Realistic Claims in Logical Empiricism
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Logic in Action: Wittgenstein's Logical Pragmatism and the Impotence of Scepticism
This is the final, pre-publication draft. Please cite only from published paper in Philosophical Investigations 26:2 (April 2003), 125-48. LOGIC IN ACTION: WITTGENSTEIN'S LOGICAL PRAGMATISM AND THE IMPOTENCE OF SCEPTICISM DANIÈLE MOYAL-SHARROCK UNIVERSITY OF GENEVA 1. The Many Faces of Certainty: Wittgenstein's Logical Pragmatism So I am trying to say something that sounds like pragmatism. (OC 422) In his struggle to uncover the nature of our basic beliefs, Wittgenstein depicts them variously in On Certainty: he thinks of them in propositional terms, in pictorial terms and in terms of acting. As propositions, they would be of a peculiar sort – a hybrid between a logical and an empirical proposition (OC 136, 309). These are the so-called 'hinge propositions' of On Certainty (OC 341). Wittgenstein also thinks of these beliefs as forming a picture, a World-picture – or Weltbild (OC 167). This is a step in the right (nonpropositional) direction, but not the ultimate step. Wittgenstein's ultimate and crucial depiction of our basic beliefs is in terms of a know-how, an attitude, a way of acting (OC 204). Here, he treads on pragmatist ground. But can Wittgenstein be labelled a pragmatist, having himself rejected the affiliation because of its utility implication? But you aren't a pragmatist? No. For I am not saying that a proposition is true if it is useful. (RPP I, 266) Wittgenstein resists affiliation with pragmatism because he does not want his use of use to be confused with the utility use of use. For him, it is not that a proposition is true if it is useful, but that use gives the proposition its sense. -
Logic Model Workbook
Logic Model Workbook INNOVATION NETWORK, INC. www.innonet.org • [email protected] Logic Model Workbook Table of Contents Page Introduction - How to Use this Workbook .....................................................................2 Before You Begin .................................................................................................................3 Developing a Logic Model .................................................................................................4 Purposes of a Logic Model ............................................................................................... 5 The Logic Model’s Role in Evaluation ............................................................................ 6 Logic Model Components – Step by Step ....................................................................... 6 Problem Statement: What problem does your program address? ......................... 6 Goal: What is the overall purpose of your program? .............................................. 7 Rationale and Assumptions: What are some implicit underlying dynamics? ....8 Resources: What do you have to work with? ......................................................... 9 Activities: What will you do with your resources? ................................................ 11 Outputs: What are the tangible products of your activities? ................................. 13 Outcomes: What changes do you expect to occur as a result of your work?.......... 14 Outcomes Chain ...................................................................................... -
Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla
DOCUMENT RESUME ED 086 604 SO 006 822 AUTHOR Norris, Jack A., Jr. TITLE Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 20p.; Authorized Course of Instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Course Objectives; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Language Arts; Learnin4 Activities; *Logic; Non Western Civilization; *Philosophy; Resource Guides; Secondary Grades; *Social Studies; *Social Studies Units; Western Civilization IDENTIFIERS *Quinmester Program ABSTRACT Western and non - western philosophers and their ideas are introduced to 10th through 12th grade students in this general social studies Quinmester course designed to be used as a preparation for in-depth study of the various schools of philosophical thought. By acquainting students with the questions and categories of philosophy, a point of departure for further study is developed. Through suggested learning activities the meaning of philosopky is defined. The Socratic, deductive, inductive, intuitive and eclectic approaches to philosophical thought are examined, as are three general areas of philosophy, metaphysics, epistemology,and axiology. Logical reasoning is applied to major philosophical questions. This course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. A related document is ED 071 937.(KSM) FILMED FROM BEST AVAILABLE COPY U S DEPARTMENT EDUCATION OF HEALTH. NAT10N41 -
The ('('Orthodox" View of Theories: Remarks in Defense As Well As Critique
-----HERBERT FEIGL----- The ('('Orthodox" View of Theories: Remarks in Defense as well as Critique The purpose of the following remarks is to present in outline some of the more important features of scientific theories. I shall discuss the "standard" or "orthodox" view, mainly in order to set up a target for criticisms, some of which I shall briefly sketch by way of anticipation. The standard account of the structure of scientific theories was given quite explicitly by Norman R. Campbell [7], as well as independently in a little-known article by R. Carnap [12]. A large part of the voluminous literature in the philosophy of science of the logical empiricists and re lated thinkers contains, though with a great many variations, develop ments, modifications, and terminological diversities, essentially similar analyses of the logical structure and the empirical foundations of the theories of physics, biology, psychology, and some of the social sciences. Anticipating to some extent Campbell and Carnap, Moritz Schlick, in his epoch-making AIIgemeine Erkenntnisiehre [38], championed the doc trine of "implicit definition." In this he was influenced by David Hil bert's axiomatization of geometry, as well as by Henri Poincare's and Albert Einstein's conceptions of theoretical physics and the role of ge ometry in physics. These matters were then developed more fully and precisely in the work of H. Reichenbach, R. Carnap, C. G. Hempel, R. B. Braithwaite, E. Nagel, and many other logicians and methodolo gists of science. In order to understand the aim of this important approach in the philosophy of science it is essential to distinguish it from historical, so ciological, or psychological studies of scientific theories. -
Some Major Issues and Developments in the Philosophy Ofscience Oflogical Empiricism
-----HERBERT FEIGL----- Some Major Issues and Developments in the Philosophy ofScience ofLogical Empiricism AsouT twenty-five years ago a small group of philosophically minded scientists and scientifically trained philosophers in Vienna formulated their declaration of independence from traditional philosophy. The pamphlet Wissenschaftliche Weltauffassung: Der Wiener Kreis (1929) contained the first succinct statement of the outlook which soon after became known as "logical positivism." In the first flush of enthusiasm we Viennese felt we had attained a philosophy to end all philosophies. Schlick spoke of a "Wende der Philosophie" (a decisive turning point of philosophy). Neurath and Frank declared "school philosophy" as obsolete and even suggested that our outlook drop the word "philoso phy" altogether, and replace it by "Einheitswissenschaft" or by "scien· tific empiricism." The notable impact of Alfred Ayer's first book in England, and my own efforts ~oward a propagation of Logical Positiv ism in the United States during the early thirties, and then the immi· gration of Carnap, Frank, von Mises, Reichenbach, Hempel and Berg mann created a powerful movement, but it elicited also sharp opposition nncl criticism. Through the discussions within the movement and its own production and progressive work, as well as in response to the NO'l'F.: This essay is a revised and considerably expanded .version of a lecture given in plenary session at the International Congress for Philosophy of Science, Zurich, /\ngust 25, 1954. It was first- published in Proceedi11gs of the Secono International Congress of the International Union for tl1e Philosophy ot Science (Neuchatel, Switzerland, 19 55). In the cordial letter of invitation I received from Professor Ferdinand Gonseth, president of the Congress, he asked me to discuss "I'empirisme logi<\ue,-ce qu'il fut, et ce qu'il est clevenu." Much as I appreciated the honor of t 1is ambitious assignment, I realized of course that the limitations of time would permit me to deal onJy with some selected topics within this larger frame. -
A Survey of Indian Logic from the Point of View of Computer Science
Sadhana, "Col. 19, Part 6, December 1994, pp 971-983. © Printed in India A survey of Indian logic from the point of view of computer science V V S SARMA Department of Computer Science & Automation, Indian Institute of Science, Bangalore 560012, India Abstract. Indian logic has a long history. It somewhat covers the domains of two of the six schools (darsanas) of Indian philosophy, namely, Nyaya and Vaisesika. The generally accepted definition of In- dian logic over the ages is the science which ascertains valid knowledge either by means of six senses or by means of the five members of the syllogism. In other words, perception and inference constitute the sub- ject matter of logic. The science of logic evolved in India through three ~ges: the ancient, the medieval and the modern, spanning almost thirty centuries. Advances in Computer Science, in particular, in Artificial Intelligence have got researchers in these areas interested in the basic problems of language, logic and cognition in the past three decades. In the 1980s, Artificial Intelligence has evolved into knowledge-based and intelligent system design, and the knowledge base and inference engine have become standard subsystems of an intelligent System. One of the important issues in the design of such systems is knowledge acquisition from humans who are experts in a branch of learning (such as medicine or law) and transferring that knowledge to a computing system. The second important issue in such systems is the validation of the knowl- edge base of the system i.e. ensuring that the knowledge is complete and consistent. -
Diss2008kaipainen.Pdf (1.200Mb)
Suurten ajattelijoiden elämäkerrat ja elämänpolut Suurten ajattelijoiden elämäkerrat ja elämänpolut Bertrand Russellin, Ludwig Wittgensteinin ja Georg Henrik von Wrightin elämäkerrat bourdieulais-pragmatististen ja latourilaisten näkökulmien vertailussa Päivi Kaipainen KOULUTUSSOSIOLOGIAN TUTKIMUSKESKUS, RUSE RESEARCH UNIT FOR THE SOCIOLOGY OF EDUCATION, RUSE Koulutussosiologian tutkimuskeskuksen raportti 74 Kansi: Minna Rauhala ISSN 1235-9114 ISBN 951-29-3729-5 UNIPRINT, Turku 2008 Kiitokset Haluan aivan ensiksi kiittää esimiestäni ja ohjaajaani professori Osmo Kivistä mahdollisuudesta tehdä väitöskirjatyötä varsinaisen työni ohella Koulutussosiologian tutkimuskeskuksen koordinaattorina. Haluan myös kiittää häntä sekä kannustuksesta että rakentavasta kritiikistä, molemmat ovat olleet yhtä tarpeellisia. Työni esitarkastajina toimivat professori Risto Heiskala Tampereen yliopistosta ja dosentti Keijo Rahkonen Helsingin yliopistosta. Kiitän heitä käsikirjoitukseni läpikäymiseen uhraamastaan ajasta ja monista hyvistä korjausehdotuksista. Heidän kommenttinsa herättivät uusia ajatuksia ja auttoivat toivon mukaan parantamaan työni lopullista versiota. Kiitokset kuuluvat myös työtovereille, ystäville ja sukulaisille, jotka vahvistivat uskoani siihen, että työ vielä jonakin päivänä valmistuu ja on uurastuksen arvoinen. Turussa, 23. lokakuuta 2008 Päivi Kaipainen SISÄLLYSLUETTELO 1. JOHDANTO…………………………………………………….. 9 Tutkimuksen viitekehys………………………………………………….. 11 Elämäkertatutkimuksesta……………………………………............. 19 Bourdieulais–pragmatistinen lähestymistapa -
The Etienne Gilson Series 21
The Etienne Gilson Series 21 Remapping Scholasticism by MARCIA L. COLISH 3 March 2000 Pontifical Institute of Mediaeval Studies This lecture and its publication was made possible through the generous bequest of the late Charles J. Sullivan (1914-1999) Note: the author may be contacted at: Department of History Oberlin College Oberlin OH USA 44074 ISSN 0-708-319X ISBN 0-88844-721-3 © 2000 by Pontifical Institute of Mediaeval Studies 59 Queen’s Park Crescent East Toronto, Ontario, Canada M5S 2C4 Printed in Canada nce upon a time there were two competing story-lines for medieval intellectual history, each writing a major role for scholasticism into its script. Although these story-lines were O created independently and reflected different concerns, they sometimes overlapped and gave each other aid and comfort. Both exerted considerable influence on the way historians of medieval speculative thought conceptualized their subject in the first half of the twentieth cen- tury. Both versions of the map drawn by these two sets of cartographers illustrated what Wallace K. Ferguson later described as “the revolt of the medievalists.”1 One was confined largely to the academy and appealed to a wide variety of medievalists, while the other had a somewhat narrower draw and reflected political and confessional, as well as academic, concerns. The first was the anti-Burckhardtian effort to push Renaissance humanism, understood as combining a knowledge and love of the classics with “the discovery of the world and of man,” back into the Middle Ages. The second was inspired by the neo-Thomist revival launched by Pope Leo XIII, and was inhabited almost exclusively by Roman Catholic scholars. -
Logical Empiricism / Positivism Some Empiricist Slogans
4/13/16 Logical empiricism / positivism Some empiricist slogans o Hume’s 18th century book-burning passage Key elements of a logical positivist /empiricist conception of science o Comte’s mid-19th century rejection of n Motivations for post WW1 ‘scientific philosophy’ ‘speculation after first & final causes o viscerally opposed to speculation / mere metaphysics / idealism o Duhem’s late 19th/early 20th century slogan: o a normative demarcation project: to show why science ‘save the phenomena’ is and should be epistemically authoritative n Empiricist commitments o Hempel’s injunction against ‘detours n Logicism through the realm of unobservables’ Conflicts & Memories: The First World War Vienna Circle Maria Marchant o Debussy: Berceuse héroique, Élégie So - what was the motivation for this “revolutionary, written war-time Paris (1914), heralds the ominous bugle call of war uncompromising empricism”? (Godfrey Smith, Ch. 2) o Rachmaninov: Études-Tableaux Op. 39, No 8, 5 “some of the most impassioned, fervent work the composer wrote” Why the “massive intellectual housecleaning”? (Godfrey Smith) o Ireland: Rhapsody, London Nights, London Pieces a “turbulant, virtuosic work… Consider the context: World War I / the interwar period o Prokofiev: Visions Fugitives, Op. 22 written just before he fled as a fugitive himself to the US (1917); military aggression & sardonic irony o Ravel: Le Tombeau de Couperin each of six movements dedicated to a friend who died in the war x Key problem (1): logicism o Are there, in fact, “rules” governing inference -
Mathematical Logic Part One
Mathematical Logic Part One An Important Question How do we formalize the logic we've been using in our proofs? Where We're Going ● Propositional Logic (Today) ● Basic logical connectives. ● Truth tables. ● Logical equivalences. ● First-Order Logic (Today/Friday) ● Reasoning about properties of multiple objects. Propositional Logic A proposition is a statement that is, by itself, either true or false. Some Sample Propositions ● Puppies are cuter than kittens. ● Kittens are cuter than puppies. ● Usain Bolt can outrun everyone in this room. ● CS103 is useful for cocktail parties. ● This is the last entry on this list. More Propositions ● I came in like a wrecking ball. ● I am a champion. ● You're going to hear me roar. ● We all just entertainers. Things That Aren't Propositions CommandsCommands cannotcannot bebe truetrue oror false.false. Things That Aren't Propositions QuestionsQuestions cannotcannot bebe truetrue oror false.false. Things That Aren't Propositions TheThe firstfirst halfhalf isis aa validvalid proposition.proposition. I am the walrus, goo goo g'joob JibberishJibberish cannotcannot bebe truetrue oror false. false. Propositional Logic ● Propositional logic is a mathematical system for reasoning about propositions and how they relate to one another. ● Every statement in propositional logic consists of propositional variables combined via logical connectives. ● Each variable represents some proposition, such as “You liked it” or “You should have put a ring on it.” ● Connectives encode how propositions are related, such as “If you liked it, then you should have put a ring on it.” Propositional Variables ● Each proposition will be represented by a propositional variable. ● Propositional variables are usually represented as lower-case letters, such as p, q, r, s, etc. -
Ilkka Niiniluoto PHILOSOPHY in FINLAND
Ilkka Niiniluoto PHILOSOPHY IN FINLAND: INTERNATIONAL CURRENTS AND NATIONAL CULTURAL DEBATES Philosophy is originally a product of Greek higher culture, which has been practised in Finland primarily as an academic discipline. According to a tradition starting from J. V. Snellman, Finnish philosophers have, besides their own research work, participated in public cultural debates and political life. In a small nation many leading thinkers have become generally well-known public figures. From 1313 onwards Finnish students attended the medieval University of Paris, where they had a chance to learn the scholastic way of integrating Christian theology and Aristotelian philosophy. In the sixteenth century the Finns studied the humanism of German reformation and the Renaissance philosophy of nature. In the Academy of Turku, founded in 1640, philosophy had a significant position in the basic studies, which included conceptual distinctions and the art of thinking (theoretical philosophy) as well as moral virtues and political principles (practical philosophy). During the Turku period, which ended when the university moved to Helsinki in 1828, Finnish philosophers did not gain notable original achievements, but their role was primarily to support learning and transmit new academic currents to the academic community. Among them one can mention Cartesianism based on the ideas René Descartes and Francis Bacon´s experimental research method at the end of the seventeenth century, and along the eighteenth century Christian Wolff’s rationalism, John Locke’s empiricism, Samuel Pufendorf’s doctrine of natural rights, and Immanuel Kant’s transcendental idealism. Snellman: from Hegel to national awakening It was eventually the breakthrough of G. W. F. -
EPSA Newsletter 2013
EPSA Newsletter Vol. II, Issue 1 August 2013 Editor: Friedrich Stadler | Assistant Editor: Daniel Kuby SPECIAL EPSA13 HELSINKI EDITION Editorial TABLE OF CONTENTS Friedrich Stadler Editorial Friedrich Stadler 1 Dear members and colleagues, The Finnish Tradition of Philosophy of Science Ilkka Niiniluoto 3 On the occasion of the 4th Conference of the European Philosophy of Science Association in Helsinki, August 28-31, 2013, we are pleased to publicize the Welcome Address already third issue of our electronic EPSA Newsletter. Given the venue of the Uskali Mäki 8 conference it is mainly dealing with philosophy of science in Finland, which is a remarkable success story since the pioneering Eino Kaila for a smaller coun- EPSA Women’s Caucus: A Report try at the margins of Europe. In this regard we are pleased that Jaakko Hin- Kristina Rolin 10 tikka will also take part as a speaker in this event. Report on One of the contemporary prominent proponents of philosophy of science, GWP.2013 Ilkka Niiniluoto, the former Rector and Chancellor of the University of Hel- Holger Lyre 11 sinki in the last decade, provided a report on the origins and development of Report on Activities philosophy of science in Finland, where in 2015 also the 15th Congress of the of the Dutch Society International Union in History and Philosophy of Science/Division of Logic, for the Philosophy of Methodology and Philosophy of Science (IUHPS/DLMPS) will be organised. A Science report by Uskali Mäki, the chair of the Local Organising Committee on behalf F. A . M u l l e r 13 of the University of Helsinki and the Centre of Excellence in the Philosophy of the Social Sciences (TINT) complements this focus appropriately.