22 ideas
8679 | We perceive the objects of set theory, just as we perceive with our senses [Gödel] |
9942 | Gödel proved the classical relative consistency of the axiom V = L [Gödel, by Putnam] |
11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
18062 | Set-theory paradoxes are no worse than sense deception in physics [Gödel] |
10868 | The Continuum Hypothesis is not inconsistent with the axioms of set theory [Gödel, by Clegg] |
13517 | If set theory is consistent, we cannot refute or prove the Continuum Hypothesis [Gödel, by Hart,WD] |
10271 | Basic mathematics is related to abstract elements of our empirical ideas [Gödel] |
23805 | Some explanations offer to explain a mystery by a greater mystery [Schulte] |
23792 | Phenomenal and representational character may have links, or even be united [Schulte] |
23795 | Naturalistic accounts of content cannot rely on primitive mental or normative notions [Schulte] |
23804 | Maybe we can explain mental content in terms of phenomenal properties [Schulte] |
23806 | Naturalist accounts of representation must match the views of cognitive science [Schulte] |
23793 | On the whole, referential content is seen as broad, and sense content as narrow [Schulte] |
23796 | Naturalists must explain both representation, and what is represented [Schulte] |
23802 | Conceptual role semantics says content is determined by cognitive role [Schulte] |
23797 | Cause won't explain content, because one cause can produce several contents [Schulte] |
23799 | Teleosemantics explains content in terms of successful and unsuccessful functioning [Schulte] |
23800 | Teleosemantic explanations say content is the causal result of naturally selected functions [Schulte] |
23798 | Information theories say content is information, such as smoke making fire probable [Schulte] |
11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |