It is well known that classical logics are able to represent only some aspects of ordinary reasoning. In particular, by accepting the law of obversion, they remove the possibility of defining any but a propositional negation; certain natural uses of negation thus elude them. Logical theories do exist, however, that are exempt from such limitations. Among these theories are those of S. Leśniewski, which differ profoundly from classical formal systems. Unlike the latter, they do not have a determined list of (...) functors of syntactical-semantical categories. Due to formalized directives for definitions, the logics of Leśniewski are constructed progressively, making new theses and consequently functors of new syntactical-semantical categories accessible. In this article we use some of these theses-definitions to define a principle of appropriateness. With this principle it is possible to represent certain logical subtleties that are used quite naturally but are neglected due to the law of obversion. (shrink)

This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines. Students participated in two workshops about the creation of a prehistoric object, highlighting the close (...) interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design. Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory. Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area. A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences. No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation. (shrink)

En deux parties: pensée logico-mathématique et psychologie; pensée logico-mathématique et sciences cognitives.

The logical theories of Stanislaw Leśniewski differ profoundly form classical formal systems. Unlike the latter, they do not have an entirely predetermined vocabulary. Nor do they have a determined list of functors of syntactical-semantical categories. Due to formalized directives for definitions, the logics of Leśniewski are constructed progressively, making new theses and consequently functors of new syntactical-semantical categories accesible. In this article we present the genetic aspect associated with these theses-definitions. We also show that the property of creativity makes it (...) possible to bridge some of the fundamental gaps in contemporary classical logics. (shrink)

The logical theories of Stanislaw Leśniewski differ profoundly form classical formal systems. Unlike the latter, they do not have an entirely predetermined vocabulary. Nor do they have a determined list of functors of syntactical-semantical categories. Due to formalized directives for definitions, the logics of Leśniewski are constructed progressively, making new theses and consequently functors of new syntactical-semantical categories accesible. In this article we present the genetic aspect associated with these theses-definitions. We also show that the property of creativity makes it (...) possible to bridge some of the fundamental gaps in contemporary classical logics. (shrink)

RésuméCet article offre une introduction aux théories déductives si peu connues de S. Leniewski. Sont exposées les raisons qui ont conduit ce savant polonais à davelopper une théorie des classes collectives ainsi que les théories logiques qui la fondent. Les trois systèmes de Leniewski méréologie, protothétique et ontologie – sont présentés sous ľaspect de leurs caractéristiques essentielles. Cette étude s'accompagne de quelques réflexions épistémologiques.