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)

Frege taught us how to understand one form of predication: an atemporal one. There is also a different, temporal form of predication, which I briefly introduce. Accordingly, there are two fundamentally different approaches to time: a reductive one, aiming to account for time in terms of Frege’s atemporal predication, and a non-reductive one, insisting that the temporal form of predication is sui generis, and that time is to be understood in its terms. I do not directly argue for or against (...) reductionism in this paper. Rather, by evaluating the debates on endurantism–perdurantism, A-theory–B-theory, and presentism–eternalism, I argue that these debates, although aiming to be fundamental, largely boil down to mere quarrels between alternative reductive approaches. We should take notice of this fact and reorient ourselves within the debate on time accordingly: the real issue is whether we should reduce or not. I briefly sketch in what sense endurantism, A-theory, and presentism may be developed on a properly anti-reductionist basis. (shrink)

ABSTRACT I argue against both neuropsychological and cognitive accounts of our grasp of numbers. I show that despite the points of divergence between these two accounts, they face analogous problems. Both presuppose too much about what they purport to explain to be informative, and also characterize our grasp of numbers in a way that is absurd in the light of what we already know from the point of view of mathematical practice. Then I offer a positive methodological proposal about the (...) role that cognitive science should play in the philosophy of mathematics. (shrink)