1 Reference 1. the Phenomenon Of
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Reference and Sense
REFERENCE AND SENSE y two distinct ways of talking about the meaning of words y tlkitalking of SENSE=deali ng with relationshippggs inside language y talking of REFERENCE=dealing with reltilations hips bbtetween l. and the world y by means of reference a speaker indicates which things (including persons) are being talked about ege.g. My son is in the beech tree. II identifies persons identifies things y REFERENCE-relationship between the Enggplish expression ‘this p pgage’ and the thing you can hold between your finger and thumb (part of the world) y your left ear is the REFERENT of the phrase ‘your left ear’ while REFERENCE is the relationship between parts of a l. and things outside the l. y The same expression can be used to refer to different things- there are as many potential referents for the phrase ‘your left ear’ as there are pppeople in the world with left ears Many expressions can have VARIABLE REFERENCE y There are cases of expressions which in normal everyday conversation never refer to different things, i.e. which in most everyday situations that one can envisage have CONSTANT REFERENCE. y However, there is very little constancy of reference in l. Almost all of the fixing of reference comes from the context in which expressions are used. y Two different expressions can have the same referent class ica l example: ‘the MiMorning St’Star’ and ‘the Evening Star’ to refer to the planet Venus y SENSE of an expression is its place in a system of semantic relati onshi ps wit h other expressions in the l. -
Chapter Five Meaning
1. The Study of Meaning Semantics: The meaning of words: Lexical semantics Chapter Five The meaning of sentences: Propositional meaning, compositional meaning Meaning Linguistic semantics vs. Logical Meaning semantics/philosophical semantics Pragmatics: The meaning of utterances 1 2 2. Semantic Meaning Logicians and philosophers have tended to concentrate on a restricted range of sentences (typically, statements, or ‘propositions’) within Semantics is the study of meaning in language. a single language. Meaning has been studied for thousands of The linguistic approach aims to study the years by philosophers, logicians and linguists. properties of meaning in a systematic and E.g. Plato & Aristotle. objective way, with reference to as wide a range of utterances and languages as possible, ∴ broader in scope. 3 4 3. The meaning of meaning Geoffrey Leech (1974, 1981). Semantics: The 3. The meaning of meaning Study of Meaning. Seven types of meaning: C. K. Ogden & I. A. Richards (1923). The Meaning of Meaning. Conceptual meaning John means to write. Connotative meaning A green light means to go. Social meaning Health means everything. Associative Affective meaning His look was full of meaning. Meaning What is the meaning of life? Reflected and meaning What does ‘capitalist’ mean to you? Collocative meaning What does ‘cornea’ mean? Thematic meaning 5 6 1 3.2 Connotative meaning 3.1 Conceptual meaning The communicative value an expression has by ‘ ’ ‘ ’ Also called ‘denotative’ or ‘cognitive’ meaning. virtue of what it refers to, over and above its Refers to logical, cognitive or denotative purely conceptual content. content. A multitude of additional, non-criterial Concerned with the relationship between a properties, including not only physical word and the thing it denotes, or refers to. -
Chapter Three Classifying, Identifying, and the Function of Substance Concepts §3.1 Orientation Substances, As I Have Described
Chapter Three Classifying, identifying, and the function of substance concepts §3.1 Orientation Substances, as I have described them, are whatever one can learn from given only one or a few encounters, various skills or information that will apply on other encounters. Further, this possibility must be grounded in some kind of natural necessity. The function of a substance concept is to make possible this sort of learning and use of knowledge for a specific substance. For this, the cognizing organism must be able to recognize the specific substance under a variety of different conditions, as many as possible. It needs to do this, first, to grasp that the substance it is learning about over various encounters is one and the same so that knowledge of it can accumulate and, second, so that the accumulated knowledge can be applied. For substance concepts to be employed in the service of theoretical knowing —employed for knowing that rather than knowing how— the substance must be represented in thought in a univocal way, the same substance always represented as being the same. This makes possible a stable, unequivocal and nonredundant inner representational system. The ability to recognize what is objectively the same substance again as the same despite wide variations in the faces it shows to the senses is necessarily fallible. Although you surely have many ways of identifying each member of your immediate family —similarly for water and for cats— there will always be possible conditions under which you would misidentify them, mistaking them for someone or something else. If a concept is genuinely a substance concept, if its extension is really a substance, this extension is not determined by one's fallible dispositions to recognize it. -
