21 ideas
9821 | A definition need not capture the sense of an expression - just get the reference right [Frege, by Dummett] |
9585 | Since every definition is an equation, one cannot define equality itself [Frege] |
11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
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] |
9582 | Husserl rests sameness of number on one-one correlation, forgetting the correlation with numbers themselves [Frege] |
17446 | Counting rests on one-one correspondence, of numerals to objects [Frege] |
9586 | In a number-statement, something is predicated of a concept [Frege] |
10242 | I apply structuralism to concrete and abstract objects indiscriminately [Quine] |
9580 | Our concepts recognise existing relations, they don't change them [Frege] |
9589 | Numbers are not real like the sea, but (crucially) they are still objective [Frege] |
9577 | The naïve view of number is that it is like a heap of things, or maybe a property of a heap [Frege] |
9578 | If objects are just presentation, we get increasing abstraction by ignoring their properties [Frege] |
10243 | My ontology is quarks etc., classes of such things, classes of such classes etc. [Quine] |
9581 | Many people have the same thought, which is the component, not the private presentation [Frege] |
9579 | Disregarding properties of two cats still leaves different objects, but what is now the difference? [Frege] |
9587 | How do you find the right level of inattention; you eliminate too many or too few characteristics [Frege] |
9588 | Number-abstraction somehow makes things identical without changing them! [Frege] |
9583 | Psychological logicians are concerned with sense of words, but mathematicians study the reference [Frege] |
9584 | Identity baffles psychologists, since A and B must be presented differently to identify them [Frege] |
11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |