13 ideas
| 15717 | Using Choice, you can cut up a small ball and make an enormous one from the pieces [Kaplan/Kaplan] |
| 15712 | 1 and 0, then add for naturals, subtract for negatives, divide for rationals, take roots for irrationals [Kaplan/Kaplan] |
| 15711 | The rationals are everywhere - the irrationals are everywhere else [Kaplan/Kaplan] |
| 15714 | 'Commutative' laws say order makes no difference; 'associative' laws say groupings make no difference [Kaplan/Kaplan] |
| 15715 | 'Distributive' laws say if you add then multiply, or multiply then add, you get the same result [Kaplan/Kaplan] |
| 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] |
| 15713 | The first million numbers confirm that no number is greater than a million [Kaplan/Kaplan] |
| 19538 | Entailment is modelled in formal semantics as set inclusion (where 'mammals' contains 'cats') [Dougherty/Rysiew] |
| 20523 | Property is theft! [Proudhon] |