Antes de entrar cuidadosamente no estudo de cada filósofo, em suas respectivas ordens cronológicas, é necessário dar um panorama geral sobre eles, permitindo, de relance, a localização deles em tempos históricos e a associação de seus nomes com sua teoria ou tema central. l. OS FILÓSOFOS PRÉ-SOCRÁTICOS - No sétimo século antes de Jesus Cristo, nasce o primeiro filósofo grego: Tales de Mileto2 . Ele e os seguintes filósofos jônicos (Anaximandro: Ἀναξίμανδρος: 3 610-546 a.C.) e Anaxímenes: (Άναξιμένης: 586-524 a.C.) tentaram (...) expressar/elucidar o que é a arché, ou constitutivo fundamental do Universo. 4 Também sobressaem as teorias de Pitágoras (Ὁ Πυθαγόρας: 570 a.C.- 495 a.C.), completas de misticismo e Matemática; a de Heráclito (Ἡράκλειτος ὁ Ἐφέσιος: 540-470 a.C.), o filósofo do devir e o de seu oponente, Parmênides (Παρμενίδης: 530-460 a.C.), que elucida a primeira teoria do ser, e para qual é alcunhado como o iniciador da Metafísica. Anaxágoras (Ἀναξαγόρας: 500 a.C.- 428 a.C.) esboça uma teoria sobre o Nous, o espírito divino. Por outro lado, Demócrito (Δημόκριτος: Grécia: 460-370 a.C.) e Empédocles (Ἐμπεδοκλῆς: 490 a.C.-430 a.C.) insistem no materialismo. Em contrapartida, os sofistas (Parmênides, Cálicles (Καλλικλῆς: personagem platônico cuja existência é duvidosa) e Górgias (Γοργίας: 485 a.C.-380 a.C.)) gozam das suas aptidões à dialética, e colocam o relativismo como uma posição filosófica. Sócrates será o inimigo mais temível dessa posição. Este é o começo do movimento filosófico de Atenas, que culmina nos séculos quinto e quarto, tal qual, posteriormente, veremos. 2. O APOGEU GREGO – Sócrates (Σωκράτης: 469 a.C.-399 a.C.), Platão (Πλάτων: 428/427- 348/347 a.C.) e Aristóteles (Ἀριστοτέλης: 384 a.C.-322 a.C.) formam o triunvirato dos grandes filósofos gregos. O primeiro (Sócrates), com seu método "maiêutico" e sua teoria do conceito; o segundo (Platão), com sua teoria das ideias e seu estilo literário (dialogista); e o terceiro (Aristóteles), com a estruturação dos principais ramos filosóficos, como a Lógica, a Metafísica, a Ética, a Psicologia racional e a Política; todos eles elevaram a Filosofia para um posto de primeira ordem. Doravante, todos os filósofos tornam-se credores das contribuições desses gênios. Em certos autores, é clara a influência de Platão ou de Aristóteles. Sendo que, ambos os filósofos, tiveram influência absoluta de Sócrates, uma vez que Platão fora seu discípulo, e Aristóteles discípulo de Platão. A Idade Média, por exemplo, foi toda ela, em sua gênese e desenvolvimento, alicerçada no pensamento e nas ideias platônicas; tal era histórica é caracterizada pela luta em favor de um ou de outro autor; o platonismo tomou precedência nos primeiros séculos do cristianismo; somente após o décimo século Aristóteles foi redescoberto. 3. A FILOSOFIA CRISTÃ MEDIEVAL - Santo Agostinho (354 a.C.-430 a.C.) se destaca, no quinto século, com sua teoria da iluminação e a aplicação da teoria platônica ao Cristianismo. No século XIII, São Tomás de Aquino (1225-1274), sintetiza Aristóteles com o Cristianismo. Os dois autores formam o núcleo da filosofia cristã em seus respectivos séculos. A escolástica teve seu tempo de decadência. Se mencionam, principalmente, dois autores: João Duns Escoto (1266-1308) e Guilherme de Ockham (1285-1347). O primeiro é o "Doutor Sutil ", e o segundo cai em um fideísmo e um nominalismo, para todos os conceitos criticáveis. Em uma segunda parte, tentaremos explicar os respectivos pensamentos dos autores mencionados, e outros que pertencem ao mesmo tempo, antigos e medievais. Naquela época, a Filosofia era puramente realista, aplicada ao mundo e ao homem. Somente na Idade Moderna, a Filosofia assumirá o problema do conhecimento como a base e o começo de todo filosofar. 