Direct Reference 9/26/11
24.251#5 Yablo Direct Reference 9/26/11 Epistemically necessary = knowable a priori. Metaphysically necessary = true in every possible world. They come apart! 'This animal is a dog' is metaphysically necessary but epistemically contingent. 'Jack the Ripper, if he exists, is a murderer' is epistemically necessary but metaphysically contingent. Kripke's Objections to Russell's Name Claim. ('n' means 'the F'). If 'n' means 'the F', then (*) 'a thing is n iff it is the F' should be (i) metaphysically necessary, (ii) a priori. 1. (*) is not necessary left to right; F is not metaphysically necessary for being n 'It could have happened that Twain was an illiterate tramp.' True. 'It could have happened that the author of such and such books was an illiterate tramp.' False. 2. (*) is not necessary right to left; F is not metaphysically sufficient for being n 'Necessarily Bertrand Russell descended from Lord John Russell.' True. 'Necessarily the most famous 20th Century British philosopher descended from Lord Russell.' False. 3. (*) is not a priori left to right; F is not epistemically necessary for being n Say 'Gödel' means the man who proved that arithmetic is incomplete 'Gödel was a mathematician' should be a priori. And it's not; we can imagine discovering he was an impostor. 4. (*) is not a priori right to left; F is not epistemically sufficient for being n Suppose it turns out that the man known as Gödel in fact stole the proof from Schmidt. Does that mean 'Gödel' really refers to Schmidt? Replies (?). To 1. The description gets wide scope. -
Two-Dimensionalism: Semantics and Metasemantics
Two-Dimensionalism: Semantics and Metasemantics YEUNG, \y,ang -C-hun ...:' . '",~ ... ~ .. A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Philosophy In Philosophy The Chinese University of Hong Kong January 2010 Abstract of thesis entitled: Two-Dimensionalism: Semantics and Metasemantics Submitted by YEUNG, Wang Chun for the degree of Master of Philosophy at the Chinese University of Hong Kong in July 2009 This ,thesis investigates problems surrounding the lively debate about how Kripke's examples of necessary a posteriori truths and contingent a priori truths should be explained. Two-dimensionalism is a recent development that offers a non-reductive analysis of such truths. The semantic interpretation of two-dimensionalism, proposed by Jackson and Chalmers, has certain 'descriptive' elements, which can be articulated in terms of the following three claims: (a) names and natural kind terms are reference-fixed by some associated properties, (b) these properties are known a priori by every competent speaker, and (c) these properties reflect the cognitive significance of sentences containing such terms. In this thesis, I argue against two arguments directed at such 'descriptive' elements, namely, The Argument from Ignorance and Error ('AlE'), and The Argument from Variability ('AV'). I thereby suggest that reference-fixing properties belong to the semantics of names and natural kind terms, and not to their metasemantics. Chapter 1 is a survey of some central notions related to the debate between descriptivism and direct reference theory, e.g. sense, reference, and rigidity. Chapter 2 outlines the two-dimensional approach and introduces the va~ieties of interpretations 11 of the two-dimensional framework. -
Externalism Is a View About the Conditions for Our Thoughts and Words to Refer to Things
Semantic Internalism and Externalism in the Oxford Handbook of the Philosophy of Language, ed. by Barry C. Smith and Ernest Lepore. Oxford University Press 2006. pp. 323-40. Katalin Farkas Central European University, Budapest 1. Three claims about meaning In a sense, the meaning of our words obviously depends on circumstances outside us. ‘Elm’ in English is used to talk about elms, and though I could decide – perhaps as a kind of code – to use the word ‘elm’ to talk about beeches, my decision would hardly change the English language. The meaning of ‘elm’ depends on conventions of the language speaking community, and these are certainly beyond my control. In this sense, no-one will disagree that meaning is determined by factors outside the individual. At the same time, it seems that it is up to me what I mean by my words; and in fact, the meaning of a word in the language is simply a result of what most of us mean by it. Another way of putting this point is that even if the meaning of an expression is determined by social agreement, grasping the meaning of the word is an individual psychological act. I may grasp the usual public meaning correctly, or I may – willingly or accidentally – mean something different by the word, but it looks that meaning in this sense depends entirely on me. It is also plausible to assume that in some sense, our physical environment contributes to what our words mean. If I am right in assuming that before Europeans arrived to Australia, English had had no word which meant the same as the word ‘kangaroo‘ does nowadays, this is easily explained by the fact that people at that time hadn’t encountered kangaroos. -
