50 ideas
| 192 | Only one thing can be contrary to something [Plato] |
| 12585 | Most people can't even define a chair [Peacocke] |
| 190 | If asked whether justice itself is just or unjust, you would have to say that it is just [Plato] |
| 20185 | The most important things in life are wisdom and knowledge [Plato] |
| 20184 | The only real evil is loss of knowledge [Plato] |
| 12581 | Perceptual concepts causally influence the content of our experiences [Peacocke] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 12579 | Perception has proto-propositions, between immediate experience and concepts [Peacocke] |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| 12586 | Consciousness of a belief isn't a belief that one has it [Peacocke] |
| 191 | Everything resembles everything else up to a point [Plato] |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [Murphy] |
| 18568 | Philosophy should merely give necessary and sufficient conditions for concept possession [Peacocke, by Machery] |
| 18571 | Peacocke's account of possession of a concept depends on one view of counterfactuals [Peacocke, by Machery] |
| 18572 | Peacocke's account separates psychology from philosophy, and is very sketchy [Machery on Peacocke] |
| 12577 | Possessing a concept is being able to make judgements which use it [Peacocke] |
| 12578 | A concept is just what it is to possess that concept [Peacocke] |
| 12587 | Employing a concept isn't decided by introspection, but by making judgements using it [Peacocke] |
| 12584 | An analysis of concepts must link them to something unconceptualized [Peacocke] |
| 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] |
| 9335 | Concepts are constituted by their role in a group of propositions to which we are committed [Peacocke, by Greco] |
| 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] |
| 9336 | A concept's reference is what makes true the beliefs of its possession conditions [Peacocke, by Horwich] |
| 203 | Courage is knowing what should or shouldn't be feared [Plato] |
| 202 | No one willingly and knowingly embraces evil [Plato] |
| 193 | Some things are good even though they are not beneficial to men [Plato] |
| 197 | Some pleasures are not good, and some pains are not evil [Plato] |
| 200 | People tend only to disapprove of pleasure if it leads to pain, or prevents future pleasure [Plato] |
| 188 | Socrates did not believe that virtue could be taught [Plato] |
| 204 | Socrates is contradicting himself in claiming virtue can't be taught, but that it is knowledge [Plato] |
| 189 | If we punish wrong-doers, it shows that we believe virtue can be taught [Plato] |