21 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| 9456 | Modal logic is multiple systems, shown in the variety of accessibility relations between worlds [Jacquette] |
| 9457 | The two main views in philosophy of logic are extensionalism and intensionalism [Jacquette] |
| 9458 | Extensionalists say that quantifiers presuppose the existence of their objects [Jacquette] |
| 9461 | Intensionalists say meaning is determined by the possession of properties [Jacquette] |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| 20219 | True opinions only become really valuable when they are tied down by reasons [Plato] |
| 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] |
| 7444 | Type-type psychophysical identity is combined with a functional characterisation of pain [Lewis] |
| 7445 | The application of 'pain' to physical states is non-rigid and contingent [Lewis] |
| 7443 | A theory must be mixed, to cover qualia without behaviour, and behaviour without qualia [Lewis, by PG] |
| 9460 | Extensionalist semantics forbids reference to nonexistent objects [Jacquette] |
| 9459 | Extensionalist semantics is circular, as we must know the extension before assessing 'Fa' [Jacquette] |
| 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] |