Collective volume with papers by alumni and students from the Campinas Aristotle Group.

In Posterior Analytics 71b9 12, we find Aristotle’s definition of scientific knowledge. The definiens is taken to have only two informative parts: scientific knowledge must be knowledge of the cause and its object must be necessary. However, there is also a contrast between the definiendum and a sophistic way of knowing, which is marked by the expression “kata sumbebekos”. Not much attention has been paid to this contrast. In this paper, I discuss Aristotle’s definition paying due attention to this contrast (...) and to the way it interacts with the two conditions presented in the definiens. I claim that the “necessity” condition ammounts to explanatory appropriateness of the cause. (shrink)

This article offers a reconstruction of an argument against infinite regress formulated by Aristotle in Posterior Analytics I 22. I argue against the traditional interpretation of the chapter, according to which singular terms and summa genera, in virtue of having restrict logical roles, provide limits for predicative chains, preventing them from proceeding ad infinitum. As I intend to show, this traditional reading is at odds with some important aspects of Aristotle’s theory of demonstration. More importantly, it fails to explain how (...) his proof is connected to a defence of the existence of ultimate explanations, a connection that must be the case if I 19-22 is advancing a foundationalist way-out to a sceptical challenge raised in I 3. (shrink)

ABSTRACT This is a review of David Bronstein's book "Aristotle on Knowledge and Learning: The Posterior Analytics".

according to aristotle's posterior analytics, scientific expertise is composed of two different cognitive dispositions. Some propositions in the domain can be scientifically explained, which means that they are known by "demonstration", a deductive argument in which the premises are explanatory of the conclusion. Thus, the kind of cognition that apprehends those propositions is called "demonstrative knowledge".1 However, not all propositions in a scientific domain are demonstrable. Demonstrations are ultimately based on indemonstrable principles, whose knowledge is called "comprehension".2 If the knowledge (...) of all scientific propositions were... (shrink)

I shall argue that, according to Aristotle, the knowledge we may attain is profoundly qualified by our status as human knowers. Throughout the corpus, Aristotle maintains a separation of knowledge at the broadest level into two kinds, human and divine. The separation is not complete—human knowers may enjoy temporarily what god or the gods enjoy on a continuous basis; but the division expresses a fact about humanity's place in the cosmos, one that imposes strict conditions on what we may know, (...) with what degree of certainty, and in what areas. While passages bearing on human knowledge are familiar, looking at them collectively and in comparison with certain other well known Aristotelian doctrines may significantly affect how we understand the goals of his philosophy and why our hopes for reaching them must be limited. (shrink)

The paper provides an interpretation of Aristotle’s view on scientific inquiry as problem solving. It tackles passages where Aristotle emphasises the role that the problem-solving activity has in science, and where he describes the history of humans’ problem-solving activity and the historical development of natural science as a problem-solving activity. Further, the paper examines Aristotle’s practice of raising, assessing and solving problems as well as the heuristic procedures he employs to move from ignorance to scientific knowledge. Finally, it raises a (...) question about Aristotle’s view on the epistemic status of scientific definitions: does Aristotle conceive of the definitions, which are the results of scientific inquiries, as truths or rather as plausible hypotheses that may or may not be true? (shrink)

I argue for the claim that for Aristotle, the content of productive understanding primarily concerns the nature of the object a craftsperson aims to bring into existence as well as its material requirements, and only derivatively things she might do with a view to producing that object. I explain why technê is a form of understanding, by considering what it shares with and how it differs from its practical and theoretical cousins. I give four arguments for my claim. The analogy (...) of craft and nature suggests that a craftsperson understands the nature of their product and the material necessities required by the product’s existence. Further evidence comes from some of Aristotle’s remarks on the practical syllogism, from considerations concerning capacities for change in general, and from his views on why it is a two-way capacity. I end by mentioning several respects in which technê goes beyond productive understanding. (shrink)

Aristotle’s account of epistēmē is foundationalist. In contrast, the web of dialectical argumentation that constitutes justification for scientific principles is coherentist. Aristotle’s account of explanation is structurally parallel to the argument for a foundationalist account of justification. He accepts the first argument but his coherentist accounts of justification indicate that he would not accept the second. Where is the disanalogy? For Aristotle, the intelligibility of a demonstrative premise is the cause of the intelligibility of a demonstrated conclusion and causation is (...) asymmetric. Within the Posterior Analytics itself, Aristotle does not account for this, but elsewhere he develops the resources for doing so: the cause is what acts on a substrate to actualize a potential in that substrate, resulting in the effect. On the other hand, it may well happen that two propositions entail each other, in which case one may as well justify the one on the basis of the other as vice versa. (shrink)

This paper examines geometrical arguments from Galileo's Mechanics and Two New Sciences to discern the influence of the Aristotelian Mechanical Problems on Galileo's dynamics. A common scientific procedure is found in the Aristotelian author's treatment of the balance and lever and in Galileo's rules concerning motion along inclined planes. This scientific procedure is understood as a development of Eudoxan proportional reasoning, as it was used in Eudoxan astronomy rather than simply as it appears in Euclid's Elements. Topics treated include the (...) significance of the circle in Galileo's demonstrations, the substitution of rectilinear elements for heterogeneous factors like weight and curvilinear distance, and the way in which elements of a motion are used to measure other elements of the same motion. The indirectness of Galileo's proofs, his conception of speed as relative and comparative, and the meaning of his concept of moment all come into clearer focus. Conclusions are drawn about Galilean idealization, and also about the contrast of literal versus figural modes of explanation in Galileo's science. (shrink)

I discuss what Aristotle means when he say that scientific demonstration must proceed from necessary principles. I argue that, for Aristotle, scientific demonstration should not be reduced to sound deduction with necessary premises. Scientific demonstration ultimately depends on the fully appropriate explanatory factor for a given explanandum. This explanatory factor is what makes the explanandum what it is. Consequently, this factor is also unique. When Aristotle says that demonstration must proceed from necessary principles, he means that each demonstration requires the (...) principle that is the necessary one for the fully appropriate explanation of its explanandum. This picture also provides a key to understand Aristotle's thesis that scientific explanation depends on essences: it is the essence of the attribute to be explained that should be stated as the fully appropriate explanatory factor. (shrink)

I discuss an important feature of the notion of cause in Post. An. 1. 13, 78b13–28, which has been either neglected or misunderstood. Some have treated it as if Aristotle were introducing a false principle about explanation; others have understood the point in terms of coextensiveness of cause and effect. However, none offers a full exegesis of Aristotle's tangled argument or accounts for all of the text's peculiarities. My aim is to disentangle Aristotle's steps to show that he is arguing (...) in favour of a logical requirement for a middle term's being the appropriate cause of its explanandum. Coextensiveness between the middle term and the attribute it explains is advanced as a sine qua non condition of a middle term's being an appropriate or primary cause. This condition is not restricted either to negative causes or to middle terms in second‐figure syllogisms, but ranges over all primary causes qua primary. (shrink)

En este artículo se discute la relación entre silogismo y demostración con respecto al concepto aristotélico del conocimiento científico formulado en los Analíticos segundos. La argumentación sigue tres líneas principales: (i) se ofrecen razones para rechazar la relegación de la sistematización silogística a la instancia postrera de justificación y exposición didáctica del conocimiento previamente adquirido. Como respuesta alternativa, (ii) se muestra que una explicación aristotélica necesita la silogística en virtud del papel que desempeña la causa como término medio silogístico. En (...) consecuencia, debería estar en condiciones de (iii) sostener que no resulta factible establecer firmemente los principios propios como premisas explicativas sin construir silogismos. This article focuses on the relation between syllogism and demonstration, as related to Aristotle's concept of scientific knowledge in his Posterior Analytics. Three main lines of argumentation are followed: (i) reasons are given to reject that syllogistic systematization plays a unique role as a skill for justification and didactic proof of a body of knowledge previously acquired. Alternatively, (ii) it is showed that an Aristotelian explanation requires syllogistic as to the role of cause as middle syllogistic term. Thus, it should be feasible (iii) to sustain that it is not possible to firmly establish proper principles as explanative premises without constructing syllogisms. (shrink)