27 ideas
1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
10571 | Concern for rigour can get in the way of understanding phenomena [Fine,K] |
10565 | There is no stage at which we can take all the sets to have been generated [Fine,K] |
10564 | We might combine the axioms of set theory with the axioms of mereology [Fine,K] |
10569 | If you ask what F the second-order quantifier quantifies over, you treat it as first-order [Fine,K] |
10570 | Assigning an entity to each predicate in semantics is largely a technical convenience [Fine,K] |
11259 | How can you seek knowledge of something if you don't know it? [Plato] |
10573 | Dedekind cuts lead to the bizarre idea that there are many different number 1's [Fine,K] |
10575 | Why should a Dedekind cut correspond to a number? [Fine,K] |
10574 | Unless we know whether 0 is identical with the null set, we create confusions [Fine,K] |
10560 | Set-theoretic imperialists think sets can represent every mathematical object [Fine,K] |
10568 | Logicists say mathematics can be derived from definitions, and can be known that way [Fine,K] |
10563 | A generative conception of abstracts proposes stages, based on concepts of previous objects [Fine,K] |
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] |
10561 | Abstraction-theoretic imperialists think Fregean abstracts can represent every mathematical object [Fine,K] |
10562 | We can combine ZF sets with abstracts as urelements [Fine,K] |
10567 | We can create objects from conditions, rather than from concepts [Fine,K] |
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] |
1916 | Even if virtues are many and various, they must have something in common to make them virtues [Plato] |
1918 | How can you know part of virtue without knowing the whole? [Plato] |
5994 | Is the cosmos open or closed, mechanical or teleological, alive or inanimate, and created or eternal? [Robinson,TM, by PG] |