4. A FILOSOFIA RACIONALISTA (MODERNA) - Na Idade Moderna, sobressai o racionalismo de Descartes (1596-1650) prolongado, então, com Malebranche (1638-1715) (ocasionalismo), Espinosa (1632 -1677) (panteísmo) e Leibniz (1646-1716) (teoria das mônadas). Estamos nos séculos XVII e XVIII. A atenção será focada nas disputas filosóficas da corrente empirista contra a racionalista. 5. A FILOSOFIA EMPIRISTA – O empirismo é florescido, principalmente, na Inglaterra. Francis Bacon (1561-1626), primeiro, e depois Locke (1632-1704) com sua rejeição de ideias inatas, Berkeley (1685-1753) com postura e ideias paradoxais, também idealistas e Hume (1711-1776), com suas famosas críticas contra o princípio da causalidade e o conceito de substância, são os principais autores. 6. KANT E OS IDEALISTAS ALEMÃES - Como a tentativa de sintetizar o racionalismo e empirismo, está a teoria de Kant (1724-1804), no século XVIII. Para o seu gênio seguido pelos três idealistas alemães mais importantes: Fichte (1762-1814) (idealismo subjetivo), Schelling (1775-1854) (idealismo objetivo) e Hegel (1770-1831) (idealismo absoluto). Esses Autores representam o ápice da especulação filosófica. A análise, a profundidade, a complexidade da expressão e o espírito sistemático são as características do gênio alemão idealista. 7. OS FILÓSOFOS DO SÉCULO XIX - Antes de tudo, é necessário mencionar, no século dezenove, aos dois grandes críticos de Hegel, que são Kierkegaard (1813-1855) (precursor do existencialismo) e Marx (1818-1883) (com seu materialismo dialético). O próximo é outro casal: Nietzsche (1844-1900) (teoria do Super-homem) e Schopenhauer (1788-1860) (com seu absoluto pessimismo). Comte (1798-1857) com sua doutrina positivista, completará o quadro desses filósofos. Numa outra oportunidade, vamos desmembrar sobre o pensamento e principais ideias acerca desses autores. 8. OS FILÓSOFOS DO SÉCULO XX - Antes de tudo, há um autor que iluminou a filosofia do século XX: Edmund Husserl (1859-1938), fundador do método fenomenológico. Em seguida, existem dois fluxos que são derivados diretamente de Husserl, a saber, o existencialismo e a axiologia. Dentro da corrente axiológica, estudaremos Scheler (1874-2928). Por outro lado, o existencialismo tem quatro autores principais; dois são alemães: Heidegger (1889-1976) e Jaspers (1883-1969); e os demais são franceses: Sartre (1905-1980) e Marcel (1889-1973). Heidegger insiste em que seu tema tratado em sua filosofia não é a unicidade do homem, mas o ser em geral. Jaspers é famoso por seu conceito de transcendência (Deus). Sartre é um antiteísta sincero, e seu existencialismo é definido como um pensamento que assume todas as consequências da negação de Deus. Em contraste, Gabriel Marcel é um filósofo Católico, que conseguiu uma análise profunda das situações humanas, que aparecem em íntima concordância com as verdades cristãs. Vamos terminar com Russell (1872-1970), autor básico do positivismo lógico. Cronologia de filósofos e suas escolas até nossos dias ➢ Filosofia Antiga - Escola naturalista da