This book is a synthesis of more than three decades of research into the concept of time and its semiotic nature. If traditional philosophy – and philosophy of time should be no exception – in the shadow of advancing biology can be said to have reached an impasse, one important reason for this, in harmony with Wittgenstein’s vision, appears to have been its lack of appropriate tools for explicating language. The present theory of time proceeds, accordingly, from the exploration of (...) temporal expressions in language as an evolutionary fact. It derives in a hypothetical, coherent feedback process of hierarchically ordered distinctions the semantics of time from its biologically dictated perceptual and cognitive-pragmatic origins. The corresponding abductive-regulative model is anchored in the assumption of biological rhythmization as the very foundation of perception and mental/physical action. Understood to originate in space and spatial perspective, time reveals itself as an instrument for temporal perspective on motion (events and situations) in a process of analysis, i.e., discontinuation of chaos made divisible and continuous by the rhythmical screen. Whereas traditional philosophy of time paid attention almost exclusively to the temporal category of tense, the biopragmatic model sees strong evidence in the perspectival nature of time for ascribing the decisive, and probably universal, role in temporal analysis to the linguistic category of aspect. Aspect may, according to the present findings, be assumed to partake already of change-of-state and cause-effect analysis without which man’s adaptation to new situations – and precondition for survival – would be inconceivable. The proposed model of space/time cognition, inspired by Hegelian dialectics, Heidegger-Gadamer’s hermeneutic circle and Peircean logic, makes Kantian a priori superfluous and liberates time from its enigmatic appearance. For the first time in temporal studies it thus appears possible to derive hypothetically linguistic expressions of time all the way from pretemporal, homogeneous continuity effected by biological rhythmization, via pretemporal metonymic (Gestalt), chunk-wise partitioning – as a general precondition for the perception and, based on primary metaphorization, the cognition of things, space and motion – to temporal analysis/discontinuation proper, primarily by aspectual perspective, and the subsequent synthesized, heterogeneous continuity of temporally ordered events. The conception of time, so disastrous for modern temporal logic, i.e., as moving object assigned extension, divisible continuity (‛linearity’) and direction, can be shown to have emerged as a result of secondary metaphorization. (shrink)

Acknowledging the negative impact poverty and violence can have on the educational process, I explore ways in which a pragmatic interpretation of hope can guide us in formulating preventive and responsive measures that are not intrusive on the normal curriculum. I draw on key pragmatic ideas presented by John Dewey to emphasize habits central to a pragmatic theory of hope. Equally important is the notion of a community of hope that fosters the development of hope's habits. A hopeful pedagogy enables (...) us to fund students with habits that help them resist the disconnection and despair that can come from living and learning amid impoverished or violent conditions. I argue that teachers can emphasize hope's relevance to achieving the goals of the curriculum; they can also promote students' self-knowledge through personal narratives that identify past accomplishments and explore possible means to desired goods. To begin ameliorating the tenacious conditions that foster poverty and violence, we need to look beyond the confines of the classroom and school to the resources and coordinated efforts made possible by the larger community. A pragmatic interpretation thus focuses our attention on individual and communal habits that help us secure desired goods. My discussion demonstrates at least some of the ways in which hope is a valuable resource for actively responding to circumstances that impede the educational process. (shrink)

Josiah Royce (1855?1916) was, in addition to being the pre-eminent metaphysician at the turn of the 19th century in the USA, regarded as ?a logician of the first rank?. At the time of his death in 1916, he had begun a substantial and potentially revolutionary project in logic in which he sought to show the connection between logic and ethics, aesthetics, and metaphysics. His system was developed in light of the work of Bertrand Russell and A. B. Kempe and aimed (...) to include Russell's logic as a subsystem. This more comprehensive logic, which Royce called system Σ, brought together an analysis of the character of experience and knowledge with the principles which served to organize interests and direct actions. The result was to be a logical theory framed by ?a profoundly ethical motive as well as a genuinely intellectual one? that would serve as ?a theory of the way in which activities must go on if they go on at all?. This paper examines three stages in the development of Royce's logical system, its relation to the logic of Principia Mathematica, and prospects for its further development. (shrink)

I argue that, contrary to the recent claims of physicists and philosophers of physics, general relativity requires no interpretation in any substantive sense of the term. I canvass the common reasons given in favor of the alleged need for an interpretation, including the difficulty in coming to grips with the physical significance of diffeomorphism invariance and of singular structure, and the problems faced in the search for a theory of quantum gravity. I find that none of them shows any defect (...) in our comprehension of general relativity as a physical theory. I conclude by comparing general relativity with quantum mechanics, a theory that manifestly does stand in need of an interpretation in an important sense. Although many aspects of the conceptual structure of general relativity remain poorly understood, it suffers no incoherence in its formulation as a physical theory that only an ‘interpretation’ could resolve. *Received November 2007; revised February 2009. †To contact the author, please write to: Center for Philosophy of Science, University of Pittsburgh, 817 Cathedral of Learning, Pittsburgh, PA 15260; e‐mail: [email protected] . When science starts to be interpretive it is more unscientific even than mysticism. (D. H. Lawrence, “Self‐Protection”). (shrink)

Wittgenstein's discussion of rule-following is widely regarded to have identified what Kripke called "the most radical and original sceptical problem that philosophy has seen to date". But does it? This paper examines the problem in the light of Charles Peirce's distinctive "scientific hierarchy". Peirce identifies a phenomenological inquiry which is prior to both logic and metaphysics, whose role is to identify the most fundamental philosophical categories. His third category, particularly salient in this context, pertains to general predication. Rule-following scepticism, the (...) paper suggests, results from running together two questions: "How is it that I can project rules?", and, "What is it for a given usage of a rule to be right?". In Peircean terms the former question, concerning the irreducibility of general predication (to singular reference), must be answered in phenomenology, while the latter, concerning the difference between true and false predication, is answered in logic. A failure to appreciate this distinction, it is argued, has led philosophers to focus exclusively on Wittgenstein's famous public account of rule-following rightness, thus overlooking a private, phenomenological dimension to Wittgenstein's remarks on following a rule which gives the lie to Kripke's reading of him as a sceptic. (shrink)

Charles Peirce is often credited for being among the first, perhaps even the first, to develop a scientific metaphysics of indeterminism. After rejecting the received view that Peirce developed his views from Darwin and Maxwell, I argue that Peirce's view results from his synthesis of Immanuel Kant's critical philosophy and George Boole's contributions to formal logic. Specifically, I claim that Kant's conception of the laws of logic as the basis for his architectonic, when combined with Boole's view of probability, yields (...) Peirce's metaphysics of probabilistic laws. Indeterminism provides, therefore, an excellent illustration of how Peirce attempted to use logic to clarify metaphysical problems.Since everyone must have conceptions of things in general, it is most important that they should be carefully constructed. I shall enter into no criticism of the different methods of metaphysical research, but shall merely say that in the opinions of several great thinkers, the only successful mode yet lighted upon is that of adopting our logic as our metaphysics. (W1: 490, 1866)2. (shrink)

Este trabajo abordará cuestiones esenciales sobre el imaginario colectivo y sus relaciones con la realidad y la verdad. Primero, debemos abordar este tema dentro de un marco conceptual, seguido del correspondiente análisis fáctico de realidades conductuales demostrables. Adoptaremos no solo la metodología, sino sobre todo los principios y proposiciones de la filosofía analítica, que seguramente quedarán patentes a lo largo del estudio y podrán identificarse por las características descritas por Pérez. : Rabossi (1975) sostiene que la filosofía analítica puede identificarse (...) considerando ciertos parecidos familiares. Sugiere los siguientes rasgos familiares: una actitud positiva hacia el conocimiento científico; un enfoque cauteloso de la metafísica; una concepción de la filosofía como tarea conceptual, que toma como método el análisis conceptual; una estrecha relación entre lengua y Filosofía; una preocupación por buscar respuestas argumentativas a problemas filosóficos; la búsqueda de claridad conceptual. -/- Estos conceptos originales implican contenidos culturales, sociales, religiosos, científicos, filosóficos, morales y políticos propios de cada existencia colectiva. En este estudio no debatiremos ni demostraremos. Nuestro objetivo no es establecer sistemáticamente un método, criticar o aportar pruebas. Este trabajo se basa en la reflexión analítica. Especularemos lo más completa y profundamente posible y expresaremos los resultados de nuestros pensamientos. Sin perjuicio del carácter multidisciplinar del tema y de la apertura metodológica para aceptar aportaciones de cualquier campo científico, este trabajo pertenece a la psicología y la ontología o, en otras palabras, a la psicología social y ontológica. La metodología libre que orienta estas reflexiones abarca y considera todo lo que se acerca a la coherencia con la epistemología filosófica y psicológica. Esta metodología no busca evidencia, sino que busca la interrelación entre evidencia existente de cualquier naturaleza y magnitud, infiriendo significado consistente a partir de cosas reales. Muchos grandes pensadores en ningún momento han buscado demostraciones, teorizaciones o sistematizaciones. Estos pensadores pensaron, meditaron y pudieron acercarse a la verdad con la iluminación de su humildad. Ellos serán nuestra referencia y el ejemplo a seguir. De hecho, no encontraremos la verdad. Sin embargo, de una cosa podemos estar seguros: muchas veces nos acercaremos a la verdad y en todo momento nos alejaremos de la mentira. El objetivo principal de este estudio es observar cómo funcionan algunos de los atributos evolutivos esenciales de la humanidad. Al igual que la creatividad, la imaginación y la asociación pueden convertirse en una enfermedad peligrosa, al abrigo de las brumosas sombras de la inteligencia. -/- . (shrink)

В данной работе рассматриваются важнейшие вопросы о коллективном воображаемом и его отношениях с реальностью и истиной. Сначала мы рассмотрим эту тему в концептуальных рамках, а затем проведем соответствующий фактологический анализ наглядных поведенческих реалий. Мы будем опираться не только на методологию, но и, главным образом, на постулаты и положения аналитической философии, которые, безусловно, будут проявляться на протяжении всего исследования и могут быть идентифицированы по признакам, описанным Пересом : Рабосси (1975) отстаивает идею, что аналитическая философия может быть идентифицирована путем рассмотрения некоторых семейных (...) сходств. Он предлагает следующие семейные черты: позитивное отношение к научному знанию; осторожное отношение к метафизике; представление о философии как о концептуальной задаче, в которой в качестве метода используется концептуальный анализ; тесная связь между языком и философией; стремление к аргументированным ответам на философские проблемы; поиск концептуальной ясности. Эти базовые понятия включают в себя культурное, социальное, религиозное, научное, философское, моральное и политическое содержание, принадлежащее каждому и коллективному существованию. В данной статье мы не будем дискутировать и доказывать. Наша цель — не систематическая методология, не критика и не доказательство. Настоящая работа основана на аналитической рефлексии. Мы будем рассуждать как можно более полно и глубоко и излагать результаты своих размышлений. Несмотря на междисциплинарный характер темы и методологическую открытость к принятию вклада из любой области науки, данная работа относится к психологии и онтологии, или, другими словами, к социальной и онтологической психологии. Свободная методология, направляющая такие размышления, охватывает и рассматривает все, что приближается к согласованности с философской и психологической эпистемологией. Эта методология не гонится за доказательствами, а ищет взаимосвязь между существующими доказательствами любой природы и величины, выводя когерентный смысл реальных вещей. (shrink)

Diese Arbeit wird wesentliche Fragen über das kollektive Imaginär und seine Beziehungen zur Realität und Wahrheit ansprechen. Zunächst sollten wir dieses Thema in einem konzeptionellen Rahmen ansprechen, gefolgt von der entsprechenden Tatsachenanalyse demonstrierbarer Verhaltensrealitäten. Wir werden nicht nur die Methodik, sondern vor allem die Prinzipien und Sätze der analytischen Philosophie annehmen. Die vorliegende Arbeit beruht analytischer Reflexion. Wir werden so umfassend und tief wie möglich spekulieren und die Ergebnisse unserer Gedanken ausdrücken. Trotz des multidisziplinären Charakters des Themas und der methodischen (...) Offenheit für die Annahme. Beiträge aus jedem Bereich der Wissenschaft, diese Arbeit gehört zu Psychologie und Ontologie oder, mit anderen Worten, soziale und ontologische Psychologie. Die freie Methodik, die solche Reflexionen leitet, umfasst und betrachtet alles, was sich der Kohärenz mit der philosophischen und psychologischen Epistemologie nähert. Diese Methodik verfolgt keine Beweise, sondern sucht nach der Wechselbeziehung zwischen bestehenden Beweisen jeglicher Art und Größe, die eine kohärente Bedeutung zu den realen Dingen ableiten. Der Hauptbereich dieses Titels besteht darin, zu beobachten, wie einige der wesentlichen evolutionären Attribute der Menschheit, wie Kreativität, Fantasie und Assoziation, zu einer gefährlichen Krankheit werden können, die in den Nebelschatten der Intelligenz versteckt ist. (shrink)

Christopher Hookway has been influential in promoting engagement with pragmatist and naturalist perspectives from classical and contemporary American philosophy. This book reflects on Hookway’s work on the American philosophical tradition and its significance for contemporary discussions of the understanding of mind, meaning, knowledge, and value. -/- Hookway’s original and extensive studies of Charles S. Peirce have made him among the most admired and frequently referenced of Peirce’s interpreters. His work on classical American pragmatism has explored the philosophies of William James, (...) John Dewey, and Josiah Royce, and examined the influence of pragmatist ideas outside of the United States. Additionally, Hookway has participated in a number of celebrated exchanges with some of the most high-profile figures of twentieth- and twenty-first-century philosophy, including Karl-Otto Apel, Philip Pettit, Hilary Putnam, and W.V.O. Quine, through which his treatments of a large range of topics in epistemology and the philosophies of mind and language have been developed and promoted. The chapters in this book—which include contributions from several of Hookway’s former students and colleagues—include studies of Hookway’s engagement with the works of Peirce, James, and Dewey, his contributions to virtue epistemology, and his discussions of hope and pragmatist metaphysics. -/- Pragmatic Reason will be of interest to researchers and advanced students working on American philosophy, the history of analytic philosophy, and epistemology. (shrink)

It is usually accepted that deductions are non-informative and monotonic, inductions are informative and nonmonotonic, abductions create hypotheses but are epistemically irrelevant, and both deductions and inductions can’t provide new insights. In this article, I attempt to provide a more cohesive view of the subject with the following hypotheses: (1) the paradigmatic examples of deductions, such as modus ponens and hypothetical syllogism, are not inferential forms, but coherence requirements for inferences; (2) since any reasoner aims to be coherent, any inference (...) must be deductive; (3) a coherent inference is an intuitive process where the premises should be taken as sufficient evidence for the conclusion, which on its turn should be viewed as necessary evidence for the premises in some modal range; (4) inductions, properly understood, are abductions, but there are no abductions beyond the fact that in any inference the conclusion should be regarded as necessary evidence for the premises; (5) monotonicity is not only compatible with the retraction of past inferences given new information, but it is a requirement for it; (6) this explanation of inferences holds true for discovery processes, predictions and trivial inferences. (shrink)

The representation and classification of the structure of natural arguments has been one of the most important aspects of Aristotelian and medieval dialectical and rhetorical theories. This traditional approach is represented nowadays in models of argumentation schemes. The purpose of this article is to show how arguments are characterized by a complex combination of two levels of abstraction, namely, semantic relations and types of reasoning, and to provide an effective and comprehensive classification system for this matrix of semantic and quasilogical (...) connections. To this purpose, we propose a dichotomous criterion of classification, transcending both levels of abstraction and representing not what an argument is but how it is understood and interpreted. The schemes are grouped according to an end-means criterion, which is strictly bound to the ontological structure of the conclusion and the premises. On this view, a scheme can be selected according to the intended or reconstructed purpose of an argument and the possible strategies that can be used to achieve it. (shrink)

In this work, we will approach some essential questions about the collective imaginary and their relations with reality and truth. We should face this subject in a conceptual framework, followed by the corresponding factual analysis of demonstrable behavioral realities. We will adopt not only the methodology, but mostly the tenets and propositions of the analytic philosophy, which certainly will be apparent throughout the study, and may be identified by the features described by Perez : -/- Rabossi (1975) defends the idea (...) that analytic philosophy can be identified by considering certain family resemblances. He suggests the following family traits: a positive attitude toward scientific knowledge; a cautious attitude toward metaphysics; a conception of philosophy as a conceptual task, which takes conceptual analysis as a method; a close relationship between language and philosophy; a concern with seeking argumentative answers to philosophical problems; search for conceptual clarity Perez, Diana Ines, "Analytic Philosophy in Latin America”, The Stanford Encyclopedia of Philosophy ). These core concepts involve cultural, social, religious, scientific, philosophic, moral, and political contents, belonging to the individual and collective existence of each one of us. The present work grounds itself on analytical reflection. We will speculate the most comprehensive and profound way we can and express the results of our thoughts. Notwithstanding the multidisciplinary nature of the subject and the methodological openness for accepting contributions from any field of science, this work belongs to the aim of psychology and ontology or, in other terms, social and ontological psychology. The main scope of this paper is to observe how some essential evolutionary attributes of humankind, like creativity, imagination, and association, can become a hazardous sickness, sheltered in the misty shadows of the intelligence. (shrink)

This paper discusses some of C. S. Peirce’s insights about continuity in his attempt to grasp the concept of the mathematical continuum. After a discussion of his earlier notions which he called ‘Kanticity’ and ‘Aristotelicity’ we arrive at his later belief that a continuum is rather a system of potential points. In his mature views, Peirce grasps a continuum as “a whole range of possibilities” without points at all. In the sequel, we turn to take into account some of Leibniz’s (...) attempts to deal with continuity and the continuum and we compare Peirce and Leibniz’s approaches detecting certain impressive similarities and differences. (shrink)

The fracture in the emerging discipline of biosemiotics when the code biologist Marcello Barbieri claimed that Peircian biosemiotics is not genuine science raises anew the question: What is science? When it comes to radically new approaches in science, there is no simple answer to this question, because if successful, these new approaches change what is understood to be science. This is what Galileo, Darwin and Einstein did to science, and with quantum theory, opposing interpretations are not merely about what theory (...) is right, but what is real science. Peirce's work, as he acknowledged, is really a continuation of efforts of Schelling to challenge the heritage of Newtonian science for the very good reason that the deep assumptions of Newtonian science had made sentient life, human consciousness and free will unintelligible, the condition for there being science. Pointing out the need for such a revolution in science has not succeeded as a defence of Peircian biosemiotics, however. In this paper, I will defend the scientific credentials of Peircian biosemiotics by relating it to the theoretical biology of the bio-mathematician, Robert Rosen. Rosen's relational biology, focusing on anticipatory systems and giving a place to final causes, should also be seen as a rigorous development of the Schellingian project to conceive nature in such a way that the emergence of sentient life, mind and science are intelligible. Rosen has made a very strong case for the characterization of his ideas as a real advance not only in science, but in how science should be understood, and I will argue that it is possible to provide a strong defence of Peircian biosemiotics as science through Rosen's defence of relational biology. In the process, I will show how biosemiotics can and should become a crucial component of anticipatory systems theory. (shrink)

The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.

In this paper Peirce's notion of sign is studied to try to characterize the artistic sign as representation. Then, some considerations about the work of art as a sign are developed involving three elements: experience, expression and interpretation. Finally it is concluded that beauty requires for Peirce a peculiar balance, the imaginative conjunction of the sensible and the reasonable in an artistic sign; it requires moreover the expression of something that transcends the sensible; it requires, as a sign, an interpretation (...) which is not exact and which implies growth. It requires, finally, love, because an artist will only reach beauty guided by agape updating and harmonizing possibilities through abduction, that is, creating new signs that give form to what does not have it; the artist only reaches beauty when he loves what he does and when he can express himself freely. -/- En este artículo se estudia, en primer lugar, la noción de signo de Peirce para tratar de caracterizar después el signo artístico como representación. Se desarrollan enseguida algunas consideraciones sobre la obra de arte como signo que como tal conlleva tres elementos: experiencia, expresión e interpretación. Finalmente se concluye que la belleza requiere para Peirce un peculiar equilibrio, la conjunción imaginativa de lo sensible y lo razonable en un signo artístico; requiere además la expresión de algo que trasciende lo sensible; requiere, en tanto signo, de una interpretación que no es exacta y que implica crecimiento. Requiere, por último, amor, pues el artista solo alcanzará lo bello cuando sea guiado por el ágape y a través de la abducción vaya actualizando y armonizando posibilidades, creando nuevos signos que den forma a lo que no la tiene, cuando ame lo que hace y se exprese libremente. (shrink)

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students (and ourselves) develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) (...) the ability to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities (qualification, analysis, and interpretation), can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning. (shrink)

I argue against the tendency in the philosophy of science literature to link abduction to the inference to the best explanation (IBE), and in particular, to claim that Peireean abduction is a conceptual predecessor to IBE. This is not to discount either abduction or IBE. Rather the purpose of this paper is to clarify the relation between Peireean abduction and IBE in accounting for ampliative inference in science. This paper aims at a proper classification—not justification—of types of scientific reasoning. In (...) particular, I claim that Peireean abduction is an in-depth account of the process of generating explanatory hypotheses, while IBE, at least in Peter Lipton's thorough treatment, is a more encompassing account of the processes both of generating and of evaluating scientific hypotheses. There is then a two-fold problem with the claim that abduction is IBE. On the one hand, it conflates abduction and induction, which are two distinct forms of logical inference, with two distinct aims, as shown by Charles S. Peirce; on the other hand it lacks a clear sense of the full scope of IBE as an account of scientific inference. (shrink)

The view that the subject matter of epistemology is the concept of knowledge is faced with the problem that all attempts so far to define that concept are subject to counterexamples. As an alternative, this article argues that the subject matter of epistemology is knowledge itself rather than the concept of knowledge. Moreover, knowledge is not merely a state of mind but rather a certain kind of response to the environment that is essential for survival. In this perspective, the article (...) outlines an answer to four basic questions about knowledge: What is the role of knowledge in human life? What is the relation between knowledge and reality? How is knowledge acquired? Is there any a priori knowledge? (shrink)

This paper shows how Peirce's semeiotic could be turned into a powerful science. The New Science of Semiotics provides not only a new paradigm and an empirical justification for all these applications, but also a rational and systematic procedure for carrying them out as well. Thus the New Science of Semiotics transforms the philosophy of law into the science of legal scholarship, the discipline that I call jurisology.

Hilary Putnam has famously undergone some radical changes of mind with regard to the issue of scientific realism and its wider epistemological bearings. In this paper I defend the arguments put forward by early Putnam in his essays on the causal theory of reference as applied to natural-kind terms, despite his own later view that those arguments amounted to a form of 'metaphysical' realism which could not be sustained against various lines of sceptical attack. I discuss some of the reasons (...) for Putnam's retreat, first to the theory of 'internal (or framework-relative) realism proposed in his middle-period writings, and then to a commonsensepragmatist stance which claims to resituate this whole discussion on ground that has not been trorldden into ruts by the contending philosophical schools. In particular I examine his protracted engagement with various forms of anti-realist doctrine (Michael Dummett's most prominent among them), with Wittgenstein's thinking about language-games or meaning-as-use, and with a range of sceptical- relativist positions adopted in the wake of Quine's influential attack on the two last 'dogmas' of logical empiricism. My paper seeks to show that Putnam has been over-impressed by some of the arguments — from these and other sources — which he takes to constitute a knock-down case against the kind of extemalist and causal-realist approach developed in his early essays. It concludes by re-stating that position in summary form and relating it to other, more recent defences of causal realism in epistemology and philosophy of science. (shrink)

Michael Dummett’s realism debate is a semantic dispute about the kind of truth conditions had by a given class of sentences. According to his semantic realist, the truth conditions are potentially verification-transcendent in that they may obtain (or not) despite the fact that we may be forever unable to recognize whether they obtain. According to Dummett’s semantic anti-realist, the truth conditions are of a different sort. Essentially, for the anti-realist, that the truth conditions obtain (whenever they do) is a matter (...) that is always recognizable by us in principle. On this view, truth cannot outrun all possible human knowledge. Unsurprisingly, the outcome of the debate is sometimes said to hinge on whether all truths are knowable.1 More carefully the point of contention is the following.. (shrink)

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability (...) to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities , can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning. (shrink)

The background target of the research going into the present article is to forge an intellectual alliance between, on the one hand, active inference and the free-energy principle (FEP), and on the other, Charles S. Peirce’s theory of semiotics and pragmatism. In the present paper, the focus is on the allegiance between the nomenclatures of active and abductive inferences as the proper place to begin reaching at that wider target. The paper outlines the key conceptual elements involved in a naturalistic (...) rendering of Peirce’s late semiotic and logical notion of abductive reasoning. The target is a cognitive-biological model of abduction which preserves the functional integrity of an organism and fulfils the existential imperative for living beings’ evidence of existence. Such a model is an adaptation of Peirce’s late logical schema of abduction proposed in his largely unpublished works during the early 20th century. The proposed model is argued to be a feasible sketch also of recent breakthroughs in computational (sensu Bayesian) cognitive science. (shrink)

