Results for 'Monika Ardelt'

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  1.  17
    Wisdom, Virtues, and Well-Being: An Empirical Test of Aristotle’s Theory of Flourishing.Monika Ardelt & Jared Kingsbury - forthcoming - Topoi:1-15.
    According to Aristotle, wisdom orchestrates all other virtues and therefore leads to eudaimonia, which can be translated as flourishing or psychological well-being. Wisdom guides people to take the morally right course of action in concrete situations to benefit themselves and others. If Aristotle’s theory is correct, then wisdom should be related to different moral virtues and wisdom, rather than individual virtues, should predict eudaimonic well-being, establishing wisdom as the driving force behind human flourishing. Survey data were collected from 230 undergraduate (...)
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  2.  10
    The Benefits of Wise Organizations for Employee Well-Being.Monika Ardelt & Bhavna Sharma - 2023 - Business and Professional Ethics Journal 42 (2):171-204.
    Similar to personal wisdom, which is believed to be beneficial for individuals, others, and the larger community, wise organizations are likely to have a positive impact on employee well-being if their ultimate goal is to promote the common good. To test this hypothesis and create a wise organization index, the cognitive, reflective, and compassionate dimensions of the Three-Dimensional Wisdom Model were integrated with the psychological needs for competence, autonomy, and relatedness of Self-Determination Theory. The wise organization index consisted of the (...)
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  3.  12
    Growth through Adversity: Exploring Associations between Internal Strengths, Posttraumatic Growth, and Wisdom.Margaret Plews-Ogan, Monika Ardelt & Justine Owens - 2019 - Journal of Value Inquiry 53 (3):371-391.
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  4.  27
    Educating for virtue: How wisdom coordinates informal, non-formal and formal education in motivation to virtue in Canada and South Korea.Zhe Feng, Monika Ardelt, Hyeyoung Bang & Michel Ferrari - 2019 - Journal of Moral Education 48 (1):47-64.
    ABSTRACTHow do different forms of education contribute to value preferences? Clearly, informal education through personal experiences that shape one’s sense of identity and frame cultural expectations and opportunities, non-formal education through religious traditions and formal state-mandated education all contribute to value preferences in culturally-specific ways. However, wisdom should allow people to coordinate culturally-specific education in ways that promote prosocial values. Our study considered the relative strength of four value-orientations from Schwartz’s Personal Values Questionnaire and of 15 core virtues among 189 (...)
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  5.  68
    Fostering Wisdom in the Classroom, Part 1: A General Theory of Wisdom Pedagogy.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (3):239-253.
    This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion to two further articles, one (...)
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  6.  38
    Wisdom Can Be Taught: A Proof-of-Concept Study for Fostering Wisdom in the Classroom.Brian Bruya & Monika Ardelt - 2018 - Learning and Instruction 58:106-114.
    We undertook a short-term longitudinal study to test whether a set of methods common to current theories of wisdom transmission can foster wisdom in students in a measurable way. The three-dimensional wisdom scale (3D-WS) was administered to 131 students in five wisdom-promoting introductory philosophy courses and 176 students in seven introductory philosophy and psychology control courses at the beginning and end of the semester. The experimental group was divided in two (“Wisdom 1” and “Wisdom 2”), and each was taught a (...)
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  7.  19
    Wisdom and Its Relation to Ethical Attitude in Organizations.Charles D. Oden, Monika Ardelt & Cynthia P. Ruppel - 2015 - Business and Professional Ethics Journal 34 (2):141-164.
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  8.  16
    Adversity, Conflict, Wisdom.Michael Brady, Monika Ardelt, Margaret Plews-Ogan & Stephen Pope - 2019 - Journal of Value Inquiry 53 (3):463-465.
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  9.  59
    Fostering Wisdom in the Classroom, Part 2: A Curriculum.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy.
    Advances in both the science and theory of wisdom have made it possible to create sound wisdom curricula and test them in the classroom. This article is a report of one such attempt. We developed a curriculum consistent with theories of wisdom that espouse the following five methods: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions—facilitated by the reading of narrative or didactic texts and fostering a community of inquiry. The texts used (...)
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  10.  18
    Fostering Wisdom in the Classroom, Part 2.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (4):349-380.
