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Existence and Reference in Medieval Logic
GYULA KLIMA EXISTENCE AND REFERENCE IN MEDIEVAL LOGIC 1. Introduction: Existential Assumptions in Modern vs. Medieval Logic “The expression ‘free logic’ is an abbreviation for the phrase ‘free of existence assumptions with respect to its terms, general and singular’.”1 Classical quantification theory is not a free logic in this sense, as its standard formulations commonly assume that every singular term in every model is assigned a referent, an element of the universe of discourse. Indeed, since singular terms include not only singular constants, but also variables2, standard quantification theory may be regarded as involving even the assumption of the existence of the values of its variables, in accordance with Quine’s famous dictum: “to be is to be the value of a variable”.3 But according to some modern interpretations of Aristotelian syllogistic, Aristotle’s theory would involve an even stronger existential assumption, not shared by quantification theory, namely, the assumption of the non-emptiness of common terms.4 Indeed, the need for such an assumption seems to be supported not only by a number of syllogistic forms, which without this assumption appear to be invalid, but also by the doctrine of Aristotle’s De Interpretatione concerning the logical relationships among categorical propositions, commonly summarized in the Square of Opposition. For example, Aristotle’s theory states that universal affirmative propositions imply particular affirmative propositions. But if we formalize such propositions in quantification theory, we get formulae between which the corresponding implication does not hold. So, evidently, there is some discrepancy between the ways Aristotle and quantification theory interpret these categoricals. -
A Naturalist Reconstruction of Minimalist and Evolutionary Biolinguistics
A Naturalist Reconstruction of Minimalist and Evolutionary Biolinguistics Hiroki Narita & Koji Fujita Kinsella & Marcus (2009; K&M) argue that considerations of biological evo- lution invalidate the picture of optimal language design put forward under the rubric of the minimalist program (Chomsky 1993 et seq.), but in this article it will be pointed out that K&M’s objection is undermined by (i) their misunderstanding of minimalism as imposing an aprioristic presumption of optimality and (ii) their failure to discuss the third factor of language design. It is proposed that the essence of K&M’s suggestion be reconstructed as the sound warning that one should refrain from any preconceptions about the object of inquiry, to which K&M commit themselves based on their biased view of evolution. A different reflection will be cast on the current minima- list literature, arguably along the lines K&M envisaged but never completed, converging on a recommendation of methodological (and, in a somewhat unconventional sense, metaphysical) naturalism. Keywords: evolutionary/biological adequacy; language evolution; metho- dological/metaphysical naturalism; minimalist program; third factor of language design 1. Introduction A normal human infant can learn any natural language(s) he or she is exposed to, whereas none of their pets (kittens, dogs, etc.) can, even given exactly the same data from the surrounding speech community. There must be something special, then, to the genetic endowment of human beings that is responsible for the emer- gence of this remarkable linguistic capacity. Human language is thus a biological object that somehow managed to come into existence in the evolution of the hu- man species. -
Paul Rastall, a Linguistic Philosophy of Language, Lewiston, Queenston
Linguistica ONLINE. Published: July 10, 2009 http://www.phil.muni.cz/linguistica/art/mulder/mul-001.pdf ISSN 1801-5336 PAUL RASTALL: A LINGUISTIC PHILOSOPHY OF LANGUAGE, LAMPETER – LEWISTON, 2000[*] review article by Jan W. F. Mulder (University of St. Andrews, UK) Introductory note by Aleš Bičan In 2006 I happened to have a short e-mail conversation with Jan Mulder. I asked him for off-prints of his articles, as some of them were rather hard to find. He was so generous to send me, by regular post, a huge packet of them. It took me some time to realize that some of the included writings had never been published. One of them was a manuscript (type- script) of a discussion of a book by Paul Rastall, a former student of his, which was pub- lished in 2000 by The Edwin Press. I naturally contacted Paul Rastall and asked him about the article. He was not aware of it but supported my idea of having it published in Linguis- tica ONLINE. He consequently spoke to Mulder who welcomed the idea and granted the permission. The article below is thus published for the first time. It should be noted, how- ever, that Jan Mulder has not seen its final form. The text is reproduced here as it appears in the manuscript. I have only corrected a few typographical errors here and there. The only significant change is the inclusion of a list of references. Mulder refers to a number of works, but bibliographical information is not pro- vided. I have tried to list all that are mentioned in the article. -
The Role of Affect in Language Development∗
