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.

I discuss various aspects of the Lvov-Warsaw School: its past, present and future; its location, evolution, mathematics; the variety of its members. I develop this analysis on the basis of my 25-year experience with Poland.

The thesis of the paper holds that some future developments of argumentation theory may be inspired by the rich logico-methodological legacy of the Lvov–Warsaw School (LWS), the Polish research movement that was most active from 1895 to 1939. As a selection of ideas of the LWS which exploit both formal and pragmatic aspects of the force of argument, we present: Ajdukiewicz’s account of reasoning and inference, Bocheński’s analyses of superstitions or dogmas, and Frydman’s constructive approach to legal (...) interpretation. This paper does not aim at exhaustive elaboration of any of these topics or their usefulness in current discussions within argumentation theory. Rather, we intend to indicate chosen directions of a potentially fruitful research program for the emerging Polish School of Argumentation which would consist in application of methods and conceptions elaborated by the LWS to selected open problems of contemporary research on argumentation. (shrink)

Contains papers from a November 1995 conference held in Eastern Europe, celebrating the centenary of the Lvov-Warsaw school of analytic philosophy. Papers deal with all directions of research undertaken by Polish analytic philosophers. Special attention is paid to logic and comparisons with other philosophical movements, particularly with brentanism. Contains sections on history and comparisons, the ideas of Lesniewski, philosophy of language, logic and the foundations of mathematics, logic and philosophy, and the ontology, epistemology, and philosophy of science. (...) No index. Annotation copyrighted by Book News, Inc., Portland, OR. (shrink)

Leading authors in their fields present an interdisciplinary panorama of vital themes of the philosophy of language and track their historical origins. This book gives new life to historical ideas and additional depth to current debates.

This collection celebrates the centenary of the Lvov-Warsaw school, established by Kazimierz Twardowski in Lvov in 1895.

The volume aims to show the variety of research currents of the Lvov-Warsaw School and the ways in which these currents are developed today. The content of the book is divided into three parts: “Logic and Semiotics”, “Metaphysics and Ontology”, and “Psychology and Sociology”.

Lvov-Warsaw School in Philosophy – as the very name suggests – was connected mainly with two academic centers: universities in Lvov and Warsaw. However, it had a broader impact. The members of this school were active also at other universities, in particular in Cracow, Vilnius and Poznań. The aim of the paper is to present and analyze the connections of Lvov-Warsaw School with the University in Poznań.

One can often encounter an opinion that Polish scientific philosophy deserves to be much better known than actually is. This book is thought as a response to such a claim. The papers collected in this volume are divided into two parts: Background and Influence and History and Systematics. However, there is no sharp borderline between themes which are touched in both parts. Generally speaking, all papers of the first part relate the Lvov-Warsaw School to some philosophical movements (...) external to it whereas the papers collected in the second one focus on internal issues connected with the school . Since the Polish school of mathematical logic is much better known than the Polish analytic philosophy we decided to omit here any treatment of the former. Thus, this collection centers on purely philosophical matters. We projected this volume not as an exhaustive panorama of Polish analytic philosophy but rather as a series of essays on particular persons or topic. As a result one can find here papers on Twardowski. Ajdukiewicz, Kotarbinski, Tarski and Lukasiewicz as well as on ethics on science, nominalism, and the methodology of psychology. We hope that this book will contribute to a better knowledge and evaluation of Polish achievements in analytic philosophy. We would like to express our gratitude to Professor Leszek Nowak, the editor-in-chief of Poznan Studies in the Philosophy of the Sciences and the Humanities, who initiated the idea of the collection and helped in its preparation. (shrink)

This book presents the heritage of the Lvov-Warsaw School from both the historical and the philosophical perspective. The historical view focuses on the beginnings and the dramatic end of the School brought about by the outbreak of World War II. The philosophical view, on the other hand, encompasses a broad spectrum of issues, including logical, epistemological, axiological, and psychological problems, revealing the interdisciplinary nature of studies carried out by Kazimierz Twardowski and his students. With thirteen diverse (...) and original essays this volume is split into three parts: History, Culture and Axiology; Psychology; and Logic and Methodology. Exploring not only the history of philosophy represented by the Lvov-Warsaw school, the book also reflects on the condition of contemporary philosophy from the perspective of concepts developed by its representatives. Furthermore, the studies presented in this book delve into problems of contemporary science and its distinctive interdisciplinary character. This volume is, therefore, not only a collection of analyses of the Lvov-Warsaw School philosophy, but also an investigation into the interdisciplinarity of science and philosophy itself. (shrink)

1. First, a short anecdote. In the mid-1980s, Professor Jerzy Pogonowski gave a series of lectures entitled The Lvov-Warsaw School at the Institute of Philosophy at the Adam Mickiewicz University i...

Maria Kokoszyńska-Lutmanowa was one of the most outstanding female representatives of the Lvov-Warsaw School. After achieving her PhD in philosophy under Kazimierz Twardowski’s supervision, she was Kazimierz Ajdukiewicz’s assistant. She was also influenced by Alfred Tarski whose results in semantics she analyzed and popularized. After World War II, she got the chair of logic in University of Wrocław and she organized studies in logic in this academic center. In the 1930s, Kokoszyńska kept in contact with members of (...) the Vienna Circle and became a kind of connecting factor between Polish logicians and the Viennese group. In Poland, she presented the views of members of the Vienna Circle. In Vienna, she emphasized the results of her Polish colleagues. In the present paper, some of Kokoszyńska’s results connected with the matters discussed in the Vienna Circle are presented, namely with the problem of metaphysics, the status of logic and the idea of unity of science. (shrink)

This volume is a result of the international symposium “The Tradition of the Lvov-Warsaw School in European Culture,” which took place in Warsaw, Poland, September 2015. It collects almost all the papers presented at the symposium as well as some additional ones. The contributors include scholars from Austria, the Netherlands, Ireland, and Poland. The papers are devoted to the history and reception of the Lvov-Warsaw School, a Polish branch of analytic philosophy. They present (...) the School’s achievements as well as its connections to other analytic groups. The contributors also show how the tradition of the School is developed contemporarily. The title will appeal to historians of analytic philosophy as well as historians of philosophy in Central Europe. (shrink)

In this paper, we will explore two initiatives that focus on the importance of employing logical theories in educating people how to think and reason properly, one in Poland: The Lvov-Warsaw School; the other in North America: The Informal Logic Initiative. These two movements differ in the logical means and skills that they focus on. However, we believe that they share a common purpose: to educate students in logic and reasoning (logical education conceived as a process) so (...) that they may be able to apply their skills to analyze the issues in their society (logical culture as a result of logical education). The aim of the paper is to justify this claim by exploring research objectives and products that are common to both movements. (shrink)

This book grew out of an international symposium, organized in September 1986 by the Austrian Cultural Institute in Warsaw in cooperation with the Polish Philosophical Society. The topic was: The Vienna Circle and the Lvov-Warsaw School. Since the two phil osophical trends existed in roughly the same time and were close ly related, it was one of the purposes of the symposium to investigate both similarities and thp differences. Some thirty people took part in the symposium, (...) nearly twenty contributions were presented and extensively discussed. The sym posium owed much to the excellent organization and warm hospital ity shown by Dr Georg Jankovic, the Director of the Austrian In stitute. As the person in charge of the scientific programme of the symposium, I take pleasure to acknowledge this debt. It so happened that a month later another symposium of a similar character was held. It took place in the University of Manchester, on the occasion of the centenary of the births of Stanislaw Lesniewski, Tadeusz Kotarbiflski and Wladyslaw Tatarkie wicz. Some papers read at the Manchester symposium form a part of the present volume. It was not possible, for technical reasons (the time factor was one of them), to include in this book all the material from the two symposia. Certain contributions have appeared elsewhere (for instance, K. Szaniawski's 'Ajdukiewicz on Non-Deductive Inference' was published in Danish Yearbook of Philosophy, Vol. 23). On the other hand, certain papers have been written special ly for this volume. (shrink)

The article discusses the metaethical views of the philosophers associated with the Lvov-Warsaw School, namely Tadeusz Czeżowski, Tadeusz Kotarbiński, Marian Przełęcki, and Władysław Tatarkiewicz. The common feature of their views is the presence of axiological intuition, understood as direct cognition of values. The similarities as well as the differences between the views of the mentioned authors are listed. These analyses are preceded by conceptual distinctions between types of intuition and kinds of intuitionism.

The philosophical-psychological Lvov-Warsaw School, derived from the philosophical tradition of Franz Brentano, developed his concept of intentionality for many years in an original way. This is particularly evident in Kazimierz Twardowski’s theory of actions and products and Tadeusz Tomaszewski’s theory of action. Kazimierz Ajdukiewicz’s semantic epistemology is also an important yet unfinished achievement (though less related to the issue of intentionality), in the light of which cognitive processes are organically embedded in cultural artefacts and, more specifically, in (...) language. Despite the extraordinary wealth of the Lvov-Warsaw School’s achievements, the theoretical findings of Twardowski and his disciples allow for the extraction of relatively consistent conclusions regarding the specifics of human cognition. Achievements of the Polish school of psychology seem to be important in the long ongoing discussion on the topic of the nature of cognitive processes and the mind. (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)

Kazimierz Twardowski was renowned as an outstanding philosopher, teacher, and organizer of academic life. No less famous was his style of work, depicted in many recollections of his students. In the paper, I present three aspects of good mental work: a) stoic inspiration for Kazimierz Twardowski’s style of work, b) the place of the techniques of mental work in the program of pragmatic logic according to the views of Kazimierz Ajdukiewicz and Tadeusz Kotarbiński, and c) selected contemporary approaches consistent with (...) the direction provided by the Lvov-Warsaw School. By exploring a new perspective in the study of good mental work by linking it to the ancient philosophy of life as well as to the most recent developments in the theory of good mental work, the paper reveals unexplored insights into the tradition of the Lvov-Warsaw School, demonstrating its significance, depth, and relevance to modern times. (shrink)

The kernel of this volume is an English translation of Jan Łukasiewicz’s classic work on the concept of cause. It is the starting point for analytical considerations on causality of two generations of philosophers belonging to the tradition of the Lvov-Warsaw School.

This paper presents the link between Arthur N. Prior and logicians that belonged to the Lvov-Warsaw School. Although certain members of the Lvov-Warsaw School influenced Prior’s views, the amount and the form of the impact are still under discussion. Prior also cooperated with some of them in the development of his systems of logic. This paper focuses on four main areas in which Prior admitted adopting ideas from the Lvov-Warsaw School: systems (...) of propositional logic, the history of logic, modal and temporal logic and ontology. Prior’s published works as well as his correspondence, which is stored in Prior’s Nachlass, are used to describe the influence. (shrink)

This article presents the basic achievements of the psychology of religion in the Lvov-Warsaw School of K. Twardowski, their developments and significance for the contemporary psychology of religion. Twardowski’s School existed parallel to other European psychological schools: the Würzburg School, founded by Oswald Külpe, and the Dorpat School of the Psychology of Religion, founded by Karl Girgensohn. The article presents two research trends in the psychology of religion resulting from Twardowski’s works, specifically research on (...) mental acts and religious beliefs with use of introspection and research in the field of cultural-historical psychology. The theory of acts and products, and the theory of cratism/power played crucial roles here. Psychological investigations into religious beliefs were also dominated by the psychological principle of contradiction, and the obtained results also seem to be important today. (shrink)

This article discusses selected conceptions of aesthetic value formulated by representatives of the Lvov-Warsaw School, including Kazimierz Twardowski, Władysław Witwicki, Władysław Tatarkiewicz, Tadeusz Czeżowski, Mieczysław Walfisz-Wallis, Stanisław Ossowski, Leopold Blaustein, and Tadeusz Kotarbiński.

This article presents the main epistemological and axiological assumptions of the Lvov-Warsaw School (LWS) and argues that these assumptions led to agnosticism and the conviction about the irrationality of religious beliefs, so common among the LWS members. It is shown that these assumptions were deeply rooted in the tradition of modern epistemic individualism and evidentialism. The final part of the paper discusses two contemporary modifications of the epistemology characteristic of Twardowski and his disciples. The first one, formulated (...) by Jacek Jadacki, is the conception of directival rationality; the second has been proposed by Ryszard Kleszcz and can be labeled relative rationality. Both these conceptions compromise on the LWS firm position concerning the irrationality of religious beliefs and make it possible to regard such beliefs as rational. (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)

This article explores the question of how the members of the Lvov-Warsaw School promoted values that can be regarded as components of so-called logical culture. The author argues that these values are strictly connected with science. With references to Łukasiewicz, Czeżowski, and Kotarbiński,the article explores how values shape the logical culture and determines society as directed towards values. The article connects the meta-philosophical perspective with the philosophical one.

It is argued that the source of complexity in language is twofold: repetition, and syntactic embedding. The former enables us to return again and again to the same subject across many sentences, and to maintain the coherence of an argument. The latter is governed by two forms of complexification: the functor-argument structure of all languages and the operator-bound-variable mechanism of familiar formal languages. The former is most transparently represented by categorial grammar, and an extension of this can adequately describe the (...) syntax of variable binders. Both developments have roots within the work of the Lvov-Warsaw School. (shrink)

Main headings: Introduction: Philosophy and precision. - Part I. Being and essence. - Part II. Truth and nonsense. - Part III. Understanding and silence. - Conclusion: Science and creation.

The aim of the paper is to consider ontological views connected with mathematics and logic of main representatives of Lvov-Warsaw School of Philosophy. In particular views of the following scholars will be presented and discussed: Jan Łukasiewicz, Stanisław Leśniewski, Alfred Tarski, Tadeusz Kotarbiński and Kazimierz Ajdukiewicz. We shall consider also views of Andrzej Mostowski who belonged to the second generation of the school as well as of Leon Chwistek who was not directly the member of this (...) group but whose conceptions are of interest. (shrink)

In March 1930, Alfred Tarski visited Vienna and delivered few lectures which presented the achievements of the logical branch of the Lvov-Warsaw School. Rudolf Carnap was one of the most careful listeners of these lectures. The same year, in November, Carnap, invited by the Warsaw Philosophical Society, visited Warsaw where he gave three lectures. This was an opportunity for him to meet such members the Lvov-Warsaw School as Jan Łukasiewicz, Stanisław Leśniewski, Tadeusz (...) Kotarbiński, and others. Many years later, Carnap reminisced that he left Warsaw “grateful for many stimulating suggestions and the fruitful exchange of ideas”.In the paper, I reconstruct the details of Carnap’s visit in Warsaw based on Carnap’s diaries, reports published in the Polish Journal Ruch Filozoficzny [Philosophical Movement] and some correspondence. I also discuss some problems presented by Carnap in Warsaw lectures and compare his views to the positons of members of the Lvov-Warsaw School. These problems are: the foundations of psychology, the status of metaphysical sentences, and the character of reasoning. (shrink)