I Two Traditions. Scientific inquiry, seen in a very broad perspective, may be said to present two main aspects. One is the ascertaining and discovery of ...

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

... V The Foundations of Mathematics Braithwaite VI Logical Studies von Wright VII A Treatise on Induction and Probability von Wright VIII An Examination of ...

This article elaborates on a view of human subjectivity as open and intersubjectively constituted and discusses it as a presupposition for student's participation in educational situations. It questions the traditional persistent concept of subjectivity as inner and private, the homo clausus, which puts self realization before recognition of the other and individual cognition before mutual meaning. From the perspective of homo clausus participation is thus limited to mere situated activity. A concept of human subjectivity as open and plural, homines aperti, (...) makes it possible to conceptualize educational situations relationally and to take the in‐between as point of departure for understanding pedagogical relationships. Participation can then be understood in terms of involvement in meaning making, knowledge construction and mutual will formation. The relevance of analyzing discrepancies between concepts in educational theory is that they direct our interest and our attention differently. This is also how theoretical understandings work in the praxis of teaching; teachers’ actions are certainly not guided by their theories, but their conceptions about such basic issues as subjectivity and self (what is a pupil?) make some actions and decisions seem more intelligible than others. (shrink)

This article contains an overview of the author's long‐standing involvement with deontic logic, both from a technical and from a wider philosophical point of view. As far as the formal aspects of deontic logic are concerned, the author describes his intellectual development from the original discovery of the analogy between modal (and deontic) notions on the one hand, and quantifiers on the other, through the formulation of a systematic theory of dyadic deontic concepts, to the proposal of a formal logic (...) of action as a foundation for deontic logic. In a more philosophical vein, the author discusses such questions as the very possibility of deontic logic if norms have no truth‐value, the relation between the descriptive interpretation of classical deontic logic and the logic of norm‐propositions, the correct representation of conditional or hypothetical norms, the distinction between moral obligation and practical necessity, and the interdefinability of permission and obligation. (shrink)

IN 1959 and 1960 I gave the Gifford Lectures in the University of St. Andrews. The lectures were called 'Norms and Values, an Inquiry into the Conceptual Foundations of Morals and Legislation'. The present work is substantially the same as the content of the second series of lectures, then advertised under the not very adequate title 'Values'. It is my plan to publish a revised version of the content of the first series of lectures, called 'Norms', as a separate book. (...) The two works will be independent of one another. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

For the last 25 years, since publication of his Logical Studies, Professor Von Wright has steadily explored the field of philosophical logic. The concept of negation, logical paradoxes, the puzzles connected with evidence and probability in confirmation theory, the interrelatedness of the ideas of time and change, and the clarification of the structure of temporal and spatial orderings are among the many areas he has profitably investigated.

The Entretiens of the Institut International de Philosophie for 1978 were held in connection with the World Congress of Philosophy in Dusseldorf, from August 27 to September 1. The theme of the Entretiens was Logic and Philosophy. The undersigned, then President of LI.P., was responsible for the planning of the programme. The programme was designed to consist of four sections with the headings Classical and Intuitionist Logic, Modal Logic and its Applications, Inductive Logic and its Applications, and Logic and Epistemology. (...) The aim was also to convey to philosophers who are not experts in logic an informative and representative impression of some of the main sectors of the vast and rapidly expanding field of philosophical logic. At the same time it was thought that this impression should not be conveyed in the form of a series of survey papers but through presentations and discussions of specific topics falling under the main headings men tioned above. For each section a rapporteur was nominated to read a paper and an interlocuteur to comment on it. The programme chairman is grateful that he was able to engage a representative selection of front rank philosophi cal logicians to perform the various tasks. The papers and the comments are printed in this volume in the order in which they appeared in the Programme of the Entretiens. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Narrative imagination, as MarthaNussbaum (1996) discusses it, is ``the abilityto be an intelligent reader of another person'sstory'', an ability tied to being a democraticand cultivated world citizen, one whounderstands the lives of others. Narrativeimagination does not only need knowledge andlogical reasoning but also love and compassion.This article argues that in order to be agenuine tool for democracy, narrativeimagination and consciously taking theperspective of others has to be based on anunderstanding of humans as basicallypluralistic, as homines aperti. Criticalexamination and reflection should (...) be broughtcloser to the lives we live and confront ourhabits and implicit values in order tocultivate us as humans so that we are genuinelyaffected and touched. (shrink)