21 ideas
7785 | The use of plurals doesn't commit us to sets; there do not exist individuals and collections [Boolos] |
10699 | Does a bowl of Cheerios contain all its sets and subsets? [Boolos] |
11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
10225 | Monadic second-order logic might be understood in terms of plural quantifiers [Boolos, by Shapiro] |
10736 | Boolos showed how plural quantifiers can interpret monadic second-order logic [Boolos, by Linnebo] |
10780 | Any sentence of monadic second-order logic can be translated into plural first-order logic [Boolos, by Linnebo] |
10697 | Identity is clearly a logical concept, and greatly enhances predicate calculus [Boolos] |
11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
13671 | Second-order quantifiers are just like plural quantifiers in ordinary language, with no extra ontology [Boolos, by Shapiro] |
10267 | We should understand second-order existential quantifiers as plural quantifiers [Boolos, by Shapiro] |
10698 | Plural forms have no more ontological commitment than to first-order objects [Boolos] |
7806 | Boolos invented plural quantification [Boolos, by Benardete,JA] |
10502 | We can rise by degrees through abstraction, with higher levels representing more things [Arnauld,A/Nicole,P] |
10700 | First- and second-order quantifiers are two ways of referring to the same things [Boolos] |
18258 | We can only know the exterior world via our ideas [Arnauld,A/Nicole,P] |
16784 | Forms make things distinct and explain the properties, by pure form, or arrangement of parts [Arnauld,A/Nicole,P] |
10499 | We know by abstraction because we only understand composite things a part at a time [Arnauld,A/Nicole,P] |
10501 | A triangle diagram is about all triangles, if some features are ignored [Arnauld,A/Nicole,P] |
10500 | No one denies that a line has width, but we can just attend to its length [Arnauld,A/Nicole,P] |
11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |