knowledge [Plato]
The most important things in life are wisdom and knowledge [Plato]
11. Knowledge Aims / B. Certain Knowledge / 2. Common Sense Certainty
'Moorean certainties' are more credible than any sceptical argument [Schaffer,J]
15. Nature of Minds / C. Capacities of Minds / 7. Seeing Resemblance
Everything resembles everything else up to a point [Plato]
20. Action / C. Motives for Action / 3. Acting on Reason / b. Intellectualism
Courage is knowing what should or shouldn't be feared [Plato]
22. Metaethics / B. Value / 2. Values / j. Evil
No one willingly and knowingly embraces evil [Plato]
22. Metaethics / C. The Good / 1. Goodness / h. Good as benefit
Some things are good even though they are not beneficial to men [Plato]
22. Metaethics / C. The Good / 3. Pleasure / c. Value of pleasure
Some pleasures are not good, and some pains are not evil [Plato]
People tend only to disapprove of pleasure if it leads to pain, or prevents future pleasure [Plato]
23. Ethics / C. Virtue Theory / 2. Elements of Virtue Theory / d. Teaching virtue
Socrates did not believe that virtue could be taught [Plato]
Socrates is contradicting himself in claiming virtue can't be taught, but that it is knowledge [Plato]
If we punish wrong-doers, it shows that we believe virtue can be taught [Plato]