    Advances in both the science and theory of wisdom have made it possible to create sound wisdom curricula and test them in the classroom. This article is a report of one such attempt. We developed a curriculum consistent with theories of wisdom that espouse the following five methods: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions—facilitated by the reading of narrative or didactic texts and fostering a community of inquiry. The texts used (...)
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  11.  21
    The Fourfold Division of Opposition in Questions on Aristotle’s “Categories” by Benedict Hesse, Paul of Pyskowice and in the Oldest Cracow Commentary on the Categories Preserved in Cod. bj 1941.Monika Mansfeld - 2016 - Studia Neoaristotelica 13 (2):101-120.
    In the first half of the 15ᵗʰ century there was a coherent philosophical system of teaching at the Jagiellonian university, so-called ars vetus, concerning the interpretation of three treatises: Aristotle’s Categories and Hermeneutics and Porphyry’s Isagoge. The question-commentaries on the Categories that have been preserved in several manuscripts show astonishing similarity in solving individual problems – there are three copies of Benedict Hesse’s commentary and one copy of Paul of Pyskowice’s work, moreover, in BJ 1941 there is an anonymous commentary (...)
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  12.  7
    Evolution and Creation—A Response to Michael Chaberek's Critique of Theistic Evolution.O. P. Mariusz Tabaczek & Monika Metlerska-Colerick - 2024 - Nova et Vetera 22 (1):255-284.
    In lieu of an abstract, here is a brief excerpt of the content:Evolution and Creation—A Response to Michael Chaberek's Critique of Theistic EvolutionMariusz Tabaczek O.P.Translated by Monika Metlerska-ColerickIntroductionMichael Chaberek's critique of my "Afterword" to the Polish edition of Thomistic Evolution: A Catholic Approach to Understanding Evolution in the Light of Faith is essentially focused on three points. First of all, Chaberek questions my thesis supporting the compatibility of evolutionary theory with the Christian faith in creation. Secondly he discounts the (...)
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  13.  8
    Zur Korrespondenz- und Konsenstheorie der Wahrheit.Monika Gerber - 1976 - Zeitschrift Für Allgemeine Wissenschaftstheorie 7 (1):39-57.
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  14. Algorytmizowalność reguł heurystycznych. (Trudności z algorytmizowaniem odkryć naukowych).Monika Walczak - 1998 - Przeglad Filozoficzny - Nowa Seria 26 (2):105-114.
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  15.  6
    Racjonalność nauki: problemy, koncepcje, argumenty.Monika Walczak - 2006 - Lublin: Tow. Nauk. Katolickiego Uniwersytetu Lubelskiego Jana Pawła II.
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  16.  35
    Making Sense of Actions Expressing Emotions.Monika Betzler - 2007 - Dialectica 61 (3):447-466.
    Actions expressing emotions pose a notorious challenge to those concerned with the rational explanation of action. The standard view has it that an agent's desires and means‐end beliefs rationally explain his actions, in the sense that his desire‐belief conglomerates are seen as reasons for which he acts. In light of this view, philosophers are divided on the question of whether actions expressing emotions fall short of being rational, or whether the standard model simply needs to be revised to accommodate them (...)
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  17.  12
    List of Abbreviations.Monika Betzler - 2008 - In Kant's Ethics of Virtues. De Gruyter. pp. 5-6.
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  18.  8
    Notes on Contributors.Monika Betzler - 2008 - In Kant's Ethics of Virtues. De Gruyter.
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  19.  8
    Afterword to the Polish Edition of Thomistic Evolution : A Catholic Approach to Understanding Evolution in the Light of Faith by Nicanor Pier Giorgio Austriaco, O.P., James Brent, O.P., Thomas Davenport, O.P., and John Baptist Ku, O.P. [REVIEW]O. P. Mariusz Tabaczek & Monika Metlerska-Colerick - 2024 - Nova et Vetera 22 (1):225-237.
    In lieu of an abstract, here is a brief excerpt of the content:Afterword to the Polish Edition of Thomistic EvolutionA Catholic Approach to Understanding Evolution in the Light of Faith by Nicanor Pier Giorgio Austriaco, O.P., James Brent, O.P., Thomas Davenport, O.P., and John Baptist Ku, O.P.*Mariusz Tabaczek O.P.Translated by Monika Metlerska-Colerick[End Page 225]Thomistic Evolution: A Catholic Approach to Understanding Evolution in the Light of Faith, by Nicanor Pier Giorgio Austriaco, O.P., James Brent, O.P., Thomas Davenport, O.P., and John (...)
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  20. Making sense of actions expressing emotions.Monika Betzler - 2007 - Dialectica 61 (3):447–466.
    Actions expressing emotions pose a notorious challenge to those concerned with the rational explanation of action. The standard view has it that an agent's desires and means‐end beliefs rationally explain his actions, in the sense that his desire‐belief conglomerates are seen as reasons for which he acts. In light of this view, philosophers are divided on the question of whether actions expressing emotions fall short of being rational, or whether the standard model simply needs to be revised to accommodate them (...)
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  21.  74
    Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies.Monika H. Donker, Marja C. Erisman, Tamara van Gog & Tim Mainhard - 2020 - Frontiers in Psychology 11.
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  22. Knowledge and the Sciences in Medieval Philosophy.Monika Asztalos, John Emery Murdoch & Ilkka Niiniluoto - 1990 - Yliopistopaino.
  23.  24
    Framing UN Human Rights Discourses on Climate Change: The Concept of Vulnerability and its Relation to the Concepts of Inequality and Discrimination.Monika Mayrhofer - forthcoming - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique:1-27.
    The concept of vulnerability is widely used in human rights policy documents, reports, and case law focusing on the impacts of climate change on human rights. In academic discussions, the concept, however, has also sparked a discussion on its benefits and challenges for the advancement of human rights, especially concerning the principles of equality and non-discrimination. This article aims at contributing to this debate from a frame-analytical perspective. In social sciences, frame-analysis is a form of discourse analysis which focuses on (...)
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  24.  24
    Working Memory With Emotional Distraction in Monolingual and Bilingual Children.Monika Janus & Ellen Bialystok - 2018 - Frontiers in Psychology 9.
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  25.  7
    The influence of one-time biofeedback electromyography session on the firing order in the pelvic floor muscle contraction in pregnant woman–A randomized controlled trial.Monika Błudnicka, Magdalena Piernicka, Jakub Kortas, Damian Bojar, Barbara Duda-Biernacka & Anna Szumilewicz - 2022 - Frontiers in Human Neuroscience 16:944792.
    Many women are initially unable to contract the pelvic floor muscles (PFMs) properly, activating other muscle groups before, or instead of, PFM. Numerous authors have proved that biofeedback can be an ideal tool supporting learning of the PFM contraction. However, there is currently a lack of scientific data on how many biofeedback sessions are necessary in this educational process. In this study we aimed at assessing the effects of one-time electromyography (EMG) biofeedback session on the order in which PFM are (...)
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  26. Direct Perception and Simulation: Stein’s Account of Empathy.Monika Dullstein - 2013 - Review of Philosophy and Psychology 4 (2):333-350.
    The notion of empathy has been explicated in different ways in the current debate on how to understand others. Whereas defenders of simulation-based approaches claim that empathy involves some kind of isomorphism between the empathizer’s and the target’s mental state, defenders of the phenomenological account vehemently deny this and claim that empathy allows us to directly perceive someone else’s mental states. Although these views are typically presented as being opposed, I argue that at least one version of a simulation-based approach—the (...)
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  27.  40
    Age differences in managing response to sadness elicitors using attentional deployment, positive reappraisal and suppression.Monika Lohani & Derek M. Isaacowitz - 2014 - Cognition and Emotion 28 (4):678-697.
    The current study investigated age differences in the use of attentional deployment, positive reappraisal and suppression while regulating responses to sadness-eliciting content. We also tested to what extent these emotion regulation strategies were useful for each age group in managing response to age-relevant sad information. Forty-two young participants (Mage = 18.5, SE =.15) and 48 older participants (Mage = 71.42, SE = 1.15) watched four sadness-eliciting videos (about death/illness, four to five minutes long) under four conditions—no-regulation (no regulation instructions), attentional (...)
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  28. Why is an Egg Donor a Genetic Parent, but not a Mitochondrial Donor?Monika Piotrowska - 2019 - Cambridge Quarterly of Healthcare Ethics 28 (3):488-498.
    What’s the basis for considering an egg donor a genetic parent but not a mitochondrial donor? I will argue that a closer look at the biological facts will not give us an answer to this question because the process by which one becomes a genetic parent, i.e., the process of reproduction, is not a concept that can be settled by looking. It is, rather, a concept in need of philosophical attention. The details of my argument will rest on recent developments (...)
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  29.  17
    Muzyka i gruźlica.Monika Ładoń - 2012 - Acta Universitatis Lodziensis. Folia Litteraria Polonica 15 (1):151-162.
    The article is an attempt at interpreting two Jarosław Iwaszkiewicz’s texts: Brzezina and Sława i chwała. The authoress examines the presence in texts by Jarosław Iwaszkiewicz two interrelated elements: tuberculosis and music. This relationship resulted from the characteristic image of tuberculosis – the disease of the soul, which gave ill features artists. Music became a special language, which spoke of tuberculosis in Jarosław Iwaszkiewicz’s texts. This is particularly interesting falls in the story Brzezina and the novel Sława i chwała. Music (...)
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  30.  5
    Hachikazuki.Monika Dix - 2009 - Japanese Journal of Religious Studies 36 (2):279-294.
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  31.  9
    Hachikazuki: Revealing Kannon’s Crowning Compassion in Muromachi Fiction.Monika Dix - 2009 - Japanese Journal of Religious Studies 36 (2):279-294.
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  32. Trends in Zoo Design: Changing Needs in Keeping Wild Animals-Today's driving forces in designing zoos.Monika Fiby - 2008 - Topos 62:50.
     
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  33.  22
    Duties to Others: Demands and Limits.Monika Betzler - 2008 - In Kant's Ethics of Virtues. De Gruyter.
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  34.  30
    Kant on Respect, Dignity, and the Duty of Respect.Monika Betzler - 2008 - In Kant's Ethics of Virtues. De Gruyter.
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  35. The Second Person in the Theory of Mind Debate.Monika Dullstein - 2012 - Review of Philosophy and Psychology 3 (2):231-248.
    It has become increasingly common to talk about the second person in the theory of mind debate. While theory theory and simulation theory are described as third person and first person accounts respectively, a second person account suggests itself as a viable, though wrongfully neglected third option. In this paper I argue that this way of framing the debate is misleading. Although defenders of second person accounts make use of the vocabulary of the theory of mind debate, they understand some (...)
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  36. What does it mean to be 75% pumpkin? The units of comparative genomics.Monika Piotrowska - 2009 - Philosophy of Science 76 (5):838-850.
    Comparative genomicists seem to be convinced that the unit of measurement employed in their studies is a gene that drives the function of cells and ultimately organisms. As a result, they have come to some substantive conclusions about how similar humans are to other organisms based on the percentage of genetic makeup they share. I argue that the actual unit of measurement employed in the studies corresponds to a structural rather than a functional gene concept, thus rendering many of the (...)
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  37. Einfühlung und Empathie.Monika Dullstein - forthcoming - In T. Breyer (ed.), Grenzen der Empathie. Philosophische, psychologische und anthropologische Perspektiven. Wilhelm Fink.
  38.  12
    Being Virtuous and the Virtues: Two Aspects of Kant’s Doctrine of Virtue.Monika Betzler - 2008 - In Kant's Ethics of Virtues. De Gruyter.
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  39.  5
    Normy etyczne obowiązujące pracodawców. Perspektywa systemu prawnego, organizacji i pracownika.Monika Cieślikowska & Andrzej Pieczewski - 2013 - Annales. Ethics in Economic Life 16:295-303.
    The aim of this article is to point out the basic areas of judgment made by employees considering the ethical or unethical behaviour of employers in the workplace. The authors analyse this subject from three perspectives: The first one is labour legislation in Poland; the second is the perspective of employers, especially codes of ethical standards created by contemporary organizations, and the third perspective is the point of view of employees. The conclusions in this area have been made on the (...)
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  40.  40
    Haunting Transcendentalist Landscapes: EcoGothic Politics in Margaret Fuller’s Summer on the Lakes.Monika Elbert - 2016 - Text Matters - a Journal of Literature, Theory and Culture 6 (1):53-73.
    In this essay, the reminiscences of Margaret Fuller, feminist activist and member of the American Transcendentalist movement, from her journey to the Great Lakes region, entitled Summer on the Lakes, are considered in the light of EcoGothic considerations. The essay shows how Fuller’s journey disillusioned her about progress and led to abandoning the serene vision of nature and landscapes reflected in the works of Transcendentalists. The destruction of nature and landscape verging on an ecological catastrophe is presented by Fuller in (...)
