Papers presented at two national seminars on Language science and cognition and Epistemology and cognition held at Hyderabad.

In this paper, we study two companions of a logic, viz., the left variable inclusion companion and the restricted rules companion, their nature and interrelations, especially in connection with paraconsistency. A sufficient condition for the two companions to coincide has also been proved. Two new logical systems—intuitionistic paraconsistent weak Kleene logic (IPWK) and paraconsistent pre-rough logic (PPRL)—are presented here as examples of logics of left variable inclusion. IPWK is the left variable inclusion companion of intuitionistic propositional logic and is also (...) the restricted rules companion of it. PPRL, on the other hand, is the left variable inclusion companion of pre-rough logic but differs from the restricted rules companion of it. We have discussed algebraic semantics for these logics in terms of Płonka sums. This amounts to introducing a contaminating truth value, intended to denote a state of indeterminacy. (shrink)

In this paper, we study some classes of logical structures from the universal logic standpoint, viz., those of the Tarski- and the Lindenbaum-types. The characterization theorems for the Tarski- and two of the four different Lindenbaum-type logical structures have been proved as well. The separations between the five classes of logical structures, viz., the four Lindenbaum-types and the Tarski-type have been established via examples. Finally, we study the logical structures that are of both Tarski- and a Lindenbaum-type, show their separations, (...) and end with characterization, adequacy, minimality, and representation theorems for one of the Tarski–Lindenbaum-type logical structures. (shrink)

David Hume’s Treatise on Human Nature famously fell `deadborn from the press’ because it was too far ahead of its time. Basu’s book is one of a number published in recent years that suggest we are at last ready to put its precepts into action.1 Modern game theory provides a framework that makes Hume’s insights genuinely applicable, and I totally agree with Basu that this is not only the right way forward, but that it now looks increasingly likely (...) that this is the road that wil actualy be folowed ± not only in political economy, but across the board in the social sciences. (shrink)

The death of Imre Lakatos on February 2, 1974 was a personal and philosophical loss to the worldwide circle of his friends, colleagues and students. This volume reflects the range of his interests in mathematics, logic, politics and especially in the history and methodology of the sciences. Indeed, Lakatos was a man in search of rationality in all of its forms. He thought he had found it in the historical development of scientific knowledge, yet he also saw rationality endangered everywhere. (...) To honor Lakatos is to honor his sharp and aggressive criticism as well as his humane warmth and his quick wit. He was a person to love and to struggle with. PAUL K. FEYERABEND ROBERT S. COHEN MARX W. WARTOFSKY TABLE OF CONTENTS Preface VII JOHN WORRALL / Imre Lakatos : Philosopher of Mathematics and Philosopher of Science JOSEPH AGASSI / The Lakatosian Revolution 9 23 D. M. ARMSTRONG / Immediate Perception w. W. BAR TLEY, III/On Imre Lakatos 37 WILLIAM BERKSON / Lakatos One and Lakatos Two: An Appreciation 39 I. B. COHEN / William Whewell and the Concept of Scientific Revolution 55 L. JONATHAN COHEN / How Can One Testimony Corroborate Another? 65 R. S. COHEN / Constraints on Science 79 GENE D'AMOUR/ Research Programs, Rationality, and Ethics 87 YEHUDA ELKANA / Introduction: Culture, Cultural System and Science 99 PA UL K. (shrink)

Hegel's treatment of the Sublime is both self-consistent and distinctive. He not only defines sublimity, but discovers and ranks its types or stages from one select point of view—the viewpoint of God-world relation; and the way he does this, on the one hand, distinguishes him from many others who have contributed to an understanding of the concept, and, on the other hand, enables him to suggest, if but implicitly, a criterion for distinguishing the sublime from allied concepts. Besides, he discusses (...) the matter in the wide context of diverse cultures, making quite a few insightful references to Eastern literature; and, consistently with his own conception of philosophy, also from the viewpoint of historical necessity, so that the sublime appears, in his Aesthetik, as a specific stage which the evolving story of art must in fact traverse. (shrink)

The notion of a harmonious universe was taught by Pythagoras as early as the sixth century BC, and remained a basic premise in Western philosophy, science, and art almost to our own day. In Touches of Sweet Harmony, S. K. Heninger first recounts the legendary life of Pythagoras, describes his school at Croton, and discusses the materials from which the Renaissance drew its information about Pythagorean doctrine. The second section of the book reconstructs the many facets of this doctrine, and (...) the final section shows its influence on Renaissance poetics. Professor Heninger's magisterial work introduces the reader not only to Pythagoras but to a host of other classical, medieval, and Renaissance figures as well--from Plato and Aristotle through St. Augustine and Macrobius down to Sidney and Spenser. (shrink)

How does aesthetic education begin and expand over time? David Hume’s idea of the narrow circle provides us with an answer when considering this question. He uses the narrow circle to explain how moral practices evolve, and by analogy, we can also use this conception to explain how aesthetic practices evolve. So I will first of all begin with a discussion of his essay “The Standard of Taste.”1 In this essay, Hume gives an excellent profile of the critic who has (...) the traits to generate the standard of taste: delicacy of taste or a delicate imagination; practice in a particular art; ability to make comparisons, free from prejudice; and good sense in exercising the former traits. He says that few are qualified... (shrink)

This essay seeks to clarify Gandhi's logic of self-suffering. Its inner accents have not received the attention they deserve. So I propose to emphasize them, though the context of such suffering and its impact on men too must be given due regard.

THIS ESSAY DEALS WITH D F NORTON’S INTERPRETATION OF HUME’S METHODOLOGY IN THE LATTER’S FAMOUS DISCUSSION OF MIRACLES IN THE FIRST INQUIRY. NORTON CONSTRUES "EXPERIENCE" TO MEAN PERSONAL, INDIVIDUAL EXPERIENCE. THE AUTHOR SHOWS THAT THERE IS ANOTHER SENSE OF THE WORD WHICH IS MORE COSMOPOLITAN AND ONE WHICH SQUARES MORE WITH THE USES OF EVIDENCE FOUND IN THE "HISTORY OF ENGLAND". ALTERNATIVE INTERPRETATIONS OF THE HUME PASSAGE ARE GIVEN AND HUME’S METHOD IS COMPARED WITH R G COLLINGWOOD’S IMAGINATIVE RECONSTRUCTIONIST IDEA (...) OF HISTORY. (shrink)

Some may be of the opinion that one event can begin before another only by virtue of the existence of some event (a “witness”) which wholly precedes the other and does not wholly precede the one (and similarly for “ends before” and “does not abut”). Those would prefer $\mathbb{F}$ 0 to $\mathbb{F}$ as a model for observers' apprehensions of events. Since G is a functor from $\mathbb{M}$ to $\mathbb{F}$ 0, the current construction (restricted to $\mathbb{F}$ 0) remains applicable.This work supports (...) a claim that the psychologically fundamental temporal relationships are “wholly precedes”, “begins before”, “ends before” and “abuts”. But only in a very weak sense. Any other set of relationships which is interdefinable with this one, using only quantifier-free formulas in the definitions, could be used to define a category $\mathbb{F}$ ′ which is indistinguishable from $\mathbb{F}$ (because the same functions preserve and reflect the new relationships). This work equally supports the claim that those relationships are the psychologically fundamental ones, or the claim that it is just “wholly precedes” which is fundamental, and that we perceive “begins before” just by virtue of witnesses. But it refutes the claim that only “wholly precedes” is fundamental, and that we understand “begins before” only because we understand time as a linear ordering. (shrink)

Despite global and local attempts to end genital mutilation, in their various forms, whether of males or females, the practice has persisted throughout human history in most parts of the world. Various medical, scientific, hygienic, aesthetic, religious, and cultural reasons have been used to justify it. In this symposium on circumcision, against the background of the other articles by Hutson, Short, and Viens, the practice is set by the author within a wider, global context by discussing a range of rationalisations (...) used to support different types of genital mutilation throughout time and across the globe. It is argued that in most cases the rationalisations invented to provide support for continuing the practice of genital mutilation—whether male or female—within various cultural and religious settings have very little to do with finding a critical and reflective moral justification for these practices. In order to question the ethical acceptability of the practice in its non-therapeutic forms, we need to focus on child rights protection. (shrink)

Although we believe the results reported below to have direct philosophical import, we shall for the most part confine our remarks to the realm of mathematics. The reader is referred to [4] for a philosophically oriented discussion, comprehensible to mathematicians, of tense logic.The “minimal” tense logicT0is the system having connectives ∼, →,F(“at some future time”), andP(“at some past time”); the following axioms:(whereGandHabbreviate ∼F∼ and ∼P∼ respectively); and the following rules:(8) fromαandα → β, inferβ,(9) fromα, infer any substitution instance ofα,(10) fromα, (...) inferGα,(11) fromα, inferHα.A tense logic is a systemTwhose language is that ofT0and whose axioms and rules include (1)–(11). The axioms and rules ofTother than (1)–(11) are calledproperaxioms and rules.We shall investigate three systems of semantics for tense logics, i.e. three notions ofstructureand three relations ⊧ which stand between structures and formulas. One reads⊧αas “αis valid in.” A structureis amodelof a tense logicTif every formula provable inTis valid in. A semantics isadequateforTif the set of models ofTin the semantics is characteristic forT, i.e. if wheneverT ∀ αthen there is a modelofTin the semantics such that∀ α. Two structuresand, possibly from different semantics, are calledequivalent(∼) if exactly the same formulas are valid inas in. (shrink)

