The conjunctive “i” is one of the four interpretations of the Polish connective “i”, along with the accessory, sequential and explicatory ones, which are distinguished by Olgierd Wojtasiewicz. Its characteristic feature, as in the case of the functor of conjunction in logic, is commutativity. However, this property is associated with certain problems of a stylistic or phonetic nature, problems related to building an open series of compound sentences or the occurrence of the component expressing the attitude of the speaker.

In this article, I present the argument that educational theory has specific character, which distinguishes it from most scientific disciplines. It requires the application of not only strictly scientific methods, which essentially consist of descriptions and explanations, but also normative ones, which indicate how it is related to philosophy and ethics. Its essential connections with philosophy and ethics cause that clear and final thesis are actually impossible to claim, but from the other hand, it is the only discipline which, according (...) to its definition, tries to answer practical-moral questions.The crucial elements of this analysis are the presentation of the justification of a thesis on the specific character of educational theory, which will be accomplished with the concept of “research potential”, formulated for its purposes, and showing the consequences of this particular characteristic of the discipline being discussed. (shrink)

„I” koniunkcyjne, to jedna z czterech interpretacji spójnika „i”, obok akcesoryjnego, sekwencyjnego i eksplikatywnego, które wyróżnia Olgierd Wojtasiewicz. Spójnik ten jest najbliższy funktorowi koniunkcji ze względu na cechę komutatywności. Niemniej jednak pojawiają się pewne problemy właśnie z komutatywnością tegoż spójnika, takie jak: względy stylistyczne, brzmieniowe, problemy z tworzeniem otwartej serii, czy też występowaniem składnika wyrażającego postawę mówiącego względem danego wyrażenia.

Building on our diverse research traditions in the study of reasoning, language and communication, the Polish School of Argumentation integrates various disciplines and institutions across Poland in which scholars are dedicated to understanding the phenomenon of the force of argument. Our primary goal is to craft a methodological programme and establish organisational infrastructure: this is the first key step in facilitating and fostering our research movement, which joins people with a common research focus, complementary skills and an enthusiasm to work (...) together. This statement—the Manifesto—lays the foundations for the research programme of the Polish School of Argumentation. (shrink)

The thesis of the paper holds that some future developments of argumentation theory may be inspired by the rich logico-methodological legacy of the Lvov–Warsaw School (LWS), the Polish research movement that was most active from 1895 to 1939. As a selection of ideas of the LWS which exploit both formal and pragmatic aspects of the force of argument, we present: Ajdukiewicz’s account of reasoning and inference, Bocheński’s analyses of superstitions or dogmas, and Frydman’s constructive approach to legal interpretation. This paper (...) does not aim at exhaustive elaboration of any of these topics or their usefulness in current discussions within argumentation theory. Rather, we intend to indicate chosen directions of a potentially fruitful research program for the emerging Polish School of Argumentation which would consist in application of methods and conceptions elaborated by the LWS to selected open problems of contemporary research on argumentation. (shrink)