Izydora Dąmbska was one of the most creative women-representatives of the Lvov-Warsaw School. The paper presents her extraordinary personality, life, as well as the list of her main works and the greatest scientific achievements. The main area of her interest was the logic of natural language, methodology and the history of Greek semiotics. She gave meticulous analysis of the relation between conventionalism on one hand, and relativism, scepticism and agnosticism on the other. In semiotics, she proposed new approach to (...) the problem of empty names and material implication, of the correct definition of truth, as well as of pragmatic functions of silence and namelessness. In methodology, her reconstruction of the notion of scientific laws is of great importance. (shrink)

„Es gibt Leute, deren Biographien den alten Grundsatz des Virgil bestätigen: labor omnia vincit improbus - beharrliche Arbeit überwindet alles." Dieser Satz, der aus dem Einband des vorliegenden Buches stammt, kann zugleich als Motto über das Leben und Werk der Philosophin Izydora Dąmbska geschrieben werden. Sie war Schülerin und letzte Assistentin von Kazimierz Twardowski, dem Begründer der Lemberger-Warschauer-Schule, einer der bedeutendsten philosophischen Schulen des zwanzigsten Jahrhunderts. Twardowski war in Wien Schüler von Franz Brentano gewesen, dessen Denken auf die genannte (...) Schule großen Einfluß ausgeübt hat. Die Schule wurde im Jahre 1895 gegründet, als Twardowski nach Lwow kam. (shrink)

„Es gibt Leute, deren Biographien den alten Grundsatz des Virgil bestätigen: labor omnia vincit improbus - beharrliche Arbeit überwindet alles." Dieser Satz, der aus dem Einband des vorliegenden Buches stammt, kann zugleich als Motto über das Leben und Werk der Philosophin Izydora Dąmbska geschrieben werden. Sie war Schülerin und letzte Assistentin von Kazimierz Twardowski, dem Begründer der Lemberger-Warschauer-Schule, einer der bedeutendsten philosophischen Schulen des zwanzigsten Jahrhunderts. Twardowski war in Wien Schüler von Franz Brentano gewesen, dessen Denken auf die genannte (...) Schule großen Einfluß ausgeübt hat. Die Schule wurde im Jahre 1895 gegründet, als Twardowski nach Lwow kam. (shrink)

„Es gibt Leute, deren Biographien den alten Grundsatz des Virgil bestätigen: labor omnia vincit improbus - beharrliche Arbeit überwindet alles." Dieser Satz, der aus dem Einband des vorliegenden Buches stammt, kann zugleich als Motto über das Leben und Werk der Philosophin Izydora Dąmbska geschrieben werden. Sie war Schülerin und letzte Assistentin von Kazimierz Twardowski, dem Begründer der Lemberger-Warschauer-Schule, einer der bedeutendsten philosophischen Schulen des zwanzigsten Jahrhunderts. Twardowski war in Wien Schüler von Franz Brentano gewesen, dessen Denken auf die genannte (...) Schule großen Einfluß ausgeübt hat. Die Schule wurde im Jahre 1895 gegründet, als Twardowski nach Lwow kam. (shrink)

The concept of free will has many different meanings: the author is concerned with one found in the controversy between determinism and indeterminism, which refers to our ability to reach independent decisions and judgements. He sides with determinism, believing that this position is more probably true, and undertakes to point out that the consequences of determinism, i.e. of the view that all our judgements are inevitably and sufficiently determined by our character and motives do not undermine ethics or penal code (...) although certain authors believe that they do. Indeterminism, on the other hand, by claiming that our judgements are not produced by external determinants leads to consequences that cannot be squared out with certain assumptions of ethics and law. His argument is based on the scrutiny of reasoning presented by both sides of the controversy and on the analysis of psychological and ethical terms in which they are couched. (shrink)

To be scientific, ethics must not include statements that are derived in any manner other than ethical reasoning from axioms or facts. But on this road it cannot arrive at norms, at rules of conduct. Contrary to the common view, no science at all can give rules. Science says merely what is, and how it is, but not what ought to be. Norms, i.e. rules of conduct, follow not from theoretical studies but from the practical applications of the theoretical results. (...) Hygiene, for instance, indicates physical movement as an indispensable condition of maintaining health; but the norm “We ought to make physical exercises” originates from our concern with the important aim of maintaining our health. (shrink)