After the first callosotomy surgeries were performed, the general consensus among the medical community was that severing the corpus callosum had relatively little, if any, effect on an individual's behavior. Nearly twenty years later, researchers discovered that, under experimental conditions, the two hemispheres could simultaneously maintain very different interpretations of the same stimulus. These findings immediately called into question the unity of subjective experience, a fundamental characteristic of human consciousness. How could the split‐brain patient not experience any disruption in his (...) experience as a unified self when the two hemispheres are physically and functionally disconnected? In this chapter, we review the research that has led to a conceptualization of the split brain as two minds within one body and the implications of this research for the scientific study of consciousness. We argue that consciousness is a neural function that emerges from the integration of information across available functional modules. (shrink)

Symbolic arithmetic is fundamental to science, technology and economics, but its acquisition by children typically requires years of effort, instruction and drill1,2. When adults perform mental arithmetic, they activate nonsymbolic, approximate number representations3,4, and their performance suffers if this nonsymbolic system is impaired5. Nonsymbolic number representations also allow adults, children, and even infants to add or subtract pairs of dot arrays and to compare the resulting sum or difference to a third array, provided that only approximate accuracy is required6–10. Here (...) we report that young children, who have mastered verbal counting and are on the threshold of arithmetic instruction, can build on their nonsymbolic number system to perform symbolic addition and subtraction11–15. Children across a broad socio-economic spectrum solved symbolic problems involving approximate addition or subtraction of large numbers, both in a laboratory test and in a school setting. Aspects of symbolic arithmetic therefore lie within the reach of children who have learned no algorithms for manipulating numerical symbols. Our findings help to delimit the sources of children’s difficulties learning symbolic arithmetic, and they suggest ways to enhance children’s engagement with formal mathematics. We presented children with approximate symbolic arithmetic problems in a format that parallels previous tests of non-symbolic arithmetic in preschool children8,9. In the first experiment, five- to six-year-old children were given problems such as ‘‘If you had twenty-four stickers and I gave you twenty-seven more, would you have more or less than thirty-five stickers?’’. Children performed well above chance (65.0%, t1952.77, P 5 0.012) without resorting to guessing or comparison strategies that could serve as alternatives to arithmetic. Children who have been taught no symbolic arithmetic therefore have some ability to perform symbolic addition problems. The children’s performance nevertheless fell short of performance on non-symbolic arithmetic tasks using equivalent addition problems with numbers presented as arrays of dots and with the addition operation conveyed by successive motions of the dots into a box (71.3% correct, F1,345 4.26, P 5 0.047)8.. (shrink)

This omnibus comprises three outstanding books by Professor S.K. Chakraborty on the need for value-driven management and corporate ethics - "Management by Values", "Ethics in Management", and "Values and Ethics for Organizations".

Leo Tolstoy's theory of human nature is sketched with Descartes's and Hume's theories of human nature in the background for context. Tolstoy's view is limited to "What Is Art"?, although it could be substantially augmented by references to his other well-known works. "By words a man transmits his thoughts," to which Tolstoy adds, "by means of art he transmits his feelings." Language and art work together to give us an aesthetic education that is built around the forms of communication found (...) in the arts: story-telling, singing, acting, dancing, making, and so on. These activities reflect the fundamentals of human nature; hence, the connection Tolstoy found between human nature and art that previous thinkers had not made. (shrink)

The paper describes the design of an intelligent tutoring system for teaching Introduction to Computer Science-a compulsory curriculum in Al-Azhar University of Gaza to students who attend the university. The basic idea of this system is a systematic introduction into computer science. The system presents topics with examples. The system is dynamically checks student's individual progress. An initial evaluation study was done to investigate the effect of using the intelligent tutoring system on the performance of students enrolled in computer science (...) curriculum at Al-Azhar University, Gaza. The results showed a positive impact on the evaluators. (shrink)

We eat not only because it is necessary for us to, but also and much more because eating gives us pleasure.In this essay, I develop a case for G. W. Leibniz as our first modern food philosopher. It is in his theory of perception and in his culinary examples that I find the most convincing evidence, especially when I contrast them with Locke and Hume’s account of perception with reference to food. In the process, Leibniz expanded aesthetic perception to include (...) nature and food. He did not draw a distinction between ordinary or regular perception and aesthetic perception; perceiving smells and tastes are similar to perceiving colors—both have structures,2 but more on.. (shrink)