G.E.M. Anscombe znalazła w Etyce nikomachejskiej Arystotelesa pewną niekonsekwencję: Arystoteles zdaje się twierdzić, że cokolwiek wynika z namysłu, jest wyborem, i że słaby wolą może się skutecznie namyślać, ale i że — z drugiej strony — on nie wybiera. Anscombe znajduje rozwiązanie tej sprzeczności: Arystoteles powinien był, jej zdaniem, zaznaczyć, że by z namysłu wynikał wybór, to, ze względu na co się namyślamy, musiałby sam być przedmiotem uprzedniego wyboru. Badam to rozwiązanie i znajduję jego słabe strony, jak niebezpieczeństwo nieskończonego regresu, (...) trudność prześledzenia genealogii wyborów i nieosiągalność pierwotnego celu. Pomimo to próbuję je ulepszyć, poddając pod dyskusję, czy tego rodzaju pierwotne wybory, jakich wymaga rozwiązanie Anscombe, nie są jednak czasem naprawdę podejmowane i czy ich cele nie są rozkładalne na takie, które można realistycznie mieć nadzieję osiągnąć. (shrink)

In the paper there is presented the semantic interpretation of idealism/ realism controversy which is one of the most essential issues in Ingarden’s phenomenological project of ontology. The procedure of semantic paraphrase which is contemporary developed by Wolen´ ski, is the main interpretative tool. In the central part of the paper, there is formulated the formal theory of the semantic framework underlying idealism/realism discourse. Finally, there are formulated some notes showing that intentional conception of negation may be used for defending (...) various idealistic positions. (shrink)

Contents: Preface. SCIENTIFIC WORKS OF MARIA STEFFEN-BATÓG AND TADEUSZ BATÓG. List of Publications of Maria Steffen-Batóg. List of Publications of Tadeusz Batóg. Jerzy POGONOWSKI: On the Scientific Works of Maria Steffen-Batóg. Jerzy POGONOWSKI: On the Scientific Works of Tadeusz Batóg. W??l??odzimierz LAPIS: How Should Sounds Be Phonemicized? Pawe??l?? NOWAKOWSKI: On Applications of Algorithms for Phonetic Transcription in Linguistic Research. Jerzy POGONOWSKI: Tadeusz Batóg's Phonological Systems. MATHEMATICAL LOGIC. Wojciech BUSZKOWSKI: Incomplete Information Systems and Kleene 3-valued Logic. Maciej KANDULSKI: Categorial Grammars (...) with Structural Rules. Miros??l??awa KO??L??OWSKA-GAWIEJNOWICZ: Labelled Deductive Systems for the Lambek Calculus. Roman MURAWSKI: Satisfaction Classes - a Survey. Kazimierz _WIRYDOWICZ: A New Approach to Dyadic Deontic Logic and the Normative Consequence Relation. Wojciech ZIELONKA: More about the Axiomatics of the Lambek Calculus. THEORETICAL LINGUISTICS. Jacek Juliusz JADACKI: Troubles with Categorial Interpretation of Natural Language. Maciej KARPI??N??SKI: Conversational Devices in Human-Computer Communication Using WIMP UI. Witold MACIEJEWSKI: Qualitative Orientation and Grammatical Categories. Zygmunt VETULANI: A System of Computer Understanding of Texts. Andrzej WÓJCIK: The Formal Development of van Sandt's Presupposition Theory. W??l??adys??l??aw ZABROCKI: Psychologism in Noam Chomsky's Theory . Ryszard ZUBER: Defining Presupposition without Negation. PHILOSOPHY OF LANGUAGE AND METHODOLOGY OF SCIENCES. Jerzy KMITA: Philosophical Antifundamentalism. Anna LUCHOWSKA: Peirce and Quine: Two Views on Meaning. Stefan WIERTLEWSKI: Method According to Feyerabend. Jan WOLE??N??SKI: Wittgenstein and Ordinary Language. Krystyna ZAMIARA: Context of Discovery - Context of Justification and the Problem of Psychologism. (shrink)

During the last half of the twentieth century, legal philosophy has grown significantly. It is no longer the domain of a few isolated scholars in law and philosophy. Hundreds of scholars from diverse fields attend international meetings on the subject. In some universities, large lecture courses of five hundred students or more study it. The primary aim of the Law and Philosophy Library is to present some of the best original work on legal philosophy from both the Anglo-American and European (...) traditions. Not only does it help make some of the best work avail able to an international audience, but it also encourages increased awareness of, and interaction between, the two major traditions. The primary focus is on full-length scholarly monographs, although some edited volumes of original papers are also included. The Library editors are assisted by an Editorial Advisory Board of internationally renowed scholars. Legal philosophy should not be considered a narrowly circumscribed field. (shrink)

The paper offers a theoretical investigation into the sources of normativity in practical argumentation. The chief question is: Do we need objectively-minded, unbiased arguers or can we count on “good” argumentative processes in which individual biases cancel each other out? I address this question by analysing a detailed structure of practical argument and its varieties, and by discussing the tenets of a comparative approach to practical reason. I argue that given the comparative structure proposed, reasoned advocacy in argumentative activity upholds (...) reasonableness whenever that activity is adequately designed. I propose some basic rules for such a design of practical argumentation. (shrink)

This book challenges the widespread view of Kierkegaard’s idiosyncratic and predominantly religious position on mimesis. -/- Taking mimesis as a crucial conceptual point of reference in reading Kierkegaard, this book offers a nuanced understanding of the relation between aesthetics and religion in his thought. Kaftanski shows how Kierkegaard's dialectical-existential reading of mimesis interlaces aesthetic and religious themes, including the familiar core concepts of imitation, repetition, and admiration as well as the newly arisen notions of affectivity, contagion, and crowd behavior. Kierkegaard’s (...) enduring relevance to the malaises of our own day is firmly established by his classic concern for the meaning of human life informed by reflective meditation on the mimeticorigins of the contemporary age.​ -/- Kierkegaard, Mimesis, and Modernity will be of interest to scholars and advanced students working on Kierkegaard, Continental philosophy, the history of aesthetics, and critical and religious studies. (shrink)

This paper contains a discussion of striking similarities between influential philosophical concepts of the past and the approaches currently employed in selected areas of computer science. In particular, works of the Pythagoreans, Plato, Abelard, Ash’arites, Malebranche and Berkeley are presented and contrasted with such computer science ideas as digital computers, object-oriented programming, the modelling of an object’s actions and causality in virtual environments, and 3D graphics rendering. The intention of this paper is to provoke the computer science community to go (...) off the beaten path in order to find inspiration for the development of new approaches in software engineering. (shrink)

This article addresses the question whether skiing as a nature sport enables practitioners to develop a rapport with nature, or rather estranges and insulates them from their mountainous ambiance. To address this question, I analyse a recent skiing movie from a psychoanalytical perspective and from a neuro-scientific perspective. I conclude that Jean-Paul Sartre’s classical but egocentric account of his skiing experiences disavows the technicity involved in contemporary skiing as a sportive practice for the affluent masses, which actually represents an urbanisation (...) of the sublime, symptomatic for the current era. (shrink)

The main focus of the article is the analysis of Kant’s notion of Judaism and his attitude toward the Jewish nation in a new context. Kant’s views on the Jewish religion are juxtaposed with those of Mendelssohn and Spinoza in order to emphasize several interesting features of Kant’s political and religious thought. In particular, the analysis shows that, unlike Mendelssohn, Kant did not consider tolerance to be the last word of the enlightened state in matters of its coexistence with religion. (...) The author also argues that Kant’s fascination with Mendelssohn’s Jerusalem was premature and that his later disappointment with Mendelssohn’s persistent adherence to Jewish orthodoxy reflects his understanding of the condition of Judaism in the context of the new era of Enlightenment. Moreover, the paper addresses in a novel way the relevant connections between Kant and Spinoza, showing substantive similarities between their notions of Judaism and Christianity, and provides an overview of Kant’s historical involvement with Jewish issues, which are significant given the argumentative structure of the article. (shrink)

From Fichte to Kant and back. Several considerations on Marek J. Siemek’s concept of transcendentalism: The basic interpretation claim presented in Marek J. Siemek’s book is that Kant created a completely new level of philosophical reflection, for which the epistemological question remains characteristic. This question — in contrast to the epistemic questions posed before Kant — neither solely focuses on the problem of the ontic structure of the reality nor it does on the cognitive conditions which enable a subject to (...) get to know the latter. The epistemological question deals with the very relationship that occurs between the cognition and the reality and constitutes both the ontological and cognitive conditions of knowledge. According to Siemek, Kant developed a transcendental perspective, but only Fichte was able to fully develop it, while Kant dealt with interweaving epistemic and epistemological threads. However, one can defend the thesis that Kantian solutions, on the one hand, are much more strongly situated on the epistemological level of reflection than Siemek was ready to admit, and on the other hand, they offer a weaker model of transcendentalism which — in contrast to the stronger Fichte’s model — explores only the impassable limits of transcendental reflection. (shrink)

In _Roman Ingarden’s Philosophy of Literature_ Wojciech Chojna makes Ingarden’s philosophy of literature more consistent with Husserl’s phenomenology and more immune to both absolutism and relativism. The latter is overcome not through falling back on essentialism but from within itself.

A precise velocity model is necessary to obtain reliable locations of microseismic events, which provide information about the effectiveness of the hydraulic stimulation. Seismic anisotropy plays an important role in microseismic event location by imposing the dependency between wave velocities and its propagation direction. Building an anisotropic velocity model that accounts for that effect allows for more accurate location of microseismic events. We have used downhole microseismic records from a pilot hydraulic fracturing experiment in Lower-Paleozoic shale gas play in the (...) Baltic Basin, Northern Poland, to obtain accurate microseismic events locations. We have developed a workflow for a vertical transverse isotropy velocity model construction when facing a challenging absence of horizontally polarized S-waves in perforation shot data, which carry information about Thomsen’s [Formula: see text] parameter and provide valuable constraints for locating microseismic events. We extract effective [Formula: see text], [Formula: see text] and [Formula: see text], [Formula: see text] for each layer from the P- and SV-wave arrivals of perforation shots, whereas the unresolved [Formula: see text] is retrieved afterward from the SH-SV-wave delay time of selected microseismic events. An inverted velocity model provides more reliable location of microseismic events, which then becomes an essential input for evaluating the hydraulic stimulation job effectiveness in the geomechanical context. We evaluate the influence of the preexisting fracture sets and obliquity between the borehole trajectory and principal horizontal stress direction on the hydraulic treatment performance. The fracturing fluid migrates to previously fractured zones, while the growth of the microseismic volume in consecutive stages is caused by increased penetration of the above-lying lithologic formations. (shrink)

Traditionally, political legitimacy has been associated exclusively with states. But are states actually legitimate? And why should discussions of legitimacy focus only on the nation-state? This volume explores how legitimacy is intertwined with notions of statehood and how it reaches beyond the state into supranational institutions.

The philosophical argument between Jean-Paul Sartre and Albert Camus can be summarised in their conflicting accounts of skiing and swimming. For Sartre skiing exemplifies the struggle of existence and the angst of the alienated ego. For Camus, swimming represents some glimmering of collective harmony, the possibility of transcendence. Sartre's thinking is inflected by quantum theory and the 'steady state', whereas Camus is more of a wave theorist, with a lingering nostalgia for the 'primeval atom' and a fondness for peak experiences. (...) Put together their separate ways of analysing consciousness suggest a two-phase account of cognition. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...) and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

In this paper, I present a new account of Richard Rorty’s interpretation of Michel Foucault, which demonstrates that in the course of his career, Rorty presented several diverse (often mutually exclusive) criticisms of Foucault’s political thought. These give different interpretations of what he took to be the flaws of that thought, but also provide different explanations as to the sources of these flaws. I argue that Rorty’s specific criticisms can be divided into two overall groups. Sometimes he saw Foucault’s rejection (...) of bourgeois democracies and bourgeois utopias as a specific case of his general critique regarding the structures of social life as inherently oppressive. At other times he seemed to attribute to Foucault a view that—while not all forms of social life are inherently oppressive—bourgeois democracies certainly are, in a very specific and radical way. In conclusion I show that Rorty’s interpretation of Foucault should be understood in the context of his approach toward the ‘American Cultural Left.’. (shrink)

