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All the ideas for 'Protagoras', 'Vague Identity: Evans misunderstood' and 'Thinking About Mathematics'

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29 ideas

2. Reason / B. Laws of Thought / 4. Contraries
Only one thing can be contrary to something [Plato]
5. Theory of Logic / D. Assumptions for Logic / 2. Excluded Middle
Intuitionists deny excluded middle, because it is committed to transcendent truth or objects [Shapiro]
6. Mathematics / A. Nature of Mathematics / 3. Nature of Numbers / b. Types of number
The number 3 is presumably identical as a natural, an integer, a rational, a real, and complex [Shapiro]
6. Mathematics / A. Nature of Mathematics / 3. Nature of Numbers / h. Reals from Cauchy
Cauchy gave a formal definition of a converging sequence. [Shapiro]
6. Mathematics / B. Foundations for Mathematics / 1. Foundations for Mathematics
Categories are the best foundation for mathematics [Shapiro]
6. Mathematics / B. Foundations for Mathematics / 5. Definitions of Number / f. Zermelo numbers
Two definitions of 3 in terms of sets disagree over whether 1 is a member of 3 [Shapiro]
6. Mathematics / B. Foundations for Mathematics / 7. Mathematical Structuralism / a. Structuralism
Numbers do not exist independently; the essence of a number is its relations to other numbers [Shapiro]
A 'system' is related objects; a 'pattern' or 'structure' abstracts the pure relations from them [Shapiro]
6. Mathematics / C. Sources of Mathematics / 6. Logicism / d. Logicism critique
Logicism seems to be a non-starter if (as is widely held) logic has no ontology of its own [Shapiro]
6. Mathematics / C. Sources of Mathematics / 7. Formalism
Term Formalism says mathematics is just about symbols - but real numbers have no names [Shapiro]
Game Formalism is just a matter of rules, like chess - but then why is it useful in science? [Shapiro]
Deductivism says mathematics is logical consequences of uninterpreted axioms [Shapiro]
6. Mathematics / C. Sources of Mathematics / 10. Constructivism / b. Intuitionism
Critics resent the way intuitionism cripples mathematics, but it allows new important distinctions [Shapiro]
6. Mathematics / C. Sources of Mathematics / 10. Constructivism / c. Conceptualism
Conceptualist are just realists or idealist or nominalists, depending on their view of concepts [Shapiro]
6. Mathematics / C. Sources of Mathematics / 10. Constructivism / d. Predicativism
'Impredicative' definitions refer to the thing being described [Shapiro]
7. Existence / D. Theories of Reality / 10. Vagueness / d. Vagueness as linguistic
Semantic vagueness involves alternative and equal precisifications of the language [Lewis]
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]
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]
12. Knowledge Sources / C. Rationalism / 1. Rationalism
Rationalism tries to apply mathematical methodology to all of knowledge [Shapiro]
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]