The Role of Affect in Language Development∗ Stuart G. SHANKER and Stanley I. GREENSPAN BIBLID [0495-4548 (2005) 20: 54; pp. 329-343] ABSTRACT: This paper presents the Functional/Emotional approach to language development, which explains the process leading up to the core capacities necessary for language (e.g., pattern-recognition, joint attention); shows how this process leads to the formation of internal symbols; and how it shapes and is shaped by the child’s development of language. The heart of this approach is that, through a series of affective transfor- mations, a child develops these core capacities and the capacity to form meaningful symbols. Far from be- ing a sudden jump, the transition from pre-symbolic communication to language is enabled by the advances taking place in the child’s affective gesturing. Key words: Functional/Emotional hypothesis; affective transformations; usage-based linguistics; pattern-recognition; joint attention; learning-based interactions; nativism; autism 1. The F/E View of Language Development Chomsky began Cartesian Linguistics with the following quotation from Whitehead’s Science and the Modern World: A brief, and sufficiently accurate, description of the intellectual life of the European races during the succeeding two centuries and a quarter up to our own times is that they have been living upon the accumulated capital of ideas provided for them by the genius of the seventeenth cen- tury (Chomsky 1967). Chomsky was certainly right: both in regards to the accuracy of Whitehead’s ob- servation, and in regards to the significance of this outlook for Chomsky’s whole ap- proach to language acquisition. -
The History of Logic
c Peter King & Stewart Shapiro, The Oxford Companion to Philosophy (OUP 1995), 496–500. THE HISTORY OF LOGIC Aristotle was the first thinker to devise a logical system. He drew upon the emphasis on universal definition found in Socrates, the use of reductio ad absurdum in Zeno of Elea, claims about propositional structure and nega- tion in Parmenides and Plato, and the body of argumentative techniques found in legal reasoning and geometrical proof. Yet the theory presented in Aristotle’s five treatises known as the Organon—the Categories, the De interpretatione, the Prior Analytics, the Posterior Analytics, and the Sophistical Refutations—goes far beyond any of these. Aristotle holds that a proposition is a complex involving two terms, a subject and a predicate, each of which is represented grammatically with a noun. The logical form of a proposition is determined by its quantity (uni- versal or particular) and by its quality (affirmative or negative). Aristotle investigates the relation between two propositions containing the same terms in his theories of opposition and conversion. The former describes relations of contradictoriness and contrariety, the latter equipollences and entailments. The analysis of logical form, opposition, and conversion are combined in syllogistic, Aristotle’s greatest invention in logic. A syllogism consists of three propositions. The first two, the premisses, share exactly one term, and they logically entail the third proposition, the conclusion, which contains the two non-shared terms of the premisses. The term common to the two premisses may occur as subject in one and predicate in the other (called the ‘first figure’), predicate in both (‘second figure’), or subject in both (‘third figure’). -
Denoting Concepts, Reference, and the Logic of Names, Classes As As Many, Groups, and Plurals
Denoting Concepts, Reference, and the Logic of Names, Classes as as Many, Groups, and Plurals Nino B. Cocchiarella Abstract Bertrand Russell introduced several novel ideas in his 1903 Principles of Mathematics that he later gave up and never went back to in his sub- sequent work. Two of these are the related notions of denoting concepts and classes as many. In this paper we reconstruct each of these notions in the framework of conceptual realism and connect them through a logic of names that encompasses both proper and common names, and among the latter complex as well as simple common names. Names, proper or com- mon, and simple or complex, occur as parts of quanti…er phrases, which in conceptual realism stand for referential concepts, i.e., cognitive capaci- ties that inform our speech and mental acts with a referential nature and account for the intentionality, or directedness, of those acts. In Russell’s theory, quanti…er phrases express denoting concepts (which do not include proper names). In conceptual realism, names, as well as predicates, can be nominalized and allowed to occur as "singular terms", i.e., as arguments of predicates. Occurring as a singular term, a name denotes, if it denotes at all, a class as many, where, as in Russell’s theory, a class as many of one object is identical with that one object, and a class as many of more than one object is a plurality, i.e., a plural object that we call a group. Also, as in Russell’stheory, there is no empty class as many. -
Philosophy of Language in the Twentieth Century Jason Stanley Rutgers University
Philosophy of Language in the Twentieth Century Jason Stanley Rutgers University In the Twentieth Century, Logic and Philosophy of Language are two of the few areas of philosophy in which philosophers made indisputable progress. For example, even now many of the foremost living ethicists present their theories as somewhat more explicit versions of the ideas of Kant, Mill, or Aristotle. In contrast, it would be patently absurd for a contemporary philosopher of language or logician to think of herself as working in the shadow of any figure who died before the Twentieth Century began. Advances in these disciplines make even the most unaccomplished of its practitioners vastly more sophisticated than Kant. There were previous periods in which the problems of language and logic were studied extensively (e.g. the medieval period). But from the perspective of the progress made in the last 120 years, previous work is at most a source of interesting data or occasional insight. All systematic theorizing about content that meets contemporary standards of rigor has been done subsequently. The advances Philosophy of Language has made in the Twentieth Century are of course the result of the remarkable progress made in logic. Few other philosophical disciplines gained as much from the developments in logic as the Philosophy of Language. In the course of presenting the first formal system in the Begriffsscrift , Gottlob Frege developed a formal language. Subsequently, logicians provided rigorous semantics for formal languages, in order to define truth in a model, and thereby characterize logical consequence. Such rigor was required in order to enable logicians to carry out semantic proofs about formal systems in a formal system, thereby providing semantics with the same benefits as increased formalization had provided for other branches of mathematics. -
Emojis: a Grapholinguistic Approach
Emojis: A Grapholinguistic Approach Christa Dürscheid & Dimitrios Meletis Abstract. The present article stands at the interface of CMC research and grapholinguistics. After outlining which features are typical of the writing of pri vate text messages, the focus of the first part of the paper (Sections 2 and 3) lies on the use of emojis. Notably, emoji use is not—as is commonly done—analyzed under a pragmatic perspective, but grapholinguistically, at the graphetic and graphematic levels: emojis are conceptualized as visual shapes that may assume graphematic functions within a given writing system. In the second part (Sec tion 4), it is underlined that all variants of written digital communication (such as the use of emojis, but also all other characters) are made possible only due to the Unicode Consortium’s decisions; this, finally, is argued to have farreaching consequences for the future of writing. 1. Preliminary Remarks In this paper, the use of emojis will be considered within a frame work known in the Germanlanguage research area as “Schriftlinguis tik” (grapholinguistics). As will be demonstrated, this term is not equiv alent to the terms graphemics or graphematics. In a much broader sense, grapholinguistics entails different aspects of writing (among them re search on scripts and writing systems, the history of writing, orthogra phy, graphematics, the acquisition of reading and writing, text design and textimagerelations, and differences between the written and spo ken modalities of language) (cf. Dürscheid 2016).1 This paper’s main Christa Dürscheid Department of German Studies, University of Zurich Schönberggasse 9, 8001 Zürich, Switzerland [email protected] Dimitrios Meletis Department of Linguistics, University of Graz Merangasse 70/III, 8010 Graz, Austria [email protected] 1. -
An Introduction to Graphology: Definition, Theoretical Background and Levels of Analysis
AN INTRODUCTION TO GRAPHOLOGY: DEFINITION, THEORETICAL BACKGROUND AND LEVELS OF ANALYSIS EVA GÓMEZ-JIMÉNEZ Universidad de Granada [email protected] 71 1. Introduction Graphology is a linguistic level of analysis that comprises the study of graphic aspects of language1. This term was first brought into use in linguistic studies in the sixties by McIntosh (1961), who considered it an analogous mode to that of phonology. In his paper “Graphology and Meaning”, he declared he had used graphology “in a sense which is intended to answer, in the realm of written language, to that of ‘phonology’ in the realm of spoken language” (1961: 107). A few years later, Halliday, McIntosh and Strevens (1964: 50) broadened this concept when they connected it to spelling, punctuation and any other matter related to graphic resources in language. Other linguists such as Vachek (1973), Sampson (1985), Coulmas (1991, 1999) and Harris (1995) have also worked on graphology, paying close attention to the properties of alphabets and their evolution throughout history. The importance and status of graphology as a linguistic level of analysis is particularly prominent in stylistics and multimodality. Within stylistics, some scholars have studied how graphological deviation may affect meaning and produce aesthetic effects. Van Peer (1993), for instance, considered typographic foregrounding and its evolution as a poetic device, while Nänny (2001) checked the iconic properties of verses according to their length. Within multimodality, miscelánea: a journal of english and american studies 51 (2015): pp. 71-85 ISSN: 1137-6368 Eva Gómez-Jiménez and because of the recent relevance of images in communication, there is an attempt, currently, to integrate some graphological elements into the study of modes of communication. -
