21 ideas
1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
15382 | Paraconsistent reasoning can just mean responding sensibly to inconsistencies [Jago] |
11259 | How can you seek knowledge of something if you don't know it? [Plato] |
16422 | The necessity of a proposition concerns reality, not our words or concepts [Stalnaker] |
16423 | Conceptual possibilities are metaphysical possibilities we can conceive of [Stalnaker] |
16421 | Critics say there are just an a priori necessary part, and an a posteriori contingent part [Stalnaker] |
16429 | A 'centred' world is an ordered triple of world, individual and time [Stalnaker] |
20219 | True opinions only become really valuable when they are tied down by reasons [Plato] |
5985 | Seeking and learning are just recollection [Plato] |
5986 | The slave boy learns geometry from questioning, not teaching, so it is recollection [Plato] |
1923 | As a guide to action, true opinion is as good as knowledge [Plato] |
1919 | You don't need to learn what you know, and how do you seek for what you don't know? [Plato] |
16428 | Meanings aren't in the head, but that is because they are abstract [Stalnaker] |
16432 | One view says the causal story is built into the description that is the name's content [Stalnaker] |
16430 | Two-D says that a posteriori is primary and contingent, and the necessity is the secondary intension [Stalnaker] |
16431 | In one view, the secondary intension is metasemantic, about how the thinker relates to the content [Stalnaker] |
1913 | Is virtue taught, or achieved by practice, or a natural aptitude, or what? [Plato] |
1921 | If virtue is a type of knowledge then it ought to be taught [Plato] |
1927 | It seems that virtue is neither natural nor taught, but is a divine gift [Plato] |
1918 | How can you know part of virtue without knowing the whole? [Plato] |
1916 | Even if virtues are many and various, they must have something in common to make them virtues [Plato] |