18 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| 18487 | We want to know what makes sentences true, rather than defining 'true' [McFetridge] |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| 8717 | Hilbert wanted to prove the consistency of all of mathematics (which realists take for granted) [Hilbert, by Friend] |
| 10113 | The grounding of mathematics is 'in the beginning was the sign' [Hilbert] |
| 10115 | Hilbert substituted a syntactic for a semantic account of consistency [Hilbert, by George/Velleman] |
| 10116 | Hilbert aimed to prove the consistency of mathematics finitely, to show infinities won't produce contradictions [Hilbert, by George/Velleman] |
| 18488 | We normally explain natural events by citing further facts [McFetridge] |
| 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] |
| 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] |