32 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| 9065 | S5 collapses iterated modalities (◊□P→□P, and ◊◊P→◊P) [Keefe/Smith] |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| 9064 | Objects such as a cloud or Mount Everest seem to have fuzzy boundaries in nature [Keefe/Smith] |
| 9044 | If someone is borderline tall, no further information is likely to resolve the question [Keefe/Smith] |
| 9048 | The simplest approach, that vagueness is just ignorance, retains classical logic and semantics [Keefe/Smith] |
| 9055 | The epistemic view of vagueness must explain why we don't know the predicate boundary [Keefe/Smith] |
| 9049 | Supervaluationism keeps true-or-false where precision can be produced, but not otherwise [Keefe/Smith] |
| 9056 | Vague statements lack truth value if attempts to make them precise fail [Keefe/Smith] |
| 9058 | Some of the principles of classical logic still fail with supervaluationism [Keefe/Smith] |
| 9059 | The semantics of supervaluation (e.g. disjunction and quantification) is not classical [Keefe/Smith] |
| 9060 | Supervaluation misunderstands vagueness, treating it as a failure to make things precise [Keefe/Smith] |
| 9050 | A third truth-value at borderlines might be 'indeterminate', or a value somewhere between 0 and 1 [Keefe/Smith] |
| 9061 | People can't be placed in a precise order according to how 'nice' they are [Keefe/Smith] |
| 9062 | If truth-values for vagueness range from 0 to 1, there must be someone who is 'completely tall' [Keefe/Smith] |
| 9063 | How do we decide if my coat is red to degree 0.322 or 0.321? [Keefe/Smith] |
| 9045 | Vague predicates involve uncertain properties, uncertain objects, and paradoxes of gradual change [Keefe/Smith] |
| 9047 | Many vague predicates are multi-dimensional; 'big' involves height and volume; heaps include arrangement [Keefe/Smith] |
| 9053 | If there is a precise borderline area, that is not a case of vagueness [Keefe/Smith] |
| 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] |
| 9354 | Why should necessities only be knowable a priori? That Hesperus is Phosporus is known empirically [Devitt] |
| 9353 | We explain away a priori knowledge, not as directly empirical, but as indirectly holistically empirical [Devitt] |
| 9356 | The idea of the a priori is so obscure that it won't explain anything [Devitt] |
| 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] |