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  41.  25
    Reflections on Film Studies.Monika Mehta - 2002 - Film-Philosophy 6 (1).
    _Reinventing Film Studies_ Edited by Christine Gledhill and Linda Williams London: Arnold Publishers, 2000 ISBN 0-340-67723-6 464 pp.
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  42.  83
    Transferring Morality to Human–Nonhuman Chimeras.Monika Piotrowska - 2014 - American Journal of Bioethics 14 (2):4-12.
    Human–nonhuman chimeras have been the focus of ethical controversies for more than a decade, yet some related issues remain unaddressed. For example, little has been said about the relationship between the origin of transferred cells and the morally relevant capacities to which they may give rise. Consider, for example, a developing mouse fetus that receives a brain stem cell transplant from a human and another that receives a brain stem cell transplant from a dolphin. If both chimeras acquire morally relevant (...)
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  43.  44
    The role of levels of processing in disentangling the ERP signatures of conscious visual processing.Monika Derda, Marcin Koculak, Bert Windey, Krzysztof Gociewicz, Michał Wierzchoń, Axel Cleeremans & Marek Binder - 2019 - Consciousness and Cognition 73:102767.
  44.  28
    Building stakeholder theory with a decision modeling methodology.Monika I. Winn - 2001 - Business and Society 40 (2):133-166.
  45.  25
    Digital Media, the Right to an Open Future, and Children 0–5.Monika Sziron & Elisabeth Hildt - 2018 - Frontiers in Psychology 9.
  46. The Relational Value of Empathy.Monika Betzler - 2019 - International Journal of Philosophical Studies 27 (2):136-161.
    ABSTRACTPhilosophers and scholars from other disciplines have long discussed the role of empathy in our moral lives. The distinct relational value of empathy, however, has been largely overlooked. This article aims to specify empathy’s distinct relational value: Empathy is both intrinsically and extrinsically valuable in virtue of the pleasant experiences we share with others, the harmony and meaning that empathy provides, the recognition, self-esteem, and self-trust it enhances, as well as trust in others, attachment, and affection it fosters. Once we (...)
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  47.  25
    Sleep Does Not Promote Solving Classical Insight Problems and Magic Tricks.Monika Schönauer, Svenja Brodt, Dorothee Pöhlchen, Anja Breßmer, Amory H. Danek & Steffen Gais - 2018 - Frontiers in Human Neuroscience 12.
  48.  8
    Der Diskurs des Versagens: Nichtversetzung und Klassenwiederholung in Wissenschaft und Medien.Monika Palowski - 2016 - Wiesbaden: Springer VS.
    In dieser Studie untersucht Monika Palowski das kontrovers diskutierte Phänomen der Klassenwiederholung erstmals aus Perspektive der Wissenssoziologischen Diskursanalyse. Anhand von insgesamt über 700 Texten aus Erziehungswissenschaft und Printmedien werden machtvolle Diskursstränge und -formationen rekonstruiert, die nicht nur die Wahrnehmung von Klassenwiederholung und schulischer Selektion, sondern auch der betroffenen Subjekte je spezifisch präfigurieren und dadurch Klassenwiederholung teils auch legitimieren. Die Ergebnisse der Analyse sind daher einerseits für die erziehungswissenschaftliche Auseinandersetzung mit schulischer Selektion und Bildungsungerechtigkeit relevant, andererseits aber auch für die (...)
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  49.  27
    Critical realism: one of the main theoretical orientations of the social sciences in the twentieth and twenty-first centuries.Monika Bukowska - 2021 - Journal of Critical Realism 20 (4):441-447.
    This paper argues that critical realism is one of the main theoretical orientations of the social sciences in the twentieth and twenty-first centuries. Critical realism aims to study the transcende...
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  50.  28
    Alfred Tarski and the "Concept of Truth in Formalized Languages": A Running Commentary with Consideration of the Polish Original and the German Translation.Monika Gruber - 2016 - Cham, Switzerland: Springer Verlag.
    This book provides a detailed commentary on the classic monograph by Alfred Tarski, and offers a reinterpretation and retranslation of the work using the original Polish text and the English and German translations. In the original work, Tarski presents a method for constructing definitions of truth for classical, quantificational formal languages. Furthermore, using the defined notion of truth, he demonstrates that it is possible to provide intuitively adequate definitions of the semantic notions of definability and denotation and that the notion (...)
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