Combining Philosophers

All the ideas for Dougherty,T/Rysiew,P, Gregory L. Murphy and Alexander Miller

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39 ideas

5. Theory of Logic / F. Referring in Logic / 1. Naming / c. Names as referential
If the only property of a name was its reference, we couldn't explain bearerless names [Miller,A]
11. Knowledge Aims / A. Knowledge / 2. Understanding
It is nonsense that understanding does not involve knowledge; to understand, you must know [Dougherty/Rysiew]
To grasp understanding, we should be more explicit about what needs to be known [Dougherty/Rysiew]
11. Knowledge Aims / A. Knowledge / 7. Knowledge First
Rather than knowledge, our epistemic aim may be mere true belief, or else understanding and wisdom [Dougherty/Rysiew]
12. Knowledge Sources / B. Perception / 5. Interpretation
Research shows perceptual discrimination is sharper at category boundaries [Murphy]
13. Knowledge Criteria / A. Justification Problems / 1. Justification / a. Justification issues
Don't confuse justified belief with justified believers [Dougherty/Rysiew]
13. Knowledge Criteria / A. Justification Problems / 1. Justification / b. Need for justification
If knowledge is unanalysable, that makes justification more important [Dougherty/Rysiew]
13. Knowledge Criteria / D. Scepticism / 2. Types of Scepticism
Constitutive scepticism is about facts, and epistemological scepticism about our ability to know them [Miller,A]
14. Science / C. Induction / 1. Induction
Induction is said to just compare properties of categories, but the type of property also matters [Murphy]
17. Mind and Body / B. Behaviourism / 2. Potential Behaviour
Dispositions say what we will do, not what we ought to do, so can't explain normativity [Miller,A]
18. Thought / D. Concepts / 1. Concepts / a. Nature of concepts
The main theories of concepts are exemplar, prototype and knowledge [Murphy]
18. Thought / D. Concepts / 4. Structure of Concepts / c. Classical concepts
The theoretical and practical definitions for the classical view are very hard to find [Murphy]
The classical definitional approach cannot distinguish typical and atypical category members [Murphy]
Classical concepts follow classical logic, but concepts in real life don't work that way [Murphy]
Classical concepts are transitive hierarchies, but actual categories may be intransitive [Murphy]
The classical core is meant to be the real concept, but actually seems unimportant [Murphy]
18. Thought / D. Concepts / 4. Structure of Concepts / d. Concepts as prototypes
There is no 'ideal' bird or dog, and prototypes give no information about variability [Murphy]
Prototypes are unified representations of the entire category (rather than of members) [Murphy]
The prototype theory uses observed features, but can't include their construction [Murphy]
The prototype theory handles hierarchical categories and combinations of concepts well [Murphy]
Prototypes theory of concepts is best, as a full description with weighted typical features [Murphy]
Learning concepts is forming prototypes with a knowledge structure [Murphy]
18. Thought / D. Concepts / 4. Structure of Concepts / e. Concepts from exemplars
The most popular theories of concepts are based on prototypes or exemplars [Murphy]
The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy]
Exemplar theory struggles with hierarchical classification and with induction [Murphy]
Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy]
Conceptual combination must be compositional, and can't be built up from exemplars [Murphy]
The concept of birds from exemplars must also be used in inductions about birds [Murphy]
18. Thought / D. Concepts / 4. Structure of Concepts / f. Theory theory of concepts
We do not learn concepts in isolation, but as an integrated part of broader knowledge [Murphy]
Concepts with familiar contents are easier to learn [Murphy]
Some knowledge is involved in instant use of categories, other knowledge in explanations [Murphy]
People categorise things consistent with their knowledge, even rejecting some good evidence [Murphy]
19. Language / A. Nature of Meaning / 1. Meaning
Explain meaning by propositional attitudes, or vice versa, or together? [Miller,A]
19. Language / C. Assigning Meanings / 2. Semantics
Entailment is modelled in formal semantics as set inclusion (where 'mammals' contains 'cats') [Dougherty/Rysiew]
19. Language / C. Assigning Meanings / 6. Truth-Conditions Semantics
If truth is deflationary, sentence truth-conditions just need good declarative syntax [Miller,A]
19. Language / E. Analyticity / 2. Analytic Truths
'Jones is a married bachelor' does not have the logical form of a contradiction [Miller,A]
19. Language / F. Communication / 6. Interpreting Language / c. Principle of charity
The principle of charity is holistic, saying we must hold most of someone's system of beliefs to be true [Miller,A]
Maybe we should interpret speakers as intelligible, rather than speaking truth [Miller,A]
22. Metaethics / A. Ethics Foundations / 2. Source of Ethics / h. Expressivism
The Frege-Geach problem is that I can discuss the wrongness of murder without disapproval [Miller,A]