21 ideas
22153 | Quine rejects Carnap's view that science and philosophy are distinct [Quine, by Boulter] |
12463 | Unlike correspondence, truthmaking can be one truth to many truthmakers, or vice versa [Jacobs] |
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] |
19485 | Names have no ontological commitment, because we can deny that they name anything [Quine] |
19486 | We can use quantification for commitment to unnameable things like the real numbers [Quine] |
14375 | If structures result from intrinsic natures of properties, the 'relations' between them can drop out [Jacobs] |
14378 | Science aims at identifying the structure and nature of the powers that exist [Jacobs] |
12467 | Powers come from concrete particulars, not from the laws of nature [Jacobs] |
14377 | Possibilities are manifestations of some power, and impossibilies rest on no powers [Jacobs] |
14376 | States of affairs are only possible if some substance could initiate a causal chain to get there [Jacobs] |
14379 | Counterfactuals invite us to consider the powers picked out by the antecedent [Jacobs] |
14372 | Possible worlds are just not suitable truthmakers for modality [Jacobs] |
12466 | All modality is in the properties and relations of the actual world [Jacobs] |
14371 | We can base counterfactuals on powers, not possible worlds, and hence define necessity [Jacobs] |
12465 | Concrete worlds, unlike fictions, at least offer evidence of how the actual world could be [Jacobs] |
12464 | If some book described a possibe life for you, that isn't what makes such a life possible [Jacobs] |
12469 | Possible worlds semantics gives little insight into modality [Jacobs] |
19487 | Without the analytic/synthetic distinction, Carnap's ontology/empirical distinction collapses [Quine] |
11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |