The purpose of this paper is to analyse and compare two concepts which tend to be treated as synonymous, and to show the difference between them: these are critical thinking and logical culture. Firstly, we try to show that these cannot be considered identical or strictly equivalent: i.e. that the concept of logical culture includes more than just critical thinking skills. Secondly, we try to show that Christian philosophers, when arguing about philosophical matters and teaching philosophy to students, should not (...) focus only on critical thinking skills, but rather also consider logical culture. This, as we argue, may help to improve debate both within and outside of Christian philosophy. (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 title of this book refers to the tension between formal and informal elements in the ways analytical philosophy is practiced. The authors examine questions of the scopes and limits of both kinds of research methods.

Zajęcia prowadzone przez Profesora Pelca niewątpliwie wpisywały się w tak szeroko zarysowaną koncepcję logiki ogólnej. Starał się on być nauczycielem myślenia i dobrej roboty – nie tylko w filozofii, lecz w humanistyce i cel ten osiągał, nie tylko poprzez dobór tematów, wysokie wymagania, różnorodne sposoby sprawdzania wiedzy słuchaczy, lecz także – przez przykład. Wielu rzeczy nie przekazywał przez wykład czy lektury, lecz bezpośrednio kierując wysił- kami podopiecznych – zwłaszcza tymi związanymi z przygotowaniem obligatoryjnych prac rocznych. Pouczający był sam proces – (...) konsultowanie kolejnych etapów prac nad esejem – ale także oczekiwania, np. że praca będzie opatrzona abstraktem i słowami kluczowymi w jednym z języków kongresowych. Profesor Pelc dał się poznać i pozostaje w pamięci jako wybitny naukowiec, twórca współczesnej semiotyki polskiej, organizator i dydaktyk. W tym artykule starałem się pokazać, że zwłaszcza ta ostatnia rola stawia go w jednym rzędzie z przedstawicielami SLW, gdyż wspólna im była troska o wykształcenie kultury logicznej słuchaczy, wierność postulatom jasności i krytycyzmu, preferencja dla logiki w szerokim sensie nieograniczającej się jedynie do logiki formalnej, lecz dziedziny prawdziwie interdyscyplinarnej, obejmującej m.in. elementy epistemologii, psychologii, prakseologii – i pełniącej rolę współczesnego trivium. Na koniec chciałbym wyrazić głębokie przekonanie, że koncepcja logiki ogólnej – szkolnej, pedagogicznej, pragmatycznej – zasługuje, by odkryć ją na nowo, zrekonstruować ją i spisać jej historię, a co ważniejsze – by twórczo ją rozwijać. (shrink)

In the paper, I have presented a portrait of Jerzy Pelc as a teacher. He followed in the footsteps of Kazimierz Twardowski and his direct disciples and tried to develop his students’ skills of critical thinking and clear speaking—the basics of good work in philosophy. These skills are connected with methodological postulates of criticism and precision which were shared by all the members of the Lvov-Warsaw School. Jerzy Pelc treated these postulates also as didactic postulates arising out of the conceptions (...) of logical culture and general logic. In my article, I have sketched a general picture of the relation between logic and didactics, I have presented the aforementioned postulates, the concepts of logical culture and general logic and its curriculum. (shrink)

Based on the new experimental evidence, we argue that a link between a conditional antecedent and the consequent is semantically expressed rather than pragmatically conveyed. In our paper, we focus on particular kinds of links which conditionals may convey in a context. For instance, a conditional ‘If p, q’ may convey a thought equivalent to ‘p will cause q’, ‘p is the best explanation for q’, ‘q follows from p’, etcetera. The traditional theoretical literature on conditionals seems to imply that (...) these specific links are generated pragmatically and are akin to conversational implicatures. In order to test this hypothesis, we used a well-recognized linguistic test from ‘reinforceability’, which serves to distinguish between a semantic and pragmatic level of meaning, and we designed an experimental study based on that test. The outcome of our study is that specific links conveyed by conditionals exhibit features of semantic entailments rather than conversational implicatures. This result accords with some of the recent findings in empirical investigations on conditionals. In the final part of our paper, we discuss various accounts of conditionals which can accommodate the results of our study. (shrink)