13 ideas
| 17619 | We renounce all abstract entities [Goodman/Quine] |
| 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] |
| 20877 | Errors in moral practice might be inconsistent or inappropriate principles, or inappropriate application [LaFollette] |
| 20878 | We can discuss the criteria of a judgment, or the weight given to them, or their application [LaFollette] |
| 20881 | The act/omission distinction is important for duties, but less so for consequences [LaFollette] |
| 20886 | Are we only obligated by agreement, or should we always help the weak? [LaFollette] |
| 20879 | Too many options may open us to unwanted pressures, like being paid very little [LaFollette] |
| 20880 | Should people be forced to make choices? [LaFollette] |