The thesis of the paper holds that some future developments of argumentation theory may be inspired by the rich logico-methodological legacy of the Lvov–Warsaw School (LWS), the Polish research movement that was most active from 1895 to 1939. As a selection of ideas of the LWS which exploit both formal and pragmatic aspects of the force of argument, we present: Ajdukiewicz’s account of reasoning and inference, Bocheński’s analyses of superstitions or dogmas, and Frydman’s constructive approach to legal interpretation. This paper (...) does not aim at exhaustive elaboration of any of these topics or their usefulness in current discussions within argumentation theory. Rather, we intend to indicate chosen directions of a potentially fruitful research program for the emerging Polish School of Argumentation which would consist in application of methods and conceptions elaborated by the LWS to selected open problems of contemporary research on argumentation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:An Unconscious Dimension of Thinking, Situations, and La Vida:Reflections on Bethany Henning's Dewey and the Aesthetic UnconsciousGregory Pappasthis book is doing different related and valuable things. First, Bethany Henning explores a neglected dimension of Dewey's thought. In particular, the book inquires into the dimension of the unconscious and tries to develop what she considers an "implicit" "theory of the unconsciousness" or of the "aesthetic unconscious" in Dewey's philosophy. Then, (...) based on all of the above, it provides a diagnosis and possible solution to a problem with philosophers and with American culture.The neglected dimension of Dewey's thought that Henning explores highlights the ways in which Dewey foresaw what feminist thinkers have said, and recent scientific accounts of human life and thinking are confirming: What we "feel" (what is "qualitative," "ineffable," and "noncognitive") is key to how to think and how to live (guidance and meaning). It has therefore been puzzling to me (along with John McDermott, Tom Alexander, Mark Johnson, and a few others) why even Dewey scholarship has to a large extent neglected exploring this aspect of his thought. Frustrated with Bertrand Russell, Dewey says that "Mr. Russell has not been able to follow the distinction I make between the immediately had material of non-cognitively experienced situations and the material of cognition—a distinction without which my view cannot be understood" (LW 14:33; emphasis added).More importantly, by neglecting this insight and these aspects of his thought, we have failed to utilize one of the most important resources to diagnose sociopolitical-moral problems today! This is what I have been trying to do in recent years, and I see Dr. Henning as trying to do the same. She is not just providing a theory of the unconscious for the sake of speculation, but she does so with instrumental intent, in the hope that it will help us better approach a concrete social-cultural problem we suffer in our society, a topic to which I will return. [End Page 84]My reading of Dewey and the Aesthetic Unconscious has provoked a few questions:(a). Is there, in Dewey, a conception of aesthetic and religious experience that can be understood as an "implicit theory of the unconscious"?(b). Even if there is one, do we need one? For what purpose?(c). What would we miss if we were to say what needs to be said and explored by Henning by using different terms/concepts and avoiding the possible misunderstanding and dangers of making reference to "the unconscious"?(d). Would Henning agree that the problematic aversion or repression in American culture that concerns us is more than that of the unconscious, the qualitative, body, and nature that form the focus of her book?(e). Henning agrees that we need more than art and "deep" psychology to ameliorate the problems that concern us. What is this "more"? How?In regard to (b), I can think of one good purpose, which Henning develops in Dewey and the Aesthetic Unconscious: to engage in a dialogue with psychoanalysis and contemporary philosophies that draw from psychoanalysis and feminism (e.g., Kristeva) or, in general, other academics concerned with the same problems. I also wondered as I was reading the book why Henning does not put Carl Jung in dialogue with Dewey as well, just as a matter of curiosity. But I wonder, if we need to develop a "theory of the unconsciousness" or of the "aesthetic unconsciousness" to both make a contribution to the "depth" of lived experience (La Vida) and also deal with the social-cultural problems that concern us.There are dangers with talking about or making reference to "the" unconsciousness or "the" aesthetic unconsciousness and theorizing about them. The problem is that it comes across as a noun, and not as way of participating in La Vida or nature, that is continuous in a significant way with what is more conscious and more cognitive: we are at any time more or less conscious. But Henning seems aware of all of this. She is careful enough to make clear that she is acknowledging continuity, but I confess to "feeling" uncomfortable sometimes with her reference to that... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Exploring "The Vital Depths of Experience":A Reader's Response to HenningJim Garrisonbethany henning's dewey and the aesthetic unconscious is a much-needed and marvelous book. It explores the pragmatic unconscious as it reveals itself in the qualitative unity of artistic expression integrated with aesthetic appreciation and response. By illuminating the role of often unconscious impulses, feelings, desires, memories, imaginaries, habits, meanings, and more, that goes into creating or appreciating a work (...) of art, she exposes the role of the unconscious in our daily lives. In this regard, she may wish to look at Hans Joas's theory of creative action. Relying largely on Dewey, Joas argues that we should regard "creativity as an analytical dimension of all human action" (Joas 116). We transform the world in even our most mundane actions and in doing so, we may draw on the depths of our unconscious.Henning writes with sincerity, clarity, and force. Recognizing that ultimately she is striving to articulate something that is often ineffable, she is not afraid of vagueness, the indeterminate, or the incomplete, and is content to live with mysteries. Henning shows unusual vulnerability in exposing some of her own aesthetic unconscious and the ways culture has inscribed itself upon her, when she responds to art works. She does so without assuming she has plumbed the vital depths of herself much less the artists and art works she explores.I found Henning's responses to be an invitation to explore my own aesthetic unconscious, and I believe others will as well. Her book is subtitled The Vital Depths of Experience. I will strive to demonstrate that depth by summoning the courage to share some of my own aesthetic responses to her textual creation. My goal is to express some of the power in a text that dares to explore the pragmatic unconscious.In writing book reviews, I often rely on Louise Rosenblatt's reader response theory. On this occasion, Rosenblatt is especially apropos since her [End Page 90] work exemplifies the kind of transactionalism that integrates the artistic artifact with those who do the work of art in experiencing it. This emphasis becomes especially obvious in Henning's chapter 5, where she defends Dewey's qualitative "unity thesis" against such critics as Richard Shusterman, John Lysaker, and Noël Carroll. My response concentrates on this remarkable chapter.Carroll argues that works like John Cage's 4'33" and the paintings of Mark Rothko lack qualitative unity that unfolds temporally because they fail to provide closure. Henning replies that "Carroll has forgotten that the art product does not need to have any particular duration for the art work to unfold temporally" (128). As Dewey states it, "[t]he work of art is complete only as it works in the experience of others than the one who created it" (LW 10:111). Those experiencing an artistic product collaborate with the initial creator to complete the meaning. Henning goes on to say that "the encounter between perceiver and product culminate in a transaction: a dynamic exchange between the organism and environment" (128). The idea is correct, but for Dewey and Bentley, however, "exchange between" suggests interaction not transaction; a mutual or reciprocal transaction or an integration would be better descriptions.Although specifically concerned with literary works of art and the experience of reading, Rosenblatt helps illuminate any aesthetic event. In her "The Poem as Event," Rosenblatt remarks:A poem, then, must be thought of as an event in time. It is not an object or an ideal entity. It is an occurrence, a coming-together, a compenetration, of a reader and a text. The reader brings to the text his past experience; the encounter gives rise to a new experience, a poem.(126)Compenetration is a nice synonym for transaction. Rosenblatt's book on transactional reading is titled The Reader, the Text, the Poem. There, she defines "poem" as "the whole category of aesthetic transactions between readers and texts without implying the greater or less 'poeticity' of any specific genre" (12). It is an event of conjoint meaning-making where meaning is felt and acted upon as well as cognized. Dewey himself states: "A new poem is... (shrink)

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We classify two of Bertrand Russell's theories of events within the point-free ontology. The first of such approaches was presented informally by Russell in ‘The World of Physics and the World of Sense’ (Lecture IV in Our Knowledge of the External World of 1914). Based on this theory, Russell sketched ways to construct instants as collections of events. This paper formalizes Russell's approach from 1914. We will also show that in such a reconstructed theory, we obtain all axioms of Russell's (...) second theory from 1936 and all axioms of Thomason's theory of events from 1989. Russell's work certainly influenced the works of Stanisław Leśniewski, his student Alfred Tarski, and Czesław Lejewski – prominent members of the Lvov-Warsaw School (LWS). We see our work in the tradition of the research of Leśniewski and Tarski. Building on the technical tools developed in this environment and in the spirit of the traditional research of the LWS, we engage here, in particular, with two classic works by Russell on fundamental ontology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art as Occupations:Two Neglected Roots of John Dewey's AestheticsAuthors: Fabio Campeotto (Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET, Univ. Nacional de La Rioja); Juan Manuel Saharrea (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET) and Claudio M. Viale (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET). Campeotto and Saharrea contributed similarly to the development of this work. Language edition: Rita Karina Plascencia, https://www.rkplasencia.com/. This article was made in (...) the frame of two research projects: "Pragmatismo y educación: Fundamentos teóricos y abordajes empíricos," financed by the Universidad Católica de Córdoba (2019–2023); and "Praxis, experimentalismo, aprendizaje y democracia: hacia una reevaluación de la filosofía de la educación contemporánea," PICT 2020 serie A 01539 financed by the Fondo para la Investigación Científica y Tecnológica (FONCyT). Both projects were under the direction of C. M. Viale.undoubtedly, art as experience1 is one of the most important texts by John Dewey, as well as his most systematic approach to aesthetics.2 This book usually appears in the literature as an almost mandatory reading for interpreters of classical pragmatism, and it is praised as an ineludible reference for those interested in aesthetics from a pragmatic point of view. However, this justified centrality tends to invisibilize two important veins of Dewey's thought: the vital role of his fragmentary or piecemeal approach to aesthetics, on one hand, and the relevance of his educational conceptions in relation to aesthetics, on the other.Going beyond the centrality of Art as Experience toward a comprehensive and contemporary view of Dewey's aesthetics entails looking upon three elements of his thought: Firstly, Dewey's works—some of them considered minor and some implicit or sporadic references in canonical texts—depicting the links between education and aesthetics in his philosophy as well as texts that belong to his fragmentary approach to aesthetics. Secondly, his systematic development of aesthetics, mainly in Art as Experience, where Dewey presents his conceptions at length. Thirdly, what we could call a re-evaluated aesthetics, which consists in a contemporary attempt to integrate diverse aspects of his philosophy, trying to overcome some weaknesses in his theoretical developments, especially regarding his dealing with the links between education and [End Page 1] aesthetics. It is necessary to remark that these links were neither adequately addressed by Dewey nor exhaustively examined by the literature, as far as we know. We hold that it is crucial to make them critically explicit, in order to get fruitful contemporary approaches not only to Dewey's aesthetics but also to his pedagogy and philosophy of education.Thus, the core question of this article is the following: How should the educational root of Dewey's aesthetics have worked? Or, more precisely, how should he have explicitly or meticulously conceived aesthetics in relation to his educational developments? We think that two neglected roots of Dewey's writings related to aesthetics can help us to re-evaluate it: what we call its fragmentary approach and Albert C. Barnes's role in it, on one hand, and a coherent articulation among occupation, art teaching, and the overcoming of the distinction between vocational and humanistic education, on the other.To carry out our task, we have divided this article into three parts. In the first (The Genesis of Dewey's Aesthetics: A Re-interpretation), we argue how to interpret the emergence of Dewey's aesthetics. In the second (Dewey and Education: Central Issues), we present the key aspects of this topic related to our purposes. In the third section (Two Neglected Roots of Dewey's Aesthetics), we develop our argument by describing how to recover these sources, and also by showing how Dewey's aesthetics could be critically re-evaluated or reconstructed from a contemporary viewpoint. Finally, we put forward a conclusion.The Genesis of Dewey's Aesthetics: A Re-interpretationIt is well-known that Dewey's aesthetics is usually equated with Art as Experience. This is part of the canonical interpretations that tend to conceive Dewey's philosophy in, using his term, grooves (LW 2:113). Democracy and Education... (shrink)

This the first part of a two‐part article in which we defend the thesis of Humean Supervenience about Laws of Nature (HS). According to this thesis, two possible worlds cannot differ on what is a law of nature unless they also differ on the Humean base. the Humean base is easy to characterize intuitively, but there is no consensus on how, precisely, it should be defined. Here in Part I, we present and motivate a characterization of the Humean base that, (...) we argue, enables HS to capture what is really stake in the debate, without taking on extraneous commitments. “I tend to picture the [facts of the form “it is a law that s” and “is is not a lw that s”] as having been sprinkled been sprinkled like powdered sugar over the doughy surface of the non‐nomic facts.”—Marc Lange2 “Avoid empty carbohydrates.”—Runner's World3. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Dewey and the Aesthetic Unconsciousness: The Vital Depths of Experience by Bethany HenningFrank X. RyanDewey and the Aesthetic Unconsciousness: The Vital Depths of Experience Bethany Henning. Lexington Books, 2022.In this important and splendidly crafted book, Bethany Henning recovers a philosophy of aesthetic wisdom distinct from the narrow epistemological lens dominant today. Unlike the psychological atomism of European Empiricism, from its outset, American philosophy embraced nature's aesthetic splendor and (...) the continuity between our thought and our world. Jonathan Edwards held that relations among ideas reflect beauty in the structure of being. For Ralph Waldo Emerson, each of us is a "transparent eyeball" where the cultivation of nature's spontaneous beauty fortifies our moral and spiritual agency. At the apex of this tradition is John Dewey, for whom Henning touts "aesthetic experience as the highest mode of human experience" (55).Although the aesthetic is generally associated with the cognitive evaluation of art, of special significance for Dewey is its non-reflective or unconscious dimension. Henning's appropriation of "unconscious"—the cradle of Freud's infantile id—is intentionally provocative. American culture, reflected in academic thought, has largely resisted appeals to subterranean urges and drives. In so doing, however, we perpetuate a myth of rational and moral exceptionalism that masks our history of colonialism, oppression, and crass commercialism. In accepting the unconscious, European thought has taken strides to acknowledge and address such ills. Despite America's disdain for psychoanalysis, Henning wonders whether it "could have accepted a dynamic unconscious, were it presented with an alternative mythology" (10).Dewey's alternative, says Henning, arises from his underappreciated notion of qualitative immediacy. In Henning's interpretation of this, meaning is embodied as a "sense of fulfillment" among accumulated habits—a "coming to terms with the world around us" through an "aesthetic (directly felt) connection between ourselves and the world." As such, to appreciate meaning, we must affirm the tacit, unconscious depth of experience; that is, we must "welcome aesthetic experience back into our philosophical lives" (5).Embodied meaning signifies that "the sensuous, lived body" is "the primary reality" (69). In this reality, qualitative immediacy is a non-reflective, aesthetic unity punctuated by "impulsions" arising from an organism's needs. Such needs are satisfied in organism-environment interactions where, says Dewey, "the epidermis is only in the most superficial way an indication of where an organism ends and its environment begins" (LW 10:61). As "a site of adaptive adjustments," Henning continues, "the body is responsive to the [End Page 114] brink of coalescence at the point of contact with the world, in which things that are 'outside of it' belong to it" (71). As such, the body-mind relation is a problem of aesthetics, not epistemology. For Dewey, as for Merleau-Ponty, the body "is the organic and dynamic condition of my thought" (75). The body is not a thing, however, but a process "always organically involved in exchanges" (86).Following the feminist thought of Susan Bordo, Henning agrees that the ascendance of the body amounts to a kind of philosophical recovery. Seventeenth-century science eviscerated the organic "female" universe of the Middle Ages. But this loss of an integrated world evoked existential fright, which Descartes tried to calm by subjugating feminine vagaries of the body to a masculine cognitive certitude bent upon controlling the whole of nature. In America today, this neurosis perpetuates our cultural alienation from our bodies, our environments, and one another (81–84). With the re-emergence of the body, however, it is possible to acknowledge and address this trauma."Feeling," in Dewey's sense, is unconsciously affective: a constant rhythm of disequilibrium and equilibrium, of need and resolution noticed only when a problem rises to the point of requiring our conscious attention. This affective "charge," this rhythm of sensed need and the desire to overcome it, is Dewey's appropriation of Plato's Erōs. Thomas Alexander casts Dewey's Erōs broadly as humanity's aesthetic investment in our world—our collective effort "to transform a biophysical environment into a world filled with meaning" (Alexander 11). But Henning turns to the more familiar sense of Erōs attuned not to the world at... (shrink)

