38 ideas
| 9327 | Organisms understand their worlds better if they understand themselves [Gulick] |
| 1815 | Reasoning needs arbitrary faith in preliminary hypotheses (Mode 14) [Agrippa, by Diog. Laertius] |
| 1812 | All discussion is full of uncertainty and contradiction (Mode 11) [Agrippa, by Diog. Laertius] |
| 1811 | Proofs often presuppose the thing to be proved (Mode 15) [Agrippa, by Diog. Laertius] |
| 1813 | All reasoning endlessly leads to further reasoning (Mode 12) [Agrippa, by Diog. Laertius] |
| 9325 | In contrast with knowledge, the notion of understanding emphasizes practical engagement [Gulick] |
| 9326 | Knowing-that is a much richer kind of knowing-how [Gulick] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 8850 | Agrippa's Trilemma: justification is infinite, or ends arbitrarily, or is circular [Agrippa, by Williams,M] |
| 1814 | Everything is perceived in relation to another thing (Mode 13) [Agrippa, by Diog. Laertius] |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| 9319 | Is consciousness a type of self-awareness, or is being self-aware a way of being conscious? [Gulick] |
| 9320 | Higher-order theories divide over whether the higher level involves thought or perception [Gulick] |
| 9321 | Higher-order models reduce the problem of consciousness to intentionality [Gulick] |
| 9322 | Maybe qualia only exist at the lower level, and a higher-level is needed for what-it-is-like [Gulick] |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [Murphy] |
| 17969 | The classical definitional approach cannot distinguish typical and atypical category members [Murphy] |
| 17970 | Classical concepts follow classical logic, but concepts in real life don't work that way [Murphy] |
| 17971 | Classical concepts are transitive hierarchies, but actual categories may be intransitive [Murphy] |
| 17972 | The classical core is meant to be the real concept, but actually seems unimportant [Murphy] |
| 17973 | The theoretical and practical definitions for the classical view are very hard to find [Murphy] |
| 17975 | There is no 'ideal' bird or dog, and prototypes give no information about variability [Murphy] |
| 17976 | Prototypes are unified representations of the entire category (rather than of members) [Murphy] |
| 18691 | The prototype theory uses observed features, but can't include their construction [Murphy] |
| 17983 | The prototype theory handles hierarchical categories and combinations of concepts well [Murphy] |
| 17985 | Prototypes theory of concepts is best, as a full description with weighted typical features [Murphy] |
| 17986 | Learning concepts is forming prototypes with a knowledge structure [Murphy] |
| 17977 | The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy] |
| 17981 | Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy] |
| 17982 | Exemplar theory struggles with hierarchical classification and with induction [Murphy] |
| 17984 | Conceptual combination must be compositional, and can't be built up from exemplars [Murphy] |
| 17987 | The concept of birds from exemplars must also be used in inductions about birds [Murphy] |
| 17974 | The most popular theories of concepts are based on prototypes or exemplars [Murphy] |
| 17978 | We do not learn concepts in isolation, but as an integrated part of broader knowledge [Murphy] |
| 18687 | Concepts with familiar contents are easier to learn [Murphy] |
| 18688 | Some knowledge is involved in instant use of categories, other knowledge in explanations [Murphy] |
| 18689 | People categorise things consistent with their knowledge, even rejecting some good evidence [Murphy] |
| 9324 | From the teleopragmatic perspective, life is largely an informational process [Gulick] |