SummaryThe Bohr‐Einstein debate on the interpretation of quantum mechanics may be viewed as a discussion on the epistemological status of knowledge gained by physics. It is shown that in fact the advent of quantum theory has led, in a new context, to an old philosophical controversy between epistemological realism and phenomenalism . An inquiry into this controversy, taking into account the contemporary understanding of quantum mechanics based on the axiomatic study of its foundations, leads to the conclusion that contrary to (...) widespread opinion, it is perfectly possible to formulate quantum mechanics in an entirely realistic manner according to the postulate of Einstein. We demonstrate that Bohr's episteme‐logy, in which the role of experimental arrangements in the physical description is taken as a starting point, does not necessarily imply phenomenlism, but may be justifiably considered as a complementary standpoint to the realistic epistemology of Einstein, which is based on the notion of a mental construction which pictures reality. (shrink)

We propose a non-standard interpretation of Alternating-time Temporal Logic with imperfect information, for which no commonly accepted semantics has been proposed yet. Rather than changing the semantic structures, we generalize the usual interpretation of formulae in single states to sets of states. We also propose a new epistemic operator for ?practical? or ?constructive? knowledge, and we show that the new logic (which we call Constructive Strategic Logic) is strictly more expressive than most existing solutions, while it retains the same model (...) checking complexity. Finally, we study properties of constructive knowledge and other operators in this non-standard semantics. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...) and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

After a brief look at Drafts on Polish philosophy of the twentieth century you could get the impression that this is a work dedicated to the most recent works of Polish philosophy. However after a moment of consideration, it seems hard to believe that a contemporary philosopher would write a history of twentieth century philosophy which could be considered neither as his history nor his philosophy. The distinction between history and philosophy in this case is not accidental since Wojciech (...) Słomski does not try to present a completely closed view of philosophical thought in the last century but aims at expressing that which he himself considers most valuable in contemporary Polish philosophy. It turns out that despite first impressions, we are not dealing with a systematic lecture, maintaining a cold and impartial approach to the subject but with a text written by an independent philosopher who cannot write differently about philosophy than Wojciech Słomski has done. For this reason too, the philosophy in Drafts is a living philosophy, made up of the most current propositions considered by W. Słomski as more important than the task of executing clear distinctions and pigeonholing of presented views into categories created by philosophers. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...) and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

We characterize all finitary consequence relations over S4.3, both syntactically, by exhibiting so-called passive rules that extend the given logic, and semantically, by providing suitable strongly adequate classes of algebras. This is achieved by applying an earlier result stating that a modal logic L extending S4 has projective unification if and only if L contains S4.3. In particular, we show that these consequence relations enjoy the strong finite model property, and are finitely based. In this way, we extend the known (...) results by Bull and Fine, from logics, to consequence relations. We also show that the lattice of consequence relations over S4.3 is countable and distributive and it forms a Heyting algebra. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...) and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

This is an account of the Uprising fights of a young machinegunner of the “Baszta” Unit from the “W” hour to the honorable surrender at the end of September.

This article reevaluates the origins of Kierkegaard’s concept of imitation. It challenges the general approach to the genealogy of the phenomenon in question, which privileges the influence of various religious traditions on the thinker and ignores his exposure to the non-Christian literature. I contend that a close reading of the Apology, the Sophist, the Republic, and the Phaedo alongside Kierkegaard’s texts from the so-called second authorship reveals in the dialogues of Plato the three crucial aspects of Kierkegaard’s concept of imitation, (...) namely the phenomenon of following after, the existential, and the non-imitative character of imitation. Lastly, I show that, apart from striving to be a follower/an imitator of Christ, Kierkegaard perceives himself as a follower/an imitator of Socrates. This means that the life of the imitator of Christ is the examined life in the Socratic sense. (shrink)