The papers collected in this volume exemplify some of the trends in current approaches to logic, language and computation. Written by authors with varied academic backgrounds, the contributions are intended for an interdisciplinary audience. The first part of this volume addresses issues relevant for multi-agent systems: reasoning with incomplete information, reasoning about knowledge and beliefs, and reasoning about games. Proofs as formal objects form the subject of Part II. Topics covered include: contributions on logical frameworks, linear logic, and (...) different approaches to formalized reasoning. Part III focuses on representations and formal methods in linguistic theory, addressing the areas of comparative and temporal expressions, modal subordination, and compositionality. (shrink)

This paper argues against the thesis of Professor Savan, that Spinoza's views about words and about the imagination are such that he could not consistently say, and indeed did not think, that philosophical truths can be expressed adequately in language. The evidence for this thesis is examined in detail, and it is argued that Spinoza should have distinguished between two types of imagination, corresponding roughly to Kant's transcendental and empirical imagination. Finally, it is suggested that the bulk of the (...) argument of the Ethics is conducted on the level of the ?second kind of knowledge?, reason, but that it also contains examples of the use of the first and third kinds of knowledge. (shrink)

This chapter explores Nietzsche’s and Wittgenstein’s views on language and knowledge, establishing a philosophical dialogue between two different positions, which are based on a similar anti-essentialist and instrumentalist concern. The chapter will first focus on Nietzsche’s conception of language as the expression of valuational perspectives developing through the natural and cultural history of mankind. It will then consider Wittgenstein’s account of language as the inherited background of our practical engagement with the world. Finally, by bringing Nietzsche’s (...) and Wittgenstein’s views together, the last section reflects on the crucial strategic move they make in their respective battle against the bewitchment of our intelligence by means of language. -/- . (shrink)

Language and Problems of Knowledge is sixteenth in the series Current Studies in Linguistics, edited by Jay Keyser.

The eight essays assembled under this title were originally presented at the 1965 Great Thinkers Forum sponsored by the Department of Philosophy and Religion at the University of Georgia. These essays are now being published in the conviction that they all make "valuable contributions toward the understanding and resolution of the contemporary challenge to theology and religion." The challenge in question is the one that comes from neopositivism and linguistic analysis. By the time the reader comes to the end of (...) his own effort he finds himself wondering in what sense the 1965 papers are to count as valuable contributions. No doubt they are valuable in the sense that it is worthwhile watching a single-minded philosopher pouring his soul out in an attempt at showing how the "disguised nonsense" of religious language is "patent nonsense," or how the "putatively factual assertions" of religious language are "bogus, pseudo-factual statements, devoid of the kind of intelligibility that believers rightly demand of them." Along the way one may collect pearls of rare beauty, such as the statement that "There is no convention in English or logical rule which makes ‘there is no God’ a contradiction," or questions such as "Who has observed him under controlled conditions?" Another contribution of the same general usefulness may well be that the thoughtful reader is being initiated to the exertions of that transformational hermeneutics by which pseudo-assertive religious statements are being rescued from wholesale meaninglessness, and accorded the innocuous meaningfulness of emotive or convictional language, or of disguised moral discourse. Professor Frank H. Harrison III makes an interesting attempt at injecting into the landscape, linguistically and epistemologically so bleak, what he calls "knowledge by acquaintance," which is in his vocabulary the equivalent of what mysticism calls amor Dei, and Antoine de Saint-Exupéry describes as a seeing with the heart. The discussion of myth by Professor Robert H. Ayers ignores what happens to be the heart of the matter in mythic thinking, namely the absence of the distinction between object and subject, but does provide a good introduction to the "profusion of confusion" that flourishes around myth, "one of the most traveled hobos in our times.". (shrink)

Papers presented at the International Seminar on Construction of Knowledge, held at Vidya Bhawan Society, Udaipur during 16-18 April 2004.

Necessary inferences (e.g., The jury was not able to deliver its verdict by 3 o'clock. The jury did not deliver its verdict by 3 o'clock.) depend on linguistic knowledge. Invited inferences, (e.g., The jury was able to deliver its verdict by 3 o'clock. The jury delivered its verdict by 3 o'clock) depend on knowledge about the world. Responses were faster to necessary than to invited inferences when subjects verified only one of the two inference types (Experiments 1 and (...) 3). When subjects verified both inference types there was no difference between invited and necessary inferences (Experiments 2 and 4). These data suggest that linguistic and world knowledge are psychologically distinct and that when factual knowledge is not needed in a task it is not processed. In Experiments 3 and 4 incongruent world knowledge slowed response times for both inference types. This suggests that linguistic and factual knowledge are both port of the initial representation of a sentence. (shrink)

In this article, I explore the consequences of two commonsensical premises in semantics and epistemology: (1) natural language is a complex system rooted in the communal life of human beings within a given environment; and (2) linguistic knowledge is essentially dependent on natural language. These premises lead me to emphasize the process-socio-environmental character of linguistic meaning and knowledge, from which I proceed to analyse a number of long-standing philosophical problems, attempting to throw new light upon them (...) on these grounds. In particular, I criticize the use of expressions such as ‘absolute truth’, ‘absolute existence’ and ‘the thing in itself’, arguing that they lead to what I call ‘the ultralinguistic paradox’ (a fatal antinomy). In the same way, I review a number of mainstream topics in philosophical semantics, epistemology and metaphysics, reformulating them in terms much more naturalistic – and less mysterious – than usual. (shrink)

Based on the foundation of Wittgenstein's Tractatus and related writings of Bertrand Russell, Truth and Knowledge explores the basic problems of knowledge through the process of developing a theory of truth, uniquely the author's own.

In this revolutionary study of the philosophical problems of language, J.N. Hattiangadi offers a new approach which simultaneously solves several venerable conundrums in the origin and development of language and thought. His argument includes acute criticisms of the later Wittgenstein's theory of language use, Quine's approach to subjunctive conditionals, Kripke's analysis of proper names, and Chomsky's conjecture of an innate universal grammar.

The essays in this collection are by some of the leading figures in their fields and they touch on the most recent turnings in Quine's work.

Skyrms-Lewis sender-receiver games with invention allow one to model how a simple mathematical language might be invented and become meaningful as its use coevolves with the basic arithmetic competence of primitive mathematical inquirers. Such models provide sufficient conditions for the invention and evolution of a very basic sort of arithmetic language and practice, and, in doing so, provide insight into the nature of a correspondingly basic sort of mathematical knowledge in an evolutionary context. Given traditional philosophical reflections (...) concerning the nature and preconditions of mathematical knowledge, these conditions are strikingly modest. (shrink)

Izydora Dąmbska was a Polish philosopher; a student of Kazimierz Twardowski, and his last assistant. The present volume includes twenty eight translations of her representative papers.

This volume is a collective exploration of major themes in the work of Crispin Wright, one of today's leading philosophers. These newly commissioned papers are divided into four sections, preceded by a substantial Introduction, which places them in the context of the development of Wright's ideas. The distinguished contributors address issues such as the rule-following problem, knowledge of our meanings and minds, truth, realism, anti-realism and relativism, as well as the nature of perceptual justification, the cogency of arguments such (...) as G. E. Moore's celebrated proof of an external world, and skepticism about the material world. Some papers explore the relationship of Wright's ideas with those of Ludwig Wittgenstein, whose influence has always been a prominent aspect of Wright's philosophy. The essays collectively testify to the enormous interest and relevance of Wright's seminal contributions for present-day debates in areas as diverse as the philosophy of language and mind, metaphysics, and epistemology, and significantly advance research in these areas. The volume also contains Wright's substantial responses to his critics, which offer the most up-to-date versions of his ideas and a vigorous defense of his philosophy. (shrink)

This international series publishes outstanding philosophical monographs and edited volumes about Wittgenstein. Publications may focus on his work as a whole or on specific topics. The series also addresses Wittgenstein's life, his sources, and the impact of his works. The volumes are peer-reviewed and present state-of-the-art Wittgenstein research. German-language contributions will be published in the series Über Wittgenstein, and English-language contributions in the series On Wittgenstein.

Williams Syndrome provides a striking test case for discourses on disability, because the characteristics associated with Williams Syndrome involve a combination of “abilities” and “disabilities”. For example, Williams Syndrome is associated with disabilities in mathematics and spatial cognition. However, Williams Syndrome individuals also tend to have a unique strength in their expressive language skills, and are socially outgoing and unselfconscious when meeting new people. Children with Williams are said to be typically unafraid of strangers and show a greater interest (...) in contact with adults than with their peers. This apparently keen social knowledge is a counterexample to the discussion of disability among academic philosophers, especially philosophers of the early modern period. Locke infamously used the example of disability to claim that Descartes’ arguments in favor of innate ideas were incorrect. On the contrary, Williams Syndrome may stand as an example of innate social knowledge; something that could benefit current discourse in philosophy, disability theory, and medical ethics. (shrink)

Thanks to their heterogeneity, the nine essays in this volume offer a clear testimony of Donald Davidson's authority, and they undoubtedly show how much his work - even if it has raised many doubts and criticisms - has been, and still is, highly influential and significant in contemporary analytical philosophy for a wide range of subjects. Moreover, the various articles not only critically and carefully analyse Davidson's theses and arguments (in particular those concerning language and knowledge), but they (...) also illustrate how such theories and ideas, despite their unavoidable difficulties, are still alive and potentially fruitful. Davidson's work is indeed an important and provocative starting point for discussing the future progress of philosophy. (shrink)

How does human language contribute to the cognitive edge humans have over other species? This question eludes most current theories of language and knowledge. Incorporating research results in psychology and cutting a path through a broad range of philosophical debates, Nolan develops a strikingly original account of language acquisition which holds important implications for standard theories of language and the philosophical foundations of cognitive science.

