Sentence examples for relevant propositions from inspiring English sources
Gauss was probably the first to perceive that a consistent geometry could be built up independent of Euclid's fifth postulate, and he derived many relevant propositions, which, however, he promulgated only in his teaching and correspondence.
Few relevant propositions are further developed after providing a basic structure for their generation.
Or knowledge-how might require only a relation of believing-truly that the relevant propositions are true (Zardini forthcoming).
Alternatively, we can follow Haslanger in Haslanger 1989 and Lowe in Lowe 1987 and treat the relevant propositions as tensed.
Having those concepts is necessary for her to understand the relevant propositions, and she cannot justifiedly believe a proposition that she does not understand.
In both cases, understanding requires that one successfully grasp how one's beliefs in the relevant propositions cohere with other propositions one believes (e.g., Kvanvig 2003: 192, 197 8).
One avenue to knowledge in this case lies in the ability of the agent to provide a proof of the relevant proposition.
We might also think that knowledge-how can involve merely justified belief in the relevant proposition, as long as knowledge how can be Gettiered (as Poston (2009) argues).
In contrast, when a thinker in the bad case is caused by the Demon to undergo the same experience (or at least, an experience that is qualitatively indistinguishable) and arrives at the same belief, the relevant proposition is not part of his total evidence, for the relevant proposition is not true and hence not known.
Proponents of this sort of view think of propositions as structured: as having constituents which include the meanings of the expressions which make up the sentence expressing the relevant proposition.
A more plausible requirement is that a priori knowledge and justification be independent of all experience beyond what is needed to grasp the relevant concepts involved in the relevant proposition (see below, sec. 4).
