According to the normative approach, speech acts are governed by certain norms. Interestingly, the same is true for classes of speech acts. This paper considers the normative treatment of constatives, consisting of such classes as assertives, predictives, suggestives, and more. The classical approach is to treat these classes of illocutions as species of constatives. Recently, however, Simion (Shifty Speech and Independent Thought: Epistemic Normativity in Context, Oxford University Press, 2021) has proposed that all constatives (i) are species of assertion, and (...) (ii) are governed by the knowledge norm. I defend the classical treatment of constatives and show that Simion’s conclusion is untenable. No taxonomy of speech acts can accommodate such a view. More importantly, we can test whether a particular speech act is an assertion or not. I propose five tests of assertion, the passing of which is a necessary condition for being an assertion. Some constative speech acts fail these tests. Thus, contrary to Simion, not all constatives can be regarded as species of assertion. (shrink)
Wahrnehmung und Stille -- Musik verstehen -- Ausgehend von Hölderlin ... -- Logos-Fragmente -- Zur Konstruktion der Zeit bei Anton Bruckner -- Spirituelle Musik -- Komponieren heute -- Bernd Alois Zimmermann, die Alternative -- Das Eigene und das Fremde -- Die grosse Verantwortung : Wozu brauchen wir Rundfunkorchester? -- Canto ergo sum -- Musik, Sprache, Logos -- Zwei Briefe -- Nachwort des Herausgebers -- Nachweise.
This paper offers a normative account of the speech act of explanation with understanding as its norm. The previous accounts of the speech act of explanation rely on the factive notion of understanding and maintain that proper explanations require knowledge. I argue, however, that such accounts are too demanding and do not reflect the everyday practice of explanation and the attribution of understanding. Instead, I argue that the non-factive, objectual attitude of understanding is sufficient for a proper explanation. On the (...) normative level, explanations are governed by an audience-centred norm, i.e., they are sensitive to the epistemic position of the audience. According to the proposed account, an explanation is a communicative act in which one puts the audience in a position to understand the explained phenomenon. This proposal fits into the recent wave of applications of the normative account and makes space for the pluralism of illocutionary acts. (shrink)
This book provides an incisive, basic introduction to many-valued logics and to the constructions that are "many-valued" at their origin. Using the matrix method, the author sheds light on the profound problems of many-valuedness criteria and its classical characterizations. The book also includes information concerning the main systems of many-valued logic, related axiomatic constructions, and conceptions inspired by many-valuedness. With its selective bibliography and many useful historical references, this book provides logicians, computer scientists, philosophers, and mathematicians with a valuable survey (...) of the subject. (shrink)
Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence. Method: Scales: Conners Early Childhood Behaviour Scale and Behaviour Rating Inventory of Executive Function-Preschool were filled out by parents and teachers of preschool children. Raven’s Coloured Progressive Matrices was used to measure fluid intelligence among preschool children. Results: Parent-teacher concordance was low to moderate. Working memory in BRIEF-P (...) estimated by teachers and parents mediated the relationship between inattention/hyperactivity in CEC BEH [S] and fluid intelligence among preschoolers. The difficulties with working memory assessed by teachers and parents were significant predictors of Raven scores; however, predictions based on teachers’ assessments were stronger. Conclusion: Clinicians should collect reports from various observers in order to implement prevention programs and optimize clinical diagnoses for children. Information from both parents and teachers give significant and complementary contribution to understanding difficulties with cognitive and behavioural functioning of preschoolers. (shrink)
We define a σ-ideal J D on the set of functions ω ω with the property that a real x ∈ ω ω is a Hechler real over V if and only if x omits all Borel sets in J D . In fact we define a topology D on ω ω related to Hechler forcing such that J D is the family of first category sets in D. We study cardinal invariants of the ideal J D.
The AAUP faculty union, established in 1973 on the University of Bridgeport campus, followed a policy of maximum militancy. Typically, this strategy was met by an ad hoc and often poorly informed administrative response, and ended in the bitter two-year faculty strike of 1990–1992. The absence of a coherent union relations strategy on the administration's part and a pattern of militant confrontation wherein the union almost always prevailed virtually guaranteed such an outcome.
In the essay, I present a few of arguments for the thesis that the appreciation of the title areas of subjectivity – intentionality, sensitivity, and memory – by putting them due attention in the structure of the epistemic situation, should as result in a thorough redefinition of epistemology and its basic categories. At the same time, I am arguing for the primacy of epistemic subjectivism regarding objectivity or intersubiectivism. Thus, I present the outline of the modifications to which the concept (...) of the epistemological situation should be subjected. (shrink)
The essay presents an outline of the arguments for relativistic theses. Theses: about the theoretical incommensurability and undetermined translation interpreted in ethnic languages (Polish and Swahili). I justify the statement that the conceptual framework of individual languages – by analogy – to the analysed examples are mutually and fundamentally untranslatable. Untranslatable, at least concerning the fundamentally different cultural traditions characterizing the civilization of writing versus oral culture. I also indirectly justify the legitimacy of questioning the linear concept of development based (...) on the involuntary acceptance in the humanities and social sciences of Euclidean geometry. Consequently, the article is part of a series of publications in which I argue for the need to reconstruct fundamental epistemological categories. (shrink)
Let Γn be a formula of LPA meaning “there is a proof of φ from PA-axioms, in which ω-rule is iterated no more than n times”. We examine relations over pairs of natural numbers of the kind. ≦H iff PA + RFNn' ⊩ RFNn .Where H denotes one of the hierarchies ∑ or Π and RFNn is the scheme of the reflection principle for Γn restricted to formulas from the class C implies “φ is true”, for every φ ∈ C). (...) Our main result is that. ≦H if n ≦ n' and k ≦ max. (shrink)