The linguistic theory of Chomsky has changed the long, traditional way of studying language. The nature of knowledge, which is closely tied to human knowledge in general, makes it a logical step for Chomsky to generalize his theory to the study of the relation between language and the world-in particular, the study of truth and reference. But his theory has been controversial and his proposal of "innate ideas" has been resisted by some empiricists who characterize him (...) as rationalist. In our view, these empiricists make a mistake. In the present paper we attend to his position regarding linguistics as a science of mind/brain, which we believe is an important aspect of his theory that has not been paid enough attention or understood by his opponents. In turn, this will help to clarify some of the confusions around his theory. Finally we will discuss some of the debatable issues based on the outlines we draw. (shrink)

Research on children's theory of mind often restricts conceptually meaningful talk about knowledge to instances where know references a corresponding mental state. This article offers a reappraisal of that view. From a social-pragmatic perspective, even nonreferential talk is meaningful when appropriately embedded in social routines. A synthesis of corpus data suggests children's early talk about knowledge routinely occurs in question–answer contexts. It is argued that the influence of interrogative contexts is evident in children's over-attributions of knowledge when (...) someone is only guessing. This influence is taken as evidence for the role of linguistic practices in shaping the concept of knowledge. (shrink)

This collection, with essays by Graham H. Bird, Jaakko Hintikka, Ilkka Niiniluoto, Jan Wolenski, will interest graduate students of the philosophy of language and logic, as well as professional philosophers, historians of analytic philosophy, and philosophically inclined logicians. Language, Truth and Knowledge brings together 11 new essays that offer a wealth of insights on a number of Carnap's concerns and ideas. The volume arose out of a symposium on Carnap's work at an international conference held in Vienna (...) in 2001. The essays are written from a variety of perspectives: -some essays aim at rebutting influential criticisms directed at Carnap's views; -others examine and assess his thought in the light of recent developments in the neurosciences; -still others are historical and describe the development of Carnap's thought; -they all shed light on the relation of this thought and different philosophical traditions. These essays form a collection that will prove a valuable resource for our understanding of the historic Carnap and the living philosophical issues with which he grappled. (shrink)

The discrepancy between syntax and semantics is a painstaking issue that hinders a better comprehension of the underlying neuronal processes in the human brain. In order to tackle the issue, we at first describe a striking correlation between Wittgenstein's Tractatus, that assesses the syntactic relationships between language and world, and Perlovsky's joint language-cognitive computational model, that assesses the semantic relationships between emotions and “knowledge instinct”. Once established a correlation between a purely logical approach to the language (...) and computable psychological activities, we aim to find the neural correlates of syntax and semantics in the human brain. Starting from topological arguments, we suggest that the semantic properties of a proposition are processed in higher brain's functional dimensions than the syntactic ones. In a fully reversible process, the syntactic elements embedded in Broca's area project into multiple scattered semantic cortical zones. The presence of higher functional dimensions gives rise to the increase in informational content that takes place in semantic expressions. Therefore, diverse features of human language and cognitive world can be assessed in terms of both the logic armor described by the Tractatus, and the neurocomputational techniques at hand. One of our motivations is to build a neuro-computational framework able to provide a feasible explanation for brain's semantic processing, in preparation for novel computers with nodes built into higher dimensions. (shrink)

Parental beliefs and knowledge about child development affect how they construct children’s home learning experiences, which in turn impact children’s developmental outcomes. A rapidly growing population of dual language learners (DLLs) highlights the need for a better understanding of parents’ beliefs and knowledge about dual language development and practices to support DLLs. The current study examined the dual language beliefs and knowledge of parents of Spanish-English preschool DLLs (n= 32). We further asked how socioeconomic (...) and sociocultural factors were associated with parental beliefs and knowledge, and how parental beliefs and knowledge related to DLLs’ home dual language experiences and school readiness skills as rated by their teachers. Results suggested both strengths and opportunities for growth in parental beliefs and knowledge. Moreover, parents from higher-SES backgrounds reported beliefs and knowledge that were more consistent with scientific evidence. Furthermore, parental beliefs and knowledge was positively related to relative Spanish input at home and negatively related to the frequency of English language and literacy activities. However, parental beliefs and knowledge were not associated with children’s dual language output at home or the frequency of Spanish language and literacy activities. Finally, parental beliefs and knowledge were associated with children’s school readiness skills in Spanish but not in English. Together, these findings highlight the need for culturally responsive interventions and parent education programs, which must recognize both the strengths and areas of improvement in parents of DLLs and support parents to transform knowledge into high-quality language and literacy experiences that benefit DLLs. (shrink)