23 ideas
1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
15647 | Truth definitions don't produce a good theory, because they go beyond your current language [Halbach] |
15649 | In semantic theories of truth, the predicate is in an object-language, and the definition in a metalanguage [Halbach] |
15648 | Instead of a truth definition, add a primitive truth predicate, and axioms for how it works [Halbach] |
15655 | Should axiomatic truth be 'conservative' - not proving anything apart from implications of the axioms? [Halbach] |
15654 | If truth is defined it can be eliminated, whereas axiomatic truth has various commitments [Halbach] |
15650 | Axiomatic theories of truth need a weak logical framework, and not a strong metatheory [Halbach] |
15656 | Deflationists say truth merely serves to express infinite conjunctions [Halbach] |
15657 | To prove the consistency of set theory, we must go beyond set theory [Halbach] |
15652 | We can use truth instead of ontologically loaded second-order comprehension assumptions about properties [Halbach] |
15651 | Instead of saying x has a property, we can say a formula is true of x - as long as we have 'true' [Halbach] |
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] |
20147 | Arguments that my finger does not exist are less certain than your seeing my finger [Moore,GE] |
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] |