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Logika Praktyczna

Studia Logica 22:176-183 (1968)

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  1. The Polish School of Argumentation: A Manifesto.Katarzyna Budzynska, Michal Araszkiewicz, Barbara Bogołȩbska, Piotr Cap, Tadeusz Ciecierski, Kamila Debowska-Kozlowska, Barbara Dunin-Kȩplicz, Marcin Dziubiński, Michał Federowicz, Anna Gomolińska, Andrzej Grabowski, Teresa Hołówka, Łukasz Jochemczyk, Magdalena Kacprzak, Paweł Kawalec, Maciej Kielar, Andrzej Kisielewicz, Marcin Koszowy, Robert Kublikowski, Piotr Kulicki, Anna Kuzio, Piotr Lewiński, Jakub Z. Lichański, Jacek Malinowski, Witold Marciszewski, Edward Nieznański, Janina Pietrzak, Jerzy Pogonowski, Tomasz A. Puczyłowski, Jolanta Rytel, Anna Sawicka, Marcin Selinger, Andrzej Skowron, Joanna Skulska, Marek Smolak, Małgorzata Sokół, Agnieszka Sowińska, Piotr Stalmaszczyk, Tomasz Stawecki, Jarosław Stepaniuk, Alina Strachocka, Wojciech Suchoń, Krzysztof Szymanek, Justyna Tomczyk, Robert Trypuz, Kazimierz Trzȩsicki, Mariusz Urbański, Ewa Wasilewska-Kamińska, Krzysztof A. Wieczorek, Maciej Witek, Urszula Wybraniec-Skardowska, Olena Yaskorska, Maria Załȩska, Konrad Zdanowski & Żure - 2014 - Argumentation 28 (3):267-282.
    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 (...)
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  • Argumenty semantyczne – pojęcie, podział i kryteria oceny.Jakub Pruś - 2023 - Cracow: Ignatianum University Press.
    The overarching goal of this book is to differentiate and provide a highly detailed descriptive account of a specific class of arguments. To simplify, let us consider the following example: suppose one aims to persuade that “Julius Caesar was a criminal.” To support that claim various arguments may be formulated, such as: a) Joseph Stalin murdered his political opponents who openly opposed him, thus he was a criminal. Julius Caesar did the same. Therefore, if Stalin was a criminal, then Caesar (...)
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  • Handbook of Argumentation Theory.Frans H. van Eemeren, Bart Garssen, Erik C. W. Krabbe, A. Francisca Snoeck Henkemans, Bart Verheij & Jean H. M. Wagemans - 2014 - Dordrecht, Netherland: Springer.
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  • Pewne problemy z komutatywnością "i" koniunkcyjnego.Elżbieta Magner - 2019 - Studia Semiotyczne 33 (2):355-368.
    „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.
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  • The research potential of educational theory: On the specific characteristics of the issues of education.Tomasz Leś - 2017 - Educational Philosophy and Theory 49 (14):1428-1440.
    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 (...)
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  • The Lvov–Warsaw School as a Source of Inspiration for Argumentation Theory.Marcin Koszowy & Michał Araszkiewicz - 2014 - Argumentation 28 (3):283-300.
    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 (...)
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  • A Sense of Non-Understanding.Jerzy Pelc - 1986 - Studia Semiotyczne—English Supplement 27:15-22.
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  • Certain Issues With the Commutativity of the Connective “i”.Elżbieta Magner - 2020 - Studia Semiotyczne—English Supplement 31:127-147.
    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.
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