21 ideas
21489 | Super-ordinate disciplines give laws or principles; subordinate disciplines give concrete cases [Peirce, by Atkin] |
19095 | Pragmatic 'truth' is a term to cover the many varied aims of enquiry [Peirce, by Misak] |
19097 | Peirce did not think a belief was true if it was useful [Peirce, by Misak] |
21494 | If truth is the end of enquiry, what if it never ends, or ends prematurely? [Atkin on Peirce] |
11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
21493 | Pure mathematics deals only with hypotheses, of which the reality does not matter [Peirce] |
19102 | Bivalence is a regulative assumption of enquiry - not a law of logic [Peirce, by Misak] |
11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
10352 | The real is the idea in which the community ultimately settles down [Peirce] |
13498 | Peirce and others began the mapping out of relations [Peirce, by Hart,WD] |
4483 | If abstract terms are sets of tropes, 'being a unicorn' and 'being a griffin' turn out identical [Loux] |
21491 | Peirce's later realism about possibilities and generalities went beyond logical positivism [Peirce, by Atkin] |
4481 | Austere nominalists insist that the realist's universals lack the requisite independent identifiability [Loux] |
4477 | Universals come in hierarchies of generality [Loux] |
4482 | Austere nominalism has to take a host of things (like being red, or human) as primitive [Loux] |
4478 | Nominalism needs to account for abstract singular terms like 'circularity'. [Loux] |
4480 | Times and places are identified by objects, so cannot be used in a theory of object-identity [Loux] |
16376 | The possible can only be general, and the force of actuality is needed to produce a particular [Peirce] |
19107 | Inquiry is not standing on bedrock facts, but standing in hope on a shifting bog [Peirce] |
11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |