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  1. A Primer on Ernst Abbe for Frege Readers.Jamie Tappenden - 2008 - Canadian Journal of Philosophy 38 (S1):31-118.
    Setting out to understand Frege, the scholar confronts a roadblock at the outset: We just have little to go on. Much of the unpublished work and correspondence is lost, probably forever. Even the most basic task of imagining Frege's intellectual life is a challenge. The people he studied with and those he spent daily time with are little known to historians of philosophy and logic. To be sure, this makes it hard to answer broad questions like: 'Who influenced Frege?' But (...)
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  • (1 other version)What is in a Definition? Understanding Frege’s Account.Edward Kanterian - 2018 - Siegener Beiträge Zur Geschichte Und Philosophie der Mathematik 9:7-46.
    Joan Weiner (2007) has argued that Frege’s definitions of numbers are linguistic stipulations, with no content-preserving or ontological point: they don’t capture any determinate content of numerals, as they have none, and don’t present numbers as preexisting objects. I show that this view is based on exegetical and systematic errors. First, Idemonstrate that Weiner misrepresents the Fregean notions of ‘Foundations-content’, sense, reference, and truth. I then consider the role of definitions, demonstrating that they cannot be mere linguistic stipulations, since they (...)
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  • Heidegger's Logico-Semantic Strikeback.Alberto Voltolini - 2015 - Organon F: Medzinárodný Časopis Pre Analytickú Filozofiu 22:19-38.
    In (1959), Carnap famously attacked Heidegger for having constructed an insane metaphysics based on a misconception of both the logical form and the semantics of ordinary language. In what follows, it will be argued that, once one appropriately (i.e., in a Russellian fashion) reads Heidegger’s famous sentence that should paradigmatically exemplify such a misconception, i.e., “the nothing nothings”, there is nothing either logically or semantically wrong with it. The real controversy as to how that sentence has to be evaluated—not as (...)
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  • Compositionality as supervenience.Zoltán Gendler Szabó - 2000 - Linguistics and Philosophy 23 (5):475-505.
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  • Frege’s View of the Context Principle After 1890.Krystian Bogucki - 2022 - Grazer Philosophische Studien 99 (1):1-29.
    The aim of this article is to examine Frege’s view of the context principle in his mature philosophical doctrine. Here, the author argues that the context principle is embodied in the contextual explanation of value-ranges presented in Basic Laws of Arithmetic. The contextual explanation of value-ranges plays essentially the same role as the context principle in The Foundations of Arithmetic. It is supposed to show how a reference to natural numbers is possible. Moreover, the author argues against the view that (...)
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  • Frege and Russell: Does Science Talk Sense?Mark Wilson - 2007 - European Journal of Analytic Philosophy 3 (2):179-190.
    Over the course of the nineteenth century mathematicians became vividly aware that great advances in intuitive “understanding” could be obtained if novel definitions were devised for old notions such as “conic section”, for one thereby often gained a deeper appreciation for why old theorems in the subject had to be true. From a naïve philosophical standpoint, such definitional alterations look as if they must properly displace the “propositional contents” of the very theorems they seek to illuminate. Haven’t our reformers merely (...)
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  • Did Frege believe Frege's principle?Francis Jeffry Pelletier - 2001 - Journal of Logic, Language and Information 10 (1):87-114.
    In this essay I will consider two theses that are associated with Frege,and will investigate the extent to which Frege really believed them.Much of what I have to say will come as no surprise to scholars of thehistorical Frege. But Frege is not only a historical figure; he alsooccupies a site on the philosophical landscape that has allowed hisdoctrines to seep into the subconscious water table. And scholars in a widevariety of different scholarly establishments then sip from thesedoctrines. I believe (...)
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