Philosophy May 20, 2013
Outline of Philosophy May 20, 2013 Contents SOCI>Philosophy .............................................................................................................................................................. 3 SOCI>Philosophy>Aesthetics ....................................................................................................................................... 3 SOCI>Philosophy>Aesthetics>Beauty .................................................................................................................... 4 SOCI>Philosophy>Aesthetics>Theory .................................................................................................................... 4 SOCI>Philosophy>Epistemology ................................................................................................................................. 5 SOCI>Philosophy>Epistemology>Possibility ......................................................................................................... 6 SOCI>Philosophy>Epistemology>World ................................................................................................................ 6 SOCI>Philosophy>Epistemology>Object Properties .............................................................................................. 6 SOCI>Philosophy>Epistemology>System Properties ............................................................................................. 6 SOCI>Philosophy>Epistemology>Representation ................................................................................................. -
The History of Formal Semantics, Going Beyond What I Know First-Hand
!"#$"##% Introduction ! “Semantics” can mean many different things, since there are many ways to be interested in “meaning”. One 20th century debate: how much common ground across logic, philosophy, and linguistics? The History of ! Formal semantics, which says “much!”, has been shaped over the last 40+ years by fruitful interdisciplinary collaboration among linguists, Formal Semantics philosophers, and logicians. ! In this talk I’ll reflect mainly on the development of formal semantics and to a lesser extent on formal pragmatics in linguistics and philosophy starting in the 1960’s. Barbara H. Partee ! I’ll describe some of the innovations and “big ideas” that have shaped the MGU, May 14, 2011 development of formal semantics and its relation to syntax and to (= Lecture 13, Formal Semantics Spec-kurs) pragmatics, and draw connections with foundational issues in linguistic theory, philosophy, and cognitive science. May 2011 MGU 2 Introduction “Semantics” can mean many different things ! I’m not trained as a historian of linguistics (yet) or of philosophy; what I know best comes from my experience as a graduate student of Chomsky’s ! “Semantics” used to mean quite different things to linguists in syntax at M.I.T. (1961-65), then as a junior colleague of Montague’s at and philosophers, not surprisingly, since different fields have UCLA starting in 1965, and then, after his untimely death in 1971, as one different central concerns. of a number of linguists and philosophers working to bring Montague’s " Philosophers of language have long been concerned with truth and semantics and Chomskyan syntax together, an effort that Chomsky reference, with logic, with how compositionality works, with how himself was deeply skeptical about. -
Department of Linguistics Non-Thesis Group of Students Should Select Two More Courses for Study from the Course Basket Offered by the University of Dhaka Department
MA Curriculum MA Curriculum Department of Linguistics non-thesis group of students should select two more courses for study from the course basket offered by the University of Dhaka department. The thesis group students should complete MA Curriculum their MA thesis paper in lieu of taking two elective courses. Session: 2015-16, 2016-17, 2017-18. 2018-19 The minimum number of students of each elective course should be 10 1. Title of the program 4.6 Comprehensive examination: The course Ling M 5201 Masters of Arts in Linguistics which counts 100 marks (4 credits) will be regarded as comprehensive examination. There will be no formal class 2. Eligibility for admission for comprehensive examination. The question will be set 2.1 Bachelor of Arts in Linguistics or equivalent from all the obligatory courses those will be taught in the whole MA programme. 2.2 Other criteria for admission may be determined by both the Faculty of Arts and the Academic Committee of the 5. Teaching Department of Linguistics, University of Dhaka. 5.1 Please see the instruction provided by the office of Dean, 3. Requirements for the degree Faculty of Arts, DU (Sl. 5) 3.1 Successful completion of pre-specified credits hours in 2 5.2. Please see the instruction provided by the office of Dean, semesters in 1 (one) year. Faculty of Arts, DU (Sl. 6) 3.2 Obtaining of minimum cumulative grade point average of 6. Examination and Evaluation 2.0 on a scale from 4 (without any F grade). 6.1 Evaluation and grading for a full unit course shall be determined on the basis of - 4.