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  1. Toward an Epistemology of Art.Arnold Cusmariu - 2016 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 3 (1):37-64.
    An epistemology of art has seemed problematic mainly because of arguments claiming that an essential element of a theory of knowledge, truth, has no place in aesthetic contexts. For, if it is objectively true that something is beautiful, it seems to follow that the predicate “is beautiful” expresses a property – a view asserted by Plato but denied by Hume and Kant. But then, if the belief that something is beautiful is not objectively true, we cannot be said to know (...)
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  2.  61
    Semantic Epistemology Redux: Proof and Validity in Quantum Mechanics.Arnold Cusmariu - 2016 - Logos and Episteme 7 (3):287-303.
    Definitions I presented in a previous article as part of a semantic approach in epistemology assumed that the concept of derivability from standard logic held across all mathematical and scientific disciplines. The present article argues that this assumption is not true for quantum mechanics (QM) by showing that concepts of validity applicable to proofs in mathematics and in classical mechanics are inapplicable to proofs in QM. Because semantic epistemology must include this important theory, revision is necessary. The one I propose (...)
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    About Property Identity.Arnold Cusmariu - 1978 - Auslegung 5 (3):139-146.
    W.V.O. Quine has famously objected that (1) properties are philosophically suspect because (2) there is no entity without identity and (3) the synonymy criterion for property identity won't do because there's no such concept as synonymy. (2) and (3) may or may not be right but do not prove (1). I reply that Leiniz's Law handles property identity, as it does for everything else, then respond to a variety of objections and confusions.
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    A Methodology for Teaching Logic-Based Skills to Mathematics Students.Arnold Cusmariu - 2016 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 3 (3):259-292.
    Mathematics textbooks teach logical reasoning by example, a practice started by Euclid; while logic textbooks treat logic as a subject in its own right without practical application to mathematics. Stuck in the middle are students seeking mathematical proficiency and educators seeking to provide it. To assist them, the article explains in practical detail how to teach logic-based skills such as: making mathematical reasoning fully explicit; moving from step to step in a mathematical proof in logically correct ways; and checking to (...)
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