The End of Wittgenstein's Tractatus Logico
Living in Silence: the End of Wittgenstein’s Tractatus Logico-Philosophicus and Lecture on Ethics Johanna Schakenraad Ludwig Wittgenstein’s Tractatus logico-philosophicus starts as a book on logic and (the limits of) language. In the first years after publication (in 1921) it was primarily read as a work aiming to put an end to nonsensical language and all kinds of metaphysical speculation. For this reason it had a great influence on the logical positivists of the Vienna Circle. But for Wittgenstein himself it had another and more important purpose. In 1919 he had sent his manuscript to Ludwig von Ficker, the publisher of the literary journal der Brenner, hoping that Ficker would consider publishing the Tractatus. In the accompanying letter he explains how he wishes his book to be understood. He thinks it is necessary to give an explanation of his book because the content might seem strange to Ficker, but, he writes: In reality, it isn’t strange to you, for the point of the book is ethical. I once wanted to give a few words in the foreword which now actually are not in it, which, however, I’ll write to you now because they might be a key to you: I wanted to write that my work consists of two parts: of the one which is here, and of everything which I have not written. And precisely this second part is the important one. For the Ethical is delimited from within, as it were, by my book; and I’m convinced that, strictly speaking, it can ONLY be delimited in this way. -
Linguistic Modal Conventionalism in the Real World
Linguistic Modal Conventionalism in the Real World Clare Due A thesis submitted for the degree of Doctor of Philosophy of The Australian National University March 2018 © Clare Due 2018 Statement This thesis is solely the work of its author. No part of it has previously been submitted for any degree, or is currently being submitted for any other degree. To the best of my knowledge, any help received in preparing this thesis, and all sources used, have been duly acknowledged. Word count: 88164 Clare Due 7th March 2018 Acknowledgements I am deeply grateful to Daniel Nolan for the years of support he has given me while writing this thesis. His supervision has always been challenging yet encouraging, and I have benefited greatly from his insight and depth of knowledge. His kindness and empathy also played a large role in making a difficult process much easier. My second supervisor, Alan Hájek, agreed to take me on late in my program, and has been enormously generous with his time and help since. The community of philosophers at the Australian National University provides the perfect combination of intellectual development, friendship and personal support. I consider myself very privileged to have had the opportunity to be part of that community. My research has benefited from feedback both written and verbal from many ANU philosophers, including Daniel Stoljar, Frank Jackson, Jessica Isserow, Edward Elliott, Don Nordblom, Heather Browning and Erick Llamas. I would like to offer particular thanks to Alexander Sandgren. I learned an enormous amount during the first years of my program, and a great deal of it was in conversation with Alex. -
What Is a Speech Act? 1 2
WHAT IS A SPEECH ACT? 1 2 What is a Speech Act? John Searle I. Introduction n a typical speech situation involving a speaker, a hearer, and an utterance by the speaker, there are many kinds of acts associated with Ithe speaker’s utterance. The speaker will characteristically have moved his jaw and tongue and made noises. In addition, he will characteristically have performed some acts within the class which includes informing or irritating or boring his hearers; he will further characteristically have performed acts within the class which includes referring to Kennedy or Khrushchev or the North Pole; and he will also have performed acts within the class which includes making statements, asking questions, issuing commands, giving reports, greeting, and warning. The members of this last class are what Austin1 called illocutionary acts and it is with this class that I shall be concerned in this paper, so the paper might have been called ‘What is an Illocutionary Act?’ I do not attempt to defi ne the expression ‘illocutionary act’, although if my analysis of a particular illocutionary act succeeds it may provide the basis for a defi nition. Some of the English verbs and verb phrases associated with illocutionary acts are: state, assert, describe, warn, remark, comment, command, order, request, criticize, apologize, censure, approve, welcome, promise, express approval, and express regret. Austin claimed that there were over a thousand such expressions in English. By way of introduction, perhaps I can say why I think it is of interest and importance in the philosophy of language to study speech acts, or, as they are sometimes called, language acts or linguistic acts. -
Frege and the Logic of Sense and Reference