Truth is a fundamental philosophical concept that, despite its common and everyday use, has resisted common-sense formulations. At this point, one may legitimately wonder if there even is a common-sense notion of truth or what it could look like. In response, I propose here a common-sense account of truth based on four “truisms” that set a baseline for how to go about building an account of truth. Drawing on both ordinary language philosophy and contemporary pragmatic approaches to truth, I defend (...) a pragmatic, common-sense theory of truth. The result is a theory that focuses the use and function of truth while also emphasizing its “subject-independence.”. (shrink)

Even though pragmatic theories of truth are not widely held, they have advantages not found elsewhere. Here I focus on one such advantage: that a pragmatic theory of truth does not limit the range of truth-apt beliefs and thereby “block the way of inquiry.” Furthermore, I argue that this speaks for a particular formulation of the pragmatic theory of truth, one that shifts away from Peircean approaches and their emphasis on temporal independence, and toward a theory that instead emphasizes truth’s (...) subject independence. (shrink)

Kelly suggested that it was useful to consider anyone as functioning as a scientist, in the business of applying theories, making hypotheses and predictions and testing them out in the practice of everyday life. One of Charles Peirce’s major contributions was to develop the disciplines of logic and the philosophy of science. We can deepen and enrich our understanding of Kelly’s vision by looking at what Peirce has to say about the process of science. For Peirce, the essence of science (...) was the application of the laws of inference. He developed a much broader concept of logic, elaborating the processes of deduction and induction and adding to these the logic of hypothetical inference, or ‘abduction’, even as Kelly broadened it further in his “departure from classical logic”. Examining the implications of these three forms of inference allows us to elaborate the dynamics involved in the process of construing, ordinacy and the cycles of experience, creativity and decision making. This is the second of a three part series examining the relationship between the work of Peirce and Kelly. The third will include a look at phenomenology, bipolarity, the self, dialogical process and sociological considerations. (shrink)

In 1932 Kolmogorov created a calculus of problems. This calculus became known to Deleuze through a 1945 paper by Paulette Destouches-Février. In it, he ultimately recognised a deepening of mathematical intuitionism. However, from the beginning, he proceeded to show its limits through a return to the Leibnizian project of Calculemus taken in its metaphysical stance. In the carrying out of this project, which is illustrated through a paradigm borrowed from Spinoza, the formal parallelism between problems, Leibnizian themes and Peircean rhemes (...) provides the key idea. By relying on this parallelism and by spreading the dialectic defined by Lautman with its ‘logical drama’ onto a Platonic perspective, we will attempt to obtain Deleuze's full calculus of problems. In investigating how the same Idea may be in mathematics and in philosophy, we will proceed to show how this calculus of problems qualifies not only as a paradigm of the Idea but also as the apex of transdiciplinarity. (shrink)

I articulate Charles S. Peirce’s philosophy of mathematical education as related to his conception of mathematics, the nature of its method of inquiry, and especially, the reasoning abilities required for mathematical inquiry. The main thesis is that Peirce’s philosophy of mathematical education primarily aims at fostering the development of the students’ semeiotic abilities of imagination, concentration, and generalization required for conducting mathematical inquiry by way of experimentation upon diagrams. This involves an emphasis on the relation between theory and practice and (...) between mathematics and other fields including the arts and sciences. For achieving its goals, the article is divided in three sections. First, I expound Peirce’s philosophical account of mathematical reasoning. Second, I illustrate this account by way of a geometrical example, placing special emphasis on its relation to mathematical education. Finally, I put forth some Peircean philosophical principles for mathematical education. (shrink)

New light is shed on Leibniz’s commitment to the metaphysical priority of the intensional interpretation of logic by considering the arithmetical and graphical representations of syllogistic inference that Leibniz studied. Crucial to understanding this connection is the idea that concepts can be intensionally represented in terms of properties of geometric extension, though significantly not the simple geometric property of part-whole inclusion. I go on to provide an explanation for how Leibniz could maintain the metaphysical priority of the intensional interpretation while (...) holding that logically the intensional and the extensional stand in strictly inverse relation to each other. (shrink)

The capacity to engage in systems thinking is often viewed as being a product of being able to understand complex systems due to one's facility in mastering systems theories, methods, and being able to adeptly reason. Relatively little attention is paid in the systems literature to the processes of learning from experience and creating knowledge as a direct consequence of individuals engaging systems thinking itself over time. In fact, the potential efficacy of systems thinking to improve performance normally seen as (...) only contingent on a priori knowledge, rather than knowledge created via learning from experience. Such newly create knowledge often results from engaging in modeling efforts and systemic forms of inquiry. This article proposes a model for creating new knowledge by coupling systems modeling with a pragmatic approach to knowledge-creation. This approach is based on a foundation of the pragmatic concepts first proposed by the American philosopher/scientist Charles Sanders Peirce over a century ago. This model offers systems practitioners a framework to engage in knowledge-intensive systems thinking (KIST) for addressing complex problematic issues. (shrink)

C.S. Peirce begins his 1903 lectures on pragmatism from the premise that the starting point for pragmatic philosophy as he envisions it must not be a concept of Being but rather of Feeling. Pragmatism, he explains, will be ‘an extreme realism’. Its first category will be ‘immediate consciousness’ conceived as a ‘pure presentness’ whose self-appearing is elemental to experience. Firstness cannot be couched in terms of recognition, cannot be contained in any first-person accounting of experience, and most of all can (...) in no way be construed as being ‘in the mind’ of a subject, however the subject is conceived. This article follows some of the byways of Peirce’s thinking on this constitutive field of experience prior to subject/object determinations, making links to James’s ‘pure experience’, Whitehead’s ‘critique of pure feeling’, and Deleuze/guattari’s ‘being of sensation’. (shrink)

In the human cognitive economy there are four grades of epistemic involvement. Knowledge partitions into distinct sorts, each in turn subject to gradations. This gives a fourwise partition on ignorance, which exhibits somewhat different coinstantiation possibilities. The elements of these partitions interact with one another in complex and sometimes cognitively fruitful ways. The first grade of knowledge I call “anselmian” to echo the famous declaration credo ut intelligam, that is, “I believe in order that I may come to know”. As (...) construed here, one knows in this anselmian way that E = mc2 just in case one knows that sentence expresses a true statement, but without having to understand the proposition it expresses. Most epistemologists ignore the significance of this grade of epistemic involvement. In a second grade of epistemic involvement, knowing that E = mc2 is knowing what that sentence means and understanding the proposition it express. This is knowledge in the propositional or semantic sense, and is the dominant target of epistemological investigation. Tacit and implicit knowledge occupies another tier. A typical example would be something that someone has “known all along” but, until now, hasn’t had occasion to put her mind to it or formulate in words. TI-knowledge remains a minority interest in today’s epistemology. Operating at a fourth grade of epistemic involvement is what I call “impact”-knowledge, which is the knowledge of a matter at its deepest and most widespread. An example, to be discussed below, is the knowledge that was generated by the Wiles proof of Fermat’s last theorem. Its true importance lies not only, or even mainly, in its verification of a commonly accepted fact about numbers, but rather in its enrichment of the mathematics of elliptical curves and the promise it holds for greater advancement into the mathematical unknown. Knowledge of this fourth grade has yet to find a seat in the parliaments of epistemology. Knowledge of the anselmian sort is independent of the other three. Tacit and implicit knowledge is incompatible with anselmian and semantic knowledge but coinstantiable with impact-knowledge. Semantic knowledge is incompatible with tacit and implicit knowledge but coinstantiable with the others. Impact-knowledge is pairwise coinstantiable with the others. Below I will bring the ignorance partitions into such alignment as they have with these ones. In doing so, I’ll propose a naturalized causal response epistemology designed to give these interactive distinctions the theoretical air they need to breathe. (shrink)

A strong case can be made that Peirce’s formal rhetoric is primarily a theory of inquiry. Peirce’s convergence theory of truth requires a community of inquiry enduring indefinitely over time. Such a community, then, must promote “solidarity” in Peirce’s terms, a consistent practice of cooperation among inquirers over generations. One of the tasks of his formal rhetoric, then, is to analyze the conditions for solidarity. Using Peirce’s framework of a belief-desire model for practical action, solidarity can be promoted if there (...) are commonly desired ends and a consensus of beliefs about the best means to attain those ends in inquiry. Peirce recognizes, however, that the community of inquiry is constituted with different types of inquirers who have different purposes for inquiry. He divides them among the “pure” theoretical scientists, applied scientists and practical inquirers – the general public – who are interested in the practical applications that can bring betterment to their lives. It is argued here that Peirce’s apparent inconsistencies concerning the role and purpose of science can be attributed to cautions addressed to each of these different audiences. The remainder of the paper explores the problematics of solidarity in a community of inquirers who have different ends for inquiry, and how Peirce attempts to address the puzzles and paradoxes that result. (shrink)

in Undetermined Table d’Hôte Ingar Brinck: Investigating the development of creativity: The Sahlin hypothesis 7 Linus Broström: Known unknowns and proto-second-personal address in photographic art 25 Johan Brännmark: Critical moral thinking without moral theory 33 Martin Edman: Vad är ett missförhållande? 43 Pascal Engel: Rambling on the value of truth 51 Peter Gärdenfors: Ambiguity in decision making and the fear of being fooled 75 Göran Hermerén: NIPT: Ethical aspects 89 Mats Johansson: Roboethics: What problems should be addressed and why? 103 (...) Johan Laserna: Ambivalenta bilder 113 Anna-Sofia Maurin: Metaphysical explanation 161 Kevin Mulligan: Is preference primitive? 169 John D. Norton: How does your garden grow? 181 Johannes Persson & Annika Wallin: The distinction between internal and external validity 187 Johanna Seibt: Becoming our selves 197 Paul Slovic, Robin Gregory, David Frank, and Daniel Vastfjall: Confronting the collapse of humanitarian values in foreignpolicy decision making 209 Peter Sylwan: Det eviga livet 215 Claudine Tiercelin: Chance, love and logic: Ramsey and Peirce on norms, rationality and the conduct of life 221 Epilog 257 Frank Ramsey. (shrink)

One of the most dominant approaches to semantics for relevant (and many paraconsistent) logics is the Routley-Meyer semantics involving a ternary relation on points. To some (many?), this ternary relation has seemed like a technical trick devoid of an intuitively appealing philosophical story that connects it up with conditionality in general. In this paper, we respond to this worry by providing three different philosophical accounts of the ternary relation that correspond to three conceptions of conditionality. We close by briefly discussing (...) a general conception of conditionality that may unify the three given conceptions. (shrink)

Charles S. Peirce frequently mentioned reading Richard Whately's Elements of Logic when he was 12 years old. Throughout his life, Peirce emphasized the importance of that experience. This valorization of Whately is puzzling at first. Early in his career Peirce rejected Whately's central logical doctrines. What valuable insight concerning logic was robust enough to survive these specific rejections? Peirce recommended a biographical approach to understanding his philosophy. This essay follows that suggestion by considering Peirce's reading of Whately in a larger (...) life context. Surprisingly many factors in Charles Peirce's personal and intellectual development were at play when he read Whately. His father, Benjamin Peirce, oversaw rigorous home schooling intended to train young Charley for a brilliant intellectual career. Laboratory experience with qualitative chemical analysis exposed the boy to the logic of scientific investigation, specifically to the hypothetico-deductive method of inquiry. However, tensions between father and son developed over Charles' wish to devote his life to studying the logic of science. The two also disagreed upon the value of formal science. Against this background we will review relevant logical doctrines of Whately's book, as well as his innovative formalizing practice of logical inquiry. Then we will see that it was Whately's lessons about formal science that were of such importance to Peirce. (shrink)

This paper describes Peirce's systems of logic diagrams, focusing on the so-called ''existential'' graphs, which are equivalent to the first-order predicate calculus. It analyses their implications for the nature of mental representations, particularly mental models with which they have many characteristics in common. The graphs are intended to be iconic, i.e., to have a structure analogous to the structure of what they represent. They have emergent logical consequences and a single graph can capture all the different ways in which a (...) possibility can occur. Mental models share these properties. But, as the graphs show, certain aspects of propositions cannot be represented in an iconic or visualisable way. They include negation, and the representation of possibilities qua possibilities, which both require representations that do not depend on a perceptual modality. Peirce took his graphs to reveal the fundamental operations of reasoning, and the paper concludes with an analysis of different hypotheses about these operations. (shrink)

This artical explores that application of evolutionary approaches to the study of entrepreneurship. It is argued an evolutionary theory of entrepreneurship must give as much concern to the foundations of evolutionary thought as it does the nature of entrepreneurship. The central point being that we must move beyond a debate or preference of the natural selection and adaptationist viewpoints. Only then can the interrelationships between individuals, firms, populations and the environments within which they interact be better appreciated.

This volume examines the limitations of mathematical logic and proposes a new approach to logic intended to overcome them. To this end, the book compares mathematical logic with earlier views of logic, both in the ancient and in the modern age, including those of Plato, Aristotle, Bacon, Descartes, Leibniz, and Kant. From the comparison it is apparent that a basic limitation of mathematical logic is that it narrows down the scope of logic confining it to the study of deduction, without (...) providing tools for discovering anything new. As a result, mathematical logic has had little impact on scientific practice. Therefore, this volume proposes a view of logic according to which logic is intended, first of all, to provide rules of discovery, that is, non-deductive rules for finding hypotheses to solve problems. This is essential if logic is to play any relevant role in mathematics, science and even philosophy. To comply with this view of logic, this volume formulates several rules of discovery, such as induction, analogy, generalization, specialization, metaphor, metonymy, definition, and diagrams. A logic based on such rules is basically a logic of discovery, and involves a new view of the relation of logic to evolution, language, reason, method and knowledge, particularly mathematical knowledge. It also involves a new view of the relation of philosophy to knowledge. This book puts forward such new views, trying to open again many doors that the founding fathers of mathematical logic had closed historically. (shrink)

This paper is concerned with the deconstruction of defeasible argument schemes. It will be claimed that one of the central elements of all defeasible argument schemes is the rule of similarity which demands that one must ascribe similar propositions to essentially similar entities in order to be treated as reasonable. This rule is presented as interculturally valid and of such central importance that it could even been used as a defining quality of defeasible argumentation.

Through an exegetic reading of Peirce’s minor texts on higher education, I find that Peirce’s conception of a “Liberal Education” is close to the Herbartian conception of Bildung. Peirce calls for a general education with the ambition of qualifying critical thinkers with the capacity to go beyond the strict rules and narrow borders of the artes liberales, – the different subject matters or sciences taught at a university. Thus, Peirce’s conception of a liberal education is closely linked to his interpretation (...) of common sense – or sensis communis – as a critical commonsensism. To him, it is urgent to educate and nurture “the first rule of reason,” described as a will to learn, a curiosity, a dissatisfaction of what you already incline to think, and an intense desire to find things out. The nurturing of this “first rule of reason” is thus about educating an intellectual community of critical thinkers who are able to question authoritative beliefs, knowing how to debunk them, and how to turn away from obiter dictum. (shrink)