19 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| 18812 | Split out the logical vocabulary, make an assignment to the rest. It's logical if premises and conclusion match [Tarski, by Rumfitt] |
| 13344 | X follows from sentences K iff every model of K also models X [Tarski] |
| 13343 | A 'model' is a sequence of objects which satisfies a complete set of sentential functions [Tarski] |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| 8502 | Realism doesn't explain 'a is F' any further by saying it is 'a has F-ness' [Devitt] |
| 8503 | The particular/universal distinction is unhelpful clutter; we should accept 'a is F' as basic [Devitt] |
| 8501 | Quineans take predication about objects as basic, not reference to properties they may have [Devitt] |
| 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] |
| 13345 | Sentences are 'analytical' if every sequence of objects models them [Tarski] |
| 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] |