The source, status, and significance of the derivation of the necessity of identity at the beginning of Kripke’s lecture “Identity and Necessity” is discussed from a logical, philosophical, and historical point of view.

The aim of the paper is to show that W. V. O. Quine's animadversions against modal logic did not get the same attention that is considered to be the case nowadays. The community of logicians focused solely on the technical aspects of C. I. Lewis’ systems and did not take Quine's arguments and remarks seriously—or at least seriously enough to respond. In order to assess Quine's place in the history, however, his relation to Carnap is considered since their notorious break (...) was about the status of extensionality and modal logic. Since much of the works about the history of analytic philosophy is centered on the relationship of Quine and Carnap, their break about modality deserves much more attention—it also sheds some light on why should anyone wonder about Quine's early arguments against modal logic. The paper ends with some further considerations regarding the early formation of modal logic and hitherto unconsidered problematic issues. (shrink)

This chapter presents a new semantics for inductive empirical knowledge. The epistemic agent is represented concretely as a learner who processes new inputs through time and who forms new beliefs from those inputs by means of a concrete, computable learning program. The agent’s belief state is represented hyper-intensionally as a set of time-indexed sentences. Knowledge is interpreted as avoidance of error in the limit and as having converged to true belief from the present time onward. Familiar topics are re-examined within (...) the semantics, such as inductive skepticism, the logic of discovery, Duhem’s problem, the articulation of theories by auxiliary hypotheses, the role of serendipity in scientific knowledge, Fitch’s paradox, deductive closure of knowability, whether one can know inductively that one knows inductively, whether one can know inductively that one does not know inductively, and whether expert instruction can spread common inductive knowledge—as opposed to mere, true belief—through a community of gullible pupils. (shrink)