In scientific ethics which is equivalent to the theory of human action analysed in terms of the value of goodness, researches tend to follow different directions depending on how its principal problems are solved. Thus, as regards the scope of procedure of ethical research, we can distinguish between individual and social ethics. The question about the source of morality is the point of departure of heteronomic and autonomous ethics. Different answers to the question about the ethical emotionalism or intellectualism, with (...) ethical rigorism as one of its variants. The answers to the problems involved in the ethical criterion, as far as its concerned, lead either to teleological or ateleological or nomical ethics. If it is thought necessary to justify some ethical criterion, the justifications tend either in the direction of ethical criterion is answered either in terms of absolutist or relativists ethics. Metascientific analyses of the cognitive status of ethics in turn provide the points for debates between those advocating the scientific nature of moral axiology and normative ethics and the followers of descriptive ethics. (shrink)

Izydora Da˛mbska was one of the most outstanding representatives of the Lvov-Warsaw School and a disciple of both the School’s founder Kazimierz Twardowski and Kazimierz Ajdukiewicz. Interest in the School was the result of Twardowski’s program of scientific philosophy, which was adopted by the vast majority of his students. This program assumed that the basic condition for practicing philosophy in a scientific manner is the precise use of language by a philosopher. One of the scholars who devoted most attention (...) to language was Kazimierz Ajdukiewicz. Da˛mbska accepted that the philosophical program of the School was opposed to the trend shared by many contemporary schools at the time which belonged to the so called current of linguistic philosophy. According to this trend, language is the only object of philosophical investigation. The analysis of Ajdukiewicz’s concept of language is one of her most interesting achievements in the domain of philosophy of language. This concept, called by Da˛mbska ‘the immanent concept of language’, is the basis of Ajdukiewicz’s well-known radical conventionalism. (shrink)

The article explores the concept of scientific philosophy as understood by members of the Lvov-Warsaw School. The author argues that according to Twardowski and his students, philosophy should be done as an exact discipline which ought to be pursued in critical and collaborative spirit. Selected views on scientific philosophy are analyzed, including ideas of Ajdukiewicz, Zawirski, and Dąmbska. It is claimed that though the conception of scientific philosophy is beset with crucial and fundamental ambiguities, it was far more important for (...) the Lvov-Warsaw School than the idea of analytic philosophy. (shrink)

The article examines the concept of anti-irrationalism coined by the members of the Lvov-Warsaw School. The term “anti-irrationalism” comes from Ajdukiewicz, who used it to define the specificity of the School as a whole. For Ajdukiewicz, anti-irrationalism, which values cognition with intersubjective qualities, is contrasted with irrationalism. The article discusses Twardowski’s tripartite division of beliefs into rational, “irrational,” and “non-rational.” Against this background, the article explores Dąmbska’s view on irrationalism, which is divided by her into several subcategories.Finally, the author considers (...) the question of anti-irrationalism as a metaphilosophical standpoint in the context of the question of a worldview. (shrink)

Izydora Dąmbska presented her views on the semiotics of proper names in her two studies: O bezimienności [On Namelessness] and Filozofia imion własnych [Philosophy of Proper Na­mes]. The author refers mainly to the second work. I. Dąmbska begins with a syntactic definition of proper name, then she attempts to define the basic semantic function of proper name, that is, the function of naming. She emphasises the essential difference between this function of proper names and the function of denotation played (...) by descriptive names. The difference consists in the fact that a descriptive name denotes an individual object as a representative of a respective class, whereas a proper name names an individual person without any class references. A name represents an individual by way of universaliter, i.e. in its many aspects and as one despite differences in the course of his whole life. As such, the proper name represents a conscious object of knowledge and agency. It mediates in personal relations between people and is the material of legends and history, affirms the unity of its bearer, and ensures his duration beyond death and grave. Its secondary meaning is that it plays the function of naming and representing also fictionary literary figures. (shrink)

The article presents ethical work of an outstanding representative of the philosophical Lvov-Warsaw School – Izydora Dąmbska. The conviction that philosophy is a science and is axiologically grounded was inherited from her teacher Kazimierz Twardowski. According to this point of view, being a philosopher means realization of both intellectual and moral values. The text gives an insight into the ways Dąmbska understands the term ethics and her notion of the most fundamental terms of axiological ethics: assessment, values, norms. The (...) four distinguished by her issues of scientific ethics: the issue of ethical criteria, sources of morality, moral foundation and range of ethics are also examined. Dąmbska’s achievements in the history of ethics, her reflections on ethics’ independence from religion and on teaching ethics at school are also presented. (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.

