PHL100Y1 Lecture Notes - Lecture 9: Eristic, Intension
Document Summary
The e(cid:396)isti(cid:272) pa(cid:396)ado(cid:454) a(cid:374)d e(cid:272)olle(cid:272)tio(cid:374) (cid:894)(cid:1012)(cid:1004)a the e(cid:396)isti(cid:272) pa(cid:396)ado(cid:454) a(cid:374)d e(cid:272)olle(cid:272)tio(cid:374) (cid:894)(cid:1012)(cid:1004)a (cid:1012)(cid:1010)(cid:272)(cid:895) 87 to 96c hypothesis; virtue can be taught: empirical evidence: virtue cannot be taught! (cid:1013)(cid:1010)d (cid:1005)(cid:1004)(cid:1004) knowledge vs true opinion. There are a number of ways to explain what you are talking about. Poi(cid:374)ti(cid:374)g a(cid:374)d listi(cid:374)g do(cid:374)(cid:859)t do (cid:373)u(cid:272)h o(cid:374) thei(cid:396) o(cid:449)(cid:374) There are different ways of specifying what you are talking about. Intensional: what the specs are for being k (what makes x qualified to be in a class, do you have to have two legs to be a human?) Extensional: the actual things in k (the class of things that belong) They are inversely related: as intension grows, extension shrinks, visa versa. Vertebrae (vt), warm-blooded (w), viviparous (vp) (give live birth) As we add specs or qualifications (intensional+); the class shrinks (extensional-) Specs can fail to match what we think belongs to k. Being too specific (e. g. justice is a virtue: not virtue)
