20 ideas
1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
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] |
11259 | How can you seek knowledge of something if you don't know it? [Plato] |
13856 | Conditionals are truth-functional, but we must take care with misleading ones [Grice, by Edgington] |
8948 | The odd truth table for material conditionals is explained by conversational conventions [Grice, by Fisher] |
13767 | Conditionals might remain truth-functional, despite inappropriate conversational remarks [Edgington on Grice] |
14277 | A person can be justified in believing a proposition, though it is unreasonable to actually say it [Grice, by Edgington] |
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] |
11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |
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] |