While all chairs of classics after the war were entrusted to already well-established pre-war professors, female scholars, junior often only by rank, took care of the mind-boggling logistics of setting up the defunct departments and preparing them for the first cohort of students. It was an unusual group composed of various ages and levels of knowledge. Older ones saw their education put on hold during the war or attended underground university classes but did not obtain their degrees. Younger ones completed (...) high school within the same clandestine system. Things began to change during the second post-war decade with women advancing in their careers, obtaining degrees and university positions. The paper discusses the careers of seven prominent classicists: Zofia Abramowiczówna (1906–1988), Leokadia Małunowicz (1910–1980), Daniela Tennerówna-Gromska (1889–1973), Izydora Dąmbska (1904–1983), Anna Maria Komornicka (1920–2018), Iza Bieżuńska-Małowist (1917–1995), and Stefania Światłowska (1914–2009). (shrink)

The book is not only dedicated to linguists, but also to readers who are not familiar with notations developed in linguistics. The first part of the study presents philosophical justifications for linguistic settlements. These are based on the phenomenological reduction of Edmund Husserl, Karl R. Popper's falsificationism, the moderate rationalism of science of Izydora Dąmbska and Andrzej Bogusławski's lack of the nomological explanation in linguistics. The second part presents a re-examination of the solutions proposed in the field of linguistics, (...) some new philosophical explanations and a discussion of the truth of linguistic propositions. (shrink)

Between 11–14 February 2021 the first international Philosophical Workshop organized by The Lvov–Warsaw School Research Center and Kazimierz Twardowski Philosophical Society of Lviv took place in the on–line version due to the ongoing COVID–19 pandemic. The working languages of the event were Polish, Ukrainian and English. The coordinators’ goal was to refer to the tradition of seminar of Kazimierz Twardowski, who was not only a distinguished philosopher but also a great educator, to stimulate interest and support for the young generation (...) of researchers into the heritage of the Lvov–Warsaw School. It is claimed that due to Twardowski’s unprecedented didactical engagement he managed to upbring dozens of Professors like Kazimierz Ajdukiewicz, Stefan Baley, Leopold Blaustein, Tadeusz Czeżowski, Izydora Dąmbska, Tadeusz Kotarbiński, tanisław Leśniewski, Jan Łukasiewicz, Władysław Witwicki. (shrink)

In a short but important article, the Polish philosopher Izydora Dambska criticized the thesis-endorsed by Tadeusz Kotarbinski the effect that there are "empty" terms which denote no objects at all, besides the usual general and singular terms. Dambska remarked that "we usually find cited as examples of empty names such self-contradictory names as or, or names of mythical deities-fictitious figures that exist only in legends, poems, novels, etc." She also pointed out, however, that the basic semantic function of names (...) consists in denoting. This means that, if we admit the concept of a name which denotes nothing, either we arbitrarily change the meaning of the term "name" or run into contradiction. In fact-she observed- "for the everyday interpretation of the term, a name which does not denote anything is practically a non-name.". (shrink)

Słownik języka polskiego PWN odnotowuje m.in. trzy znaczenia słowa „fenomen”: (1) rzadkie, niezwykłe zjawisko; (2) osoba wyjątkowa, niezwykle uzdolniona; (3) fakt empiryczny będący punktem wyjścia badań naukowych. W tytule nie chodzi o „fenomen” w sensie drugim, chociaż do Szkoły Lwowsko-Warszawskiej należało wiele osób wyjątkowych i niezwykle uzdolnionych, do których z powodzeniem można odnosić słowo „fenomen” w tym sensie. Tytułowy zwrot „Fenomen Szkoły Lwowsko-Warszawskiej” sygnalizuje natomiast, z jednej strony, że książka zdaje sprawę z badań naukowych nad pewnym złożonym „faktem empirycznym” – (...) nad pewną formacją intelektualną wraz z jej dorobkiem. Z drugiej strony tytuł wskazuje na rzadkość i niezwykłość Szkoły: to, że była ona fenomenem nie tylko w dziejach Polski, lecz także w dziejach kultury in toto. Oto kilka faktów, które się na fenomen Szkoły – w tym drugim sensie – składają. Za początek Szkoły przyjmuje się rok 1895, kiedy jej założyciel, Kazimierz Twardowski, przybył z Wiednia do Lwowa i już wkrótce wypromował pierwszych doktorów. Wśród wychowanków (doktorantów) Twardowskiego było ponad dwudziestu przyszłych profesorów tytularnych, którzy w dwudziestoleciu międzywojennym zajęli większość katedr filozofii, logiki i psychologii, ale oddziałali także na inne dyscypliny – takie jak literaturoznawstwo, muzykologia, filologia klasyczna etc. Twardowski zmarł w 1938 roku, a za koniec Szkoły niektórzy przyjmują rok 1939 – istotnie II wojna światowa spowodowała spustoszenie w szeregach przedstawicieli Szkoły, a jeszcze silniejszy cios stanowił dla niej okres stalinizmu. Jednakże Kilka wybitnych postaci Szkoły – takich jak Kazimierz Ajdukiewicz, Tadeusz Czeżowski, Izydora Dąmbska, Tadeusz Kotarbiński, Stefan Swieżawski czy Władysław Tatarkiewicz – działało jeszcze wiele lat po wojnie, wychowując kolejne pokolenia w duchu właściwego Szkole antyirracjonalizmu. Wielu spośród autorów tekstów do niniejszego tomu to przedstawiciele młodszych pokoleń Szkoły Lwowsko-Warszawskiej sensu largo. Spoiwem Szkoły był nie pewien zespół idei, który wyznawaliby jej członkowie, lecz pewne postulaty metodologiczne oraz pewien zestaw wartości, które były w Szkole akceptowane przez kolejne pokolenia. O tych postulatach metodologicznych i o tym zestawie wartości mówią szczegółowo autorzy tekstów tu zamieszczonych. Ogromnemu wpływowi Szkoły na kulturę polską towarzyszyła recepcja wyników osiąganych przez jej członków za granicą. Naszym „towarem eksportowym” była szeroko rozumiana logika (logiki wielowartościowe i metalogika Łukasiewicza, gramatyka kategorialna Ajdukiewicza, koncepcja prawdy Tarskiego). Wiele osiągnięć członków Szkoły w innych dziedzinach zagranica odkrywa dla siebie dopiero dziś i wyniki te budzą podziw u tych, którzy się z nimi stykają. Ideą stojącą za powstaniem „Fenomenu Szkoły Lwowsko-Warszawskiej” była chęć ukazania Szkoły w jak najszerszej perspektywie, także przez pryzmat mniej znanych, choć ważnych postaci i osiągnięć. Ze wstępu Książkę można zamówić tutaj: https://ksiegarnia.academicon.pl/glowna/187-fenomen-szkoly-lwowsko-warszawskiej-miekka-oprawa--97883 62475193.html. (shrink)