FREGE AND THE LOGIC OF SENSE AND REFERENCE Kevin C. Klement Routledge New York & London Published in 2002 by Routledge 29 West 35th Street New York, NY 10001 Published in Great Britain by Routledge 11 New Fetter Lane London EC4P 4EE Routledge is an imprint of the Taylor & Francis Group Printed in the United States of America on acid-free paper. Copyright © 2002 by Kevin C. Klement All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or in any infomration storage or retrieval system, without permission in writing from the publisher. 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Klement, Kevin C., 1974– Frege and the logic of sense and reference / by Kevin Klement. p. cm — (Studies in philosophy) Includes bibliographical references and index ISBN 0-415-93790-6 1. Frege, Gottlob, 1848–1925. 2. Sense (Philosophy) 3. Reference (Philosophy) I. Title II. Studies in philosophy (New York, N. Y.) B3245.F24 K54 2001 12'.68'092—dc21 2001048169 Contents Page Preface ix Abbreviations xiii 1. The Need for a Logical Calculus for the Theory of Sinn and Bedeutung 3 Introduction 3 Frege’s Project: Logicism and the Notion of Begriffsschrift 4 The Theory of Sinn and Bedeutung 8 The Limitations of the Begriffsschrift 14 Filling the Gap 21 2. The Logic of the Grundgesetze 25 Logical Language and the Content of Logic 25 Functionality and Predication 28 Quantifiers and Gothic Letters 32 Roman Letters: An Alternative Notation for Generality 38 Value-Ranges and Extensions of Concepts 42 The Syntactic Rules of the Begriffsschrift 44 The Axiomatization of Frege’s System 49 Responses to the Paradox 56 v vi Contents 3. -
Ambiguous Persuasion∗
Ambiguous Persuasion∗ Dorian Beauchêney Jian Liz Ming Li§ May 7, 2018 Abstract We study a persuasion game à la Kamenica and Gentzkow (2011) where players are ambiguity averse with maxmin expected utility (Gilboa and Schmeidler, 1989). With no prior ambiguity, a Sender may choose to use ambiguous communication devices. Our main result characterizes the value of optimal ambiguous persuasion, which is of- ten higher than what is feasible under Bayesian persuasion. We characterize posteriors that are potentially plausible when they are generated by ambiguous devices. One way to construct an optimal ambiguous communication device is by using synonyms, messages that lead to the same posteriors, in which Sender can hedge himself against ambiguity while inducing actions from Receiver that would not be possible under stan- dard Bayesian persuasion. We also show that the use of synonyms are a necessary property of optimal and beneficial ambiguous persuasion. We consider two applica- tions, including the well-known uniform-quadratic example. Our analysis provides a justification for how ambiguity may emerge endogenously in persuasion. ∗We are grateful to Pierre Fleckinger, Françoise Forges, Sidartha Gordon, Yingni Guo, Sean Horan, Rafael Hortala-Vallve, Maxim Ivanov, Frédéric Koessler, Marie Laclau, Laura Lasio, Elliot Lipnowski, Sujoy Mukerji, Peter Norman, Eduardo Perez-Richet, Ludovic Renou, Marciano Siniscalchi, Joel Sobel, Jean-Marc Tallon, Vassili Vergopoulos, and two anonymous referees for their very helpful comments. We also thank audiences at Stony Brook Game Theory Conference 2016, Midwest Theory conference 2016, 2017, Midwest Political Science Association Conference 2017, Canadian Economic Theory Conference 2017, Asian Summer Meeting of Econometric Society 2017, RES-York Symposium on Game Theory 2017, Carleton University, McMaster University, McGill University, National University of Singapore, Université de Montreal, and Université Laval for valuable inputs. -
233 Meaning and the Second Language Learner Jane Nkechi
Meaning and the Second Language Learner Jane Nkechi Ifechelobi* Abstract Meaning is about the most elusive and controversial phenomenon in the study of language .The ambiguous nature of meaning is manifest in the fact that in almost any language, one expression can be subject to a number of interpretations depending on the speaker, the hearer and the situation where the expression is used. Meanings are ultimately determined not by words but by people [Hybels and Weaver26]. Most often the second language learner seeks to interpret word meaning without reference to the person who uses it and the community in which it is used. The concern of this paper is to bring out the complexity between meaning and the second language learner, because meaning lies on the interpreter and not on the user of the language. http://dx.doi.org/10.4314/ujah.v13i1.13 Introduction Language is a means of communication but what is normally conveyed in language use is not words and sentences but a message. The implication is that language cannot stand on its own apart from the function of conveying messages. This suggests that meaning exists elsewhere than in language. In any language use, the more important and more valuable object is the message; language is only secondary. In the study of language one is concerned more with the expression of meanings than with meaning itself. However the analysis of meaning is the message enveloped in the linguistic form. It is obvious that there is an intrinsic connection between meaning and communication such that it is impossible to account for the former except in terms of the latter.