14 ideas
9540 | A 'value-assignment' (V) is when to each variable in the set V assigns either the value 1 or the value 0 [Hughes/Cresswell] |
9541 | The Law of Transposition says (P→Q) → (¬Q→¬P) [Hughes/Cresswell] |
9543 | The rules preserve validity from the axioms, so no thesis negates any other thesis [Hughes/Cresswell] |
9544 | A system is 'weakly' complete if all wffs are derivable, and 'strongly' if theses are maximised [Hughes/Cresswell] |
19542 | It is nonsense that understanding does not involve knowledge; to understand, you must know [Dougherty/Rysiew] |
19543 | To grasp understanding, we should be more explicit about what needs to be known [Dougherty/Rysiew] |
19541 | Rather than knowledge, our epistemic aim may be mere true belief, or else understanding and wisdom [Dougherty/Rysiew] |
19540 | Don't confuse justified belief with justified believers [Dougherty/Rysiew] |
19539 | If knowledge is unanalysable, that makes justification more important [Dougherty/Rysiew] |
19538 | Entailment is modelled in formal semantics as set inclusion (where 'mammals' contains 'cats') [Dougherty/Rysiew] |
17402 | Mendeleev saw three principles in nature: matter, force and spirit (where the latter seems to be essence) [Mendeleev, by Scerri] |
17399 | Elements don't survive in compounds, but the 'substance' of the element does [Mendeleev] |
17400 | Mendeleev focused on abstract elements, not simple substances, so he got to their essence [Mendeleev, by Scerri] |
17401 | Mendeleev had a view of elements which allowed him to overlook some conflicting observations [Mendeleev] |