The volume is a collection of essays about prominent Polish 20th century philosophers of science and scientists who were concerned with problems in the philosophy of science. The contribution made by Polish logicians, especially those from the Lvov-Warsaw School, like Lukasiewicz, Kotarbiński, Czeżowski or Ajdukiewicz, is already well known. One of the aims of the volume is to offer a broader perspective. The papers collected here are devoted to the work of such philosophers as Zawirski, Metallmann, Dąmbska, Mehlberg, Szaniawski and (...) Giedymin as well as to the work of such scientists as Smoluchowski, Fleck, Infeld and Chyliński. The introduction to the volume, written by the editor and Jacek Jadacki, presents an overview of the history of the Polish philosophy of science from the foundation of the Cracow Academy (in 1364) to the present. (shrink)

PASCAL’S SCEPTICISM Some of Pascal’s statements, like le „pyrronisme est le vrai”, suggest that he should be counted among sceptics, even though this claim seems to contradict the general appeal of his thought. Indeed, Pascal is known as a philosopher who desperately sought truth to finally find certainty in mystical experience. He did not deny that the human reason may have a chance to attain wisdom knowledge, provided that reason would not try to reach beyond its natural limits. Nevertheless, a (...) kind of skepticism is certainly present in his philosophy. Its nature needs clarification, which is the aim of this paper. Drawing on a distinction made by I. Dąmbska between theoretical and normative scepticism, the author introduces the notion of existential skepticism, which most adequately renders Pascal’s view on the inability of reason to grasp by its own power the very nature of human condition. Keywords: PASCAL, SKEPTICISM, NATURE OF HUMAN CONDITION. (shrink)

This is a collection of new investigations and discoveries on the history of a great tradition, the Lvov-Warsaw School of logic , philosophy and mathematics, by the best specialists from all over the world. The papers range from historical considerations to new philosophical, logical and mathematical developments of this impressive School, including applications to Computer Science, Mathematics, Metalogic, Scientific and Analytic Philosophy, Theory of Models and Linguistics.

Publikacja składa się z dwu zasadniczych części, z których pierwsza zawiera rozprawy poświęcone twórczości Izydory Dąmbskiej, zaś druga - jej pracy własne, publikowane poprzednio w „Kwartalniku Filozoficznym". Tom otwiera wiersz Zbigniewa Herberta „Potęga smaku" dedykowany przez poetę tej wybitnej uczonej, który to utwór dobrze oddaje, w warstwie ideowej, wartości bliskie Dąmbskiej.

Publikacja składa się z dwu zasadniczych części, z których pierwsza zawiera rozprawy poświęcone twórczości Izydory Dąmbskiej, zaś druga - jej pracy własne, publikowane poprzednio w „Kwartalniku Filozoficznym". Tom otwiera wiersz Zbigniewa Herberta „Potęga smaku" dedykowany przez poetę tej wybitnej uczonej, który to utwór dobrze oddaje, w warstwie ideowej, wartości bliskie Dąmbskiej.