This article intends to present the thought of Wittgenstein – mainly from his notes at Philosophical Investigations (PI), Remarks on the Philosophy of Psychology (RPP), and Last Writings on the Philosophy of Psychology (LW) – and of his commentators about important thesis on memory. This one is a major epistemic problem, since our knowledge of the past facts comes from it. Provided that it sometimes fails, is important to know of what we are talking about when we use the term (...) “memory” and to know how can we trust it. (shrink)

To date, business ethicists, corporate social responsibility scholars as well as management theorists have been slow to provide a comprehensive and critical scrutiny of the Living Wage concept. The aim of this article, therefore, is to conceptualize the living wage in its philosophical as well as practical dimensions in order to open up the ethical implications of its introduction and implementation by companies. We set out the legal, socio-institutional and economic contexts for the debates around the LW and review arguments (...) for, and against, it. Key philosophical arguments from the perspectives of sustainability, capability and externality are invoked and discussed in order to demonstrate the issues and challenges involved for companies, state and civil society actors. Relevant examples from the private sector are examined to demonstrate some of the practical issues involved when the LW is introduced by employers. The article also recommends avenues for a research agenda into the LW for business ethicists, CSR and management researchers in contexts such as the UK, where a voluntary, rather than mandatory, approach to the implementation of the LW is adopted. (shrink)

"Philosophy and Civilization" is one of Dewey's most important—and most neglected—essays. It is unsettling to anyone who wants to think of Dewey primarily as a "pragmatist." Dewey says the aim of philosophy should be to deal with the meaning of culture and not "inquiry" or "truth": "Meaning is wider in scope as well as more precious in value than is truth and philosophy is occupied with meaning rather than with truth" (LW 3:4).1 Truths are one kind of meaning, but they (...) are only an "island" lying in "the ocean of meanings to which truth and falsity are irrelevant. We do not inquire whether Greek civilization was true or false, but we are immensely concerned to penetrate its meaning," he adds, and continues, "In .. (shrink)

Saul Kripke is struck by a skeptical argument which he says is neither Wittgenstein’s nor his own. I call this new skeptic “Saul Wittgenstein”. SW’s conclusion is that there is no such thing as following a rule. My first aim is to show that Kripke misunderstands the Investigations when he says it offers a “skeptical solution” to SW’s paradox. Wittgenstein’s view of philosophy commits him to a dissolution of the paradox. I show next that LW’s writing contains an implicit dissolution (...) of it. Finally, I point out the main lesson to be derived from Kripke’s discussion--namely, that there is nothing which is common and peculiar to what we call following a rule. (shrink)

The dominant account of welfare in medicine is an objective one; welfare consists of certain favoured health states, or in having needs satisfied, or in certain capabilities and functionings. By contrast, I present a subjective account of welfare, suggested initially by LW Sumner and called “authentic happiness”. The adoption of such an account of welfare within medicine offers several advantages over other subjective and objective accounts, and systematises several intuitions about patient-centredness and autonomy. Subjective accounts of welfare are unpopular because (...) of their implications for justice and the autonomy of the healthcare professional. This account of welfare, however, seems to have the resources to resist these criticisms. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:John Dewey and the Question of Artful CommunicationScott R. StroudThe American pragmatist John Dewey included tantalizing sections of praise of the power of communication in his important work on community, experience, and their improvement, noting in 1925 that "of all aff airs, communication is the most wonderful" (1988a, LW 1:132) and in 1927 that communication plays an important part in the individual's attempt "to learn to become human" (1984, (...) LW 2:332).1 Some in the field of communication have sensed the important, but undeveloped, role that communication plays in his thought and have attempted to use Dewey's work in analyzing rhetorical practice, cultural studies, and the role of journalism in society.2 While such studies strive to clarify the value and process of communication in Dewey's thought, they fall short of explaining one seemingly simple thing that is implied in these passages—that communication can be experienced as aesthetic or artful. Nathan Crick identifies such a lacuna in the literature and notes that "beyond its utility as an argument against elite forms of academic criticism, the value of Dewey's aesthetic theory for communication studies remained underdeveloped" (2004, 303). Although he does an admirable job of tracing the relation of aesthetics to communication in Dewey's evolving thought, Crick comes no closer than others in answering the fundamental question of how communication can be artful or aesthetic—he merely argues for the general point that " communication, [End Page 153] whether it occurs in an oration, a conversation, or a television, is best understood as a form of art that has the potential to bring about aesthetic experience in its participants and open their eyes to the world of possibility embodied within each of us" (2004, 314). How exactly does this aesthetization of communication occur? Crick ends his article with the interesting claim that "in its aesthetic form communication becomes rhetorical. It turns communication into an art whose goal is a presentation that unites form and rhythm in a manner that can reach down into the experiences of the audience and literally transform them into something new" (2004, 317). How exactly does communication meet such standards? Does such a "high" art of communication as rhetoric fit everyday communication, the vast majority of human communicative practices?3 Although Crick's study is an important inquiry into the overall role of communication in Dewey's aesthetics, it still leaves open the fundamental question—How exactly can any given act of communication (beyond the eloquent and poetic oration) be rendered aesthetic or artful?This question was vitally important for Dewey, as he places artistic and aesthetic aspects of communicative practice at the very heart of his social and political philosophy. In describing the "Great Community," he announces that it will take place when two conditions hold: "The highest and most difficult kind of inquiry and a subtle, delicate, vivid and responsive art of communication must take possession of the physical machinery of transmission and circulation and breathe life into it.... Democracy will come into its own, for democracy is a name for a life of free and enriching communion.... It will have its consummation when free social inquiry is indissolubly wedded to the art of full and moving communication" (1984, LW 2:350). This is a vital passage for understanding Dewey's aims, as it clearly links a scientific method of thinking (his preferred method of "inquiry") with a form of communication that can be taken as an art.Yet scholars of communication systematically miss this part of the Deweyan equation. For instance, take Lary Belman's early study of Dewey's view of communication. He concludes by analyzing this same passage from Dewey on the two conditions of the Great Community and states, "The basic conditions for the creation of a Great Community... were, Dewey postulated, the presence of (a) vigorous, systematic, and continuous social inquiry to reveal the influential agencies at work in society and their mode of operation, and (b) widespread and rapid distribution of the findings of this inquiry in a form readily understood by those for whom these findings [End Page 154] have significance" (1977, 36–37). It is remarkable that the... (shrink)

Justification of theorems plays a vital role in any rational human activity. It is indispensable in science. The deductive method of justifying theorems is used in all sciences and it is the only method of justifying theorems in deductive disciplines. It is based on the notion of proof, thus it is a method of proving theorems. In the Warsaw School of Logic (WSL) – the famous branch of the Lvov-Warsaw School (LWS) – two types of the method: axiomatic deduction method (...) and natural deduction method were developed and practiced. In this paper, both of these methods are briefly discussed with an emphasis on their historical, groundbreaking significance for logic. The axiomatic method by means of rejection (proposed by Jan Łukasiewicz – a co-creator of the WSL), which is the method of the so-called rejection proof (rejection/refutation method) in logical systems and the proving method of generalized natural deduction, which is a hybrid deduction–refutation method of proving theorems, are also outlined in the paper. The author discusses their historical significance. This paper also contains a brief mention of the most significant results which the application of the discussed methods introduced into contemporary scientific research, not only logical one. (shrink)

The Warsaw School of Logic (WSL) was the famous branch of the Lviv-Warsaw School (LWS) – the most important movement in the history of Polish philosophy. Logic made the most important field in the activities of the WSL. The aim of this work is to highlight the role and significance of the WSL in the history of logic in the 20th century.

We provide a general criterion for Fraenkel–Mostowski models of $${\textsf{ZFA}}$$ (i.e. Zermelo–Fraenkel set theory weakened to permit the existence of atoms) which implies “every linearly ordered set can be well ordered” ( $${\textsf{LW}}$$ ), and look at six models for $${\textsf{ZFA}}$$ which satisfy this criterion (and thus $${\textsf{LW}}$$ is true in these models) and “every Dedekind finite set is finite” ( $${\textsf{DF}}={\textsf{F}}$$ ) is true, and also consider various forms of choice for well-ordered families of well orderable sets in these (...) models. In Model 1, the axiom of multiple choice for countably infinite families of countably infinite sets ( $${\textsf{MC}}_{\aleph _{0}}^{\aleph _{0}}$$ ) is false. It was the open question of whether or not such a model exists (from Howard and Tachtsis “On metrizability and compactness of certain products without the Axiom of Choice”) that provided the motivation for this paper. In Model 2, which is constructed by first choosing an uncountable regular cardinal in the ground model, a strong form of Dependent choice is true, while the axiom of choice for well-ordered families of finite sets ( $${\textsf{AC}}^{{\textsf{WO}}}_{{\textsf{fin}}}$$ ) is false. Also in this model the axiom of multiple choice for well-ordered families of well orderable sets fails. Model 3 is similar to Model 2 except for the status of $${\textsf{AC}}^{{\textsf{WO}}}_{{\textsf{fin}}}$$ which is unknown. Models 4 and 5 are variations of Model 3. In Model 4 $${\textsf{AC}}_{\textrm{fin}}^{{\textsf{WO}}}$$ is true. The construction of Model 5 begins by choosing a regular successor cardinal in the ground model. Model 6 is the only one in which $$2{\mathfrak {m}} = {\mathfrak {m}}$$ for every infinite cardinal number $${\mathfrak {m}}$$. We show that the union of a well-ordered family of well orderable sets is well orderable in Model 6 and that the axiom of multiple countable choice is false. (shrink)

In this paper the author discloses the concept of a worldview and clarifies it’s meaning for humans from the Ukrainian representatives’ the Lviv-Warsaw School (LWS) (1895-1939) point of view. The subject of the article is determined on the one hand by the contemporary “battle for the philosophy” in Ukraine and on the other hand – by the attention of the LWS philosophers to the question of the essence of the worldview, caused by positivism that denied autonomy and peculiarity of man’s (...) spiritual world and defined metaphysics as “conceptual poetry” or religious faith. The analysis of philosophical-pedagogical reflections on the worldview by Ilarion Sventsitskyi, Havryil Kostelnyk, Stepan Baley, Yakym Yarema, Oleksandr Kulchytskyi has been done in the paper. At the same time, a comparative analysis with the views of the Polish representatives of the LWS on the same topic, namely, with the views of Kazimierz Twardowsky, Yan Lukasevich and Tadeusz Kotarbinsky was conducted. It was found that the Ukrainian LWS representatives’ “worldview” is man’s desperate impulse to embrace the world as a whole. The worldview is person’s step to the highest living goods: wisdom and happiness. Such LWS philosophers’ approach to the essence of the worldview is based on a natural impulse of an unselfish desire to know the mystery of the world. Therefore, every human being has the ability to reflect the world in his/her own “I”. Special attention is paid to the fact that the representatives of the LWS defined the “worldview” as independent and autonomous. And only under such circumstances it can guarantee to a person cognition of the truth and creating the moral ideal. That, according to the Ukrainian scientists, can be promoted by acquaintance with the history of worldviews – metaphysics. This, in turn, leads to the interest of the general public, as well as its introduction into the curricula of secondary and higher schools. Undoubtedly, this involves a well-balanced approach to its study, which does not include learning other people’s views on the world, but promoting the design of their own. (shrink)

In this article, Józef M. Bocheński is presented as a representative of the methodological tendencies of the Lvov–Warsaw School. Special attention is given to the reconstructive analysis of concepts, the categorial trait of this procedure, and examples of its application by Bocheński. First, some historical and substantial arguments are presented for including Bocheński in the LWS. Secondly, the procedure of the reconstruction of concepts applied in the LWS is characterized. Then the attention turns to the categorial trait of the analysis (...) as indicated by Bocheński. Finally, two examples of Bocheński’s categorial reconstruction of concepts are presented. The article ends with a recapitulation and general remarks. (shrink)

Modernity and What Has Been Lost comes out of a conference held at the Jagiellonian University in Krakw̤, Poland, on June 4-5, 2009 that sought to identify Leo Strauss's intellectual background in re: the repudiation of a modern idea of homogenous, universal state (considered as an illegitimate synthesis of Jerusalem and Athens, i.e., the claims of Reason and Revelation). The world we live in, molded by science and historical relativism, may be described as hostile to human dignity or perfection, or (...) abhorrent to those who love the search for wisdom. Straussian teaching consisted in the steady effort to reopen "the quarrel between the Ancients and the Moderns," and refers to the esoteric way of writing practiced by the most profound thinkers of the past which has been apparently forgotten in the last three centuries. Strauss binds the concept of natural right with the question of maintenance of conditions for philosophizing, and it probably seems to him that such defense of philosophy is the highest task in our times. However, one must be well aware that philosophizing always means a perilous way of life. Indeed, it may be destructive of the city (polis) itself as far as the city exists due to some crucial beliefs the philosopher might put in doubt. Reflecting on those issues, Strauss engaged in several highly important debates with his contemporaries, in an open way with, e.g., Carl Schmitt, Karl Lw̲ith and Alexandre Kojv̈e, and more tacitly with Martin Heidegger"--Provided by publisher. (shrink)

Through the analysis of facial feature extraction technology, this paper designs a lightweight convolutional neural network. The LW-CNN model adopts a separable convolution structure, which can propose more accurate features with fewer parameters and can extract 3D feature points of a human face. In order to enhance the accuracy of feature extraction, a face detection method based on the inverted triangle structure is used to detect the face frame of the images in the training set before the model extracts the (...) features. Aiming at the problem that the feature extraction algorithm based on the difference criterion cannot effectively extract the discriminative information, the Generalized Multiple Maximum Dispersion Difference Criterion and the corresponding feature extraction algorithm are proposed. The algorithm uses the difference criterion instead of the entropy criterion to avoid the “small sample” problem, and the use of QR decomposition can extract more effective discriminative features for facial recognition, while also reducing the computational complexity of feature extraction. Compared with traditional feature extraction methods, GMMSD avoids the problem of “small samples” and does not require preprocessing steps on the samples; it uses QR decomposition to extract features from the original samples and retains the distribution characteristics of the original samples. According to different change matrices, GMMSD can evolve into different feature extraction algorithms, which shows the generalized characteristics of GMMSD. Experiments show that GMMSD can effectively extract facial identification features and improve the accuracy of facial recognition. (shrink)

Una de las observaciones más agudas de la Lógica se encuentra escondida en una breve nota a pie de página, cuando Dewey señala el efecto pernicioso de “la literatura y los hábitos literarios” para una correcta comprensión de la relación entre las ideas o el lenguaje y la actividad práctica (LW.12: 55, nota 2). Pocas líneas antes, ha recordado el hecho obvio – pero olvidado con frecuencia por tantos filósofos del lenguaje – de que la comunicación lingüística fue durante milenios (...) únicamente ora... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Approaching History through the Future: Some Thoughts from a Feminist PragmatistErin McKennai was recently asked to write on the philosophy of history from a pragmatist perspective. My initial response was that this is not my area of specialization and that I didn’t really have much to say. Then I realized that it was interesting to think about how I view and use notions of history in my work as (...) a feminist pragmatist. It turns out that in my own work, there is a theme of approaching/understanding history through the possibilities of the future. Rather than being confined by settled or fixed views of the present or the past, the present and past are better seen as possibilities for shaping new and different futures. This can be unsettling for many, as humans often like to justify practices and institutions with the idea that “it has to be this way” and/or “it has always been this way.” But unsettling this habit is important if we hope to approach conflict and disagreements in a productive manner that avoids dogmatism and division.Examining my own use of history in my varied philosophical work turned out to be interesting and instructive. It also revealed my reliance on theorists such as Jane Addams, Anna Julia Cooper, and John Dewey in my writing and my teaching. Usually, I work with implicit notions of history and its role in my philosophical writing. The one exception to that was in writing American Philosophy: From Wounded Knee to the Present, co-authored with Scott L. Pratt. In that work, we explicitly took up a pragmatist approach to history rooted in the work of John Dewey. There, we wrote:For Peirce, James, and Dewey, philosophy worth the name began in response to experienced problems—situations marked by confusion, doubt, indeterminacy—and then returned to these problems, aiming to transform and reconstruct them in ways that allowed the inquirer to go forward, to encounter still more experience. Philosophy, then should be understood as an activity that arises from experience. Since [End Page 71] experience is framed by language, culture and history, philosophy is not a transcendental practice engaged with the really real and truly true.(McKenna and Pratt 3)In “Philosophy and Civilization,” Dewey noted that philosophy is closely tied to the histories of cultures. These ties are mutually transformative, as the philosophy produced is rooted in, and shaped by, the place and time just as it then transforms the place, time, and traditions that give rise to it.Dewey’s own philosophy of history guided our work in American Philosophy: From Wounded Knee to the Present as we strove to offer a history of American philosophy that acknowledges its rootedness in particular times and places. In Logic: The Theory of Inquiry, Dewey noted that history is always in the making, when he wrote:The slightest reflection shows that the conceptual material employed in writing history is that of the period in which a history is written. There is no material available for leading principles and hypotheses save that of the historic present. As culture changes, the conceptions that are dominant in a culture change. Of necessity, new standpoints for viewing, appraising and ordering data arise. History is then rewritten. Material that had formerly been passed by, offers itself as data because the new conceptions propose new problems for solution requiring new factual material for statement and test.(LW 12:232–33)Dewey went on to argue that changes happening in the present put the past into a new perspective and bring to light new problems. This means that one’s understanding of the past is changed, and “we gain new instruments for estimating the force of present conditions as potentialities of the future” (LW 12:238). For this reason, in American Philosophy: From Wounded Knee to the Present, Pratt and I embedded the history of American philosophy in actual historical events that we thought could profitably provide context for the philosophy and could themselves be rethought from our present vantage point. We were guided by the standpoint that American philosophy is a tradition committed “to a dynamic, pluralistic world of experience in which knowledge is a... (shrink)

In the paper I examine (Section I) the best defense for the claim that methodologies shouldnot function heuristically (thesis-LW) as it appears in John Worrall. I then evaluate (Section II) his proposal of a criterion* M which is offered as a criterion for evaluating competing methodologies such as falsificationism, conventionalism, methodology of research programmes. etc. Finally, I consider (Section III) the consequences of arguments presented earlier (Section I and II) as they bear on the problem of selecting a historiographical model.I (...) argue, among other things, (I) that thesis-LW is defended on some very dubious assumptions; (II) that Worrall's criterion* M falters under three clear cases two of which at least*M should accomodate, and that part of* M's failure can be linked to its being hooked to thesis-LW. By arguments analogous to the ones which serve* M, I show thatcontra John Worrall and John Watkins, thesis-LW is testable; finally, (III) if we accept arguments for thesis-LW and* M we are left with a skeptical conclusion with respect to the choice of a historiographical model which Worrall by parity of reasoning should accept, but does not. (shrink)

Saul Kripke is struck by a skeptical argument which he says is neither Wittgenstein’s nor his own. I call this new skeptic “Saul Wittgenstein”. SW’s conclusion is that there is no such thing as following a rule. My first aim is to show that Kripke misunderstands the Investigations when he says it offers a “skeptical solution” to SW’s paradox. Wittgenstein’s view of philosophy commits him to a dissolution of the paradox. I show next that LW’s writing contains an implicit dissolution (...) of it. Finally, I point out the main lesson to be derived from Kripke’s discussion--namely, that there is nothing which is common and peculiar to what we call following a rule. (shrink)

Zygmunt Zawirski (1882-1948), an eminent and original Polish philosopher, belonged to the Lwow-Warsaw School (LWS) which left an indelible trace in logic, semiotics and philosophy of science. LWS was founded in 1895 by K. Twardowski, a disciple of Brentano, in the spirit of clarity, realism and analytic philosophy. LWS was more than 25 years older than the Vienna Circle (VC). This belies, inter alia, the not infrequently repeated statement that LWS was one of the many centres initiated by VC.

This article presents the main epistemological and axiological assumptions of the Lvov-Warsaw School (LWS) and argues that these assumptions led to agnosticism and the conviction about the irrationality of religious beliefs, so common among the LWS members. It is shown that these assumptions were deeply rooted in the tradition of modern epistemic individualism and evidentialism. The final part of the paper discusses two contemporary modifications of the epistemology characteristic of Twardowski and his disciples. The first one, formulated by Jacek Jadacki, (...) is the conception of directival rationality; the second has been proposed by Ryszard Kleszcz and can be labeled relative rationality. Both these conceptions compromise on the LWS firm position concerning the irrationality of religious beliefs and make it possible to regard such beliefs as rational. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Patient Self-Determination ActElizabeth Leibold McCloskey (bio)What are the ethics of extending the length of life? We know that we cannot artificially end life (Thou Shalt not Kill), but how about artificially extending life? Is that always good, sometimes good?... In ethics, is keeping people alive the highest good? Should our priority be to keep people breathing?... What does basic religious ethics say about this?(John C. Danforth, letter to (...) the author, 19 August 1989)The Patient Self-Determination Act, signed into law as part of the Omnibus Budget Reconciliation Act of 1990 (OBRA '90) last November, marks the first time that Congress has passed legislation concerning the ethics of life-sustaining medical treatment. The bill was spearheaded by Senator John C. Danforth (RMO), who has a special interest in this area. An Episcopal priest, Danforth was formerly an assistant chaplain at New York's Memorial Sloan-Kettering Cancer Center and now sits as a senior member of the Senate Finance Committee, which oversees Medicare and Medicaid. Although Senator Danforth's legislative initiative was not a result of the Cruzan case, it was in his state of Missouri that the U.S. Supreme Court case involving removal of Nancy Cruzan's feeding tube arose (Cruzan v. Director of Missouri Department of Health, U.S. Supreme Court, 58 LW 4916, 26 June 1990). From his unique vantage point, he felt it was time to craft a legislative response to some of the difficult issues surrounding prolongation of life.The short answer to Senator Danforth's questions about when to artificially extend life is simple enough: people must be free to determine that for themselves. Common law and common sense dictate such a conclusion; living will and health care proxy statutes, enacted in almost every state, codify that right. The Catholic moral tradition teaches that one is not morally obligated to use extraordinary means to prolong life, a tradition shared both by the mainline Protestant and the reform and conservative Jewish community. Yet most people are unaware of their fundamental legal right to make such decisions, and as court cases from Quinlan (In re Quinlin, 137 N.J. Super. 227, 1975) to Cruzan demonstrate, few know [End Page 163] how to make arrangements for this right to be exercised if they become incapacitated.Meanwhile, health care practices are often driven by a denial of death. When Senator Danforth and Senator Daniel Patrick Moynihan (D-NY) introduced the bill on October 17, 1989, Senator Danforth said:More and more it is arguable that we play God by subjecting people to unwanted and sometimes unnecessary treatment, treatment that unnaturally prolongs the dying process. Our health care system has become obsessed with extending life, at times neglecting the caring component of medicine and trampling on the rights of patients.(Congressional Record 1989, 135:5.13566)The American Hospital Association estimates that 70 percent of deaths now occur after a determination to withhold or withdraw medical treatment. Many of those decisions are made without the benefit of an incapacitated patient's views, yet a Harvard study revealed that 95 percent of the population would like to prepare in advance for such decisions. Only 4 percent of hospitals have a systematic method of asking patients if they have an advance directive. Family members confront painful choices in the face of uncertainty about their loved one's wishes and it can be even more painful when a family knows the patient's desires but providers and the courts act otherwise because clear evidence is lacking.The Patient Self-Determination Act is rooted in the belief that people should be given information that enables them to specify the extent of medical treatment they wish to receive should they become incapacitated. The public should be educated about applicable state laws that protect the individual's right to make such choices through the use of an advance directive.The Act moves toward that goal by promoting knowledge of state laws. It requires every hospital, nursing home, home health agency, hospice, and health maintenance organization that participates in Medicaid or Medicare to routinely give all adult patients information about advance directives. Patients will also be given information on the... (shrink)