Jônia: Tales, Anaximandro e Anaxímenes; - Escola matemática da Itália: Pitágoras e os pitagóricos; - Escola idealista de Eléia: Xenófanes (570-475 a.C.), Parmênides, Zenão (490/85-420 a.C.) e Meliso (h.443); - Escola empirista: Heráclito, Empédocles e Anaxágoras; - Escola atomista de Abdera: Leucipo (h.437) e Demócrito; - Escolas de Atenas: - Sofistas: Protágoras (480-410), Górgias (484-375?); Sócrates, Platão e Aristóteles; - Pirronismo: Pirro (h.365-h.275); - Estoicismo: Zenão de Cítio (359/33-262) e Crisipo (281/77-208); - Epicurismo: Epicuro (341-270); - Nova Academia: Arcesilau (315-241) e Carnéades (214-129); Romanos: Sêneca (4 a.C.-65 d.C.), Marco Aurélio (121-180) e Cícero (106-43). - Escola greco-judia: Fílon de Alexandria (25 a.C.-50 d.C.); - Neoplatonismo: Plotino (204/5-270), Porfirio (h.233-304), Jâmblico (h.250-330) e Proclo (h.411-485). ➢ Filosofia patrística - Apologistas: São Justino (100/10-165), Ireneu de Lyon (h.140-h.l 77) e Atenágoras (fines s. II); - Alexandrinos: São Clemente (h.145/50-215) e Orígenes (h.185-255); - Africanos: Tertuliano (h.160-230), Arnóbio (h.260-h.327) e Lactâncio (nascido h. 250); - Gregos: São Basílio (h.330-379), São Gregório de Nazianzo (330-390), São Gregório de Níssa (330-390) e Pseudo-Dionísio (h.500); - Latinos: São Hilário (h.315-367), Santo Ambrósio (333-397) e Santo Agostinho; - Outros: Claudiano (+h.473), Boécio (480-524), São Isidoro (h.560-633) e Beda (672/3-735). ➢ Filosofia Medieval/Escolástica - Judeus: Isaac Israeli (+h.940), Salomão Ibn Gabirol (h.l020-p.l058) e Maimônides (1135- 1204); - Árabes: Alquindi (h. 796-874), Al-Farabi (870-950), Avicena (980-1037), Algazali (1058- 1111) e Averróis (1126-1198); - Escola palatina: Alcuíno de Iorque (730/5-804), Rábano Mauro (h.784-856), Escoto Erígena (h.810-h.870) e Papa Silvestre II (+1003); - Dialéticos: Santo Anselmo (1033/4-1109) e Pedro Abelardo (1079-1142); - Tradutores: Domingo Gundisalvo (meados s. XII), Gerardo de Cremona (h. 1114-1187); - Enciclopedistas: Teodorico de Chartres (+1155), Hugo de São Vitor (+1141) e Vicente de Beauvais (+1264); - Universidades: Guilherme de Auvergne (1180- 1249) e Sigerio de Brabante (+h.l284); - Dominicanos: São Alberto Magno (1206-1280) e Santo Tomás de Aquino; - Franciscanos: Alexandre de Hales (1170/80-1245), São Boaventura (1217-1274), Roger Bacon (h.1210/14-1292), João Duns Escoto, Raimundo Lulio (1235-1315) e Guilherme de Ockham (h.1285-1349). ➢ Filosofia Moderna - Humanistas Renascentistas: Ficino (1433-1499), Erasmo (1467-1536), Maquiavel (1469- 1527), Thomas More (1480-1535), Juan Luis Vives (1492-1540) e Giordano Bruno (1548- 1600); - Racionalismo: Descartes, Malebranche, Espinosa e Leibniz; - Empiristas: Francis Bacon, Thomas Hobbes (1588-1679), Locke, Berkeley e Hume; - Escola escocesa: Thomas Reid (1710-1796); Iluministas: Voltaire (1694-1778), Condillac (1715-1757), Diderot (1713-1784) e J. J. Rousseau (1712-1778). - Idealismo transcendental: Kant; - Idealismo subjetivo: Fichte; - Idealismo objetivo: Schelling; - Idealismo absoluto: Hegel; - Pessimismo: Schopenhauer; - Ecletismo: Cousin (1792-1867); - Positivismo: A. Comte, J. S. Mill (1806-1873) e H. Spencer (1820-1900); - Socialismo: H. Saint-Simon (1760-1825), Ch. Fourier (1772-1837) e K. Marx; - Vitalismo: Nietzsche e W. Dilthey (1833-1912). ➢ Filosofia Contemporânea - Intucionismo: H. Bergson (1859-1941); - Pragmatismo: Ch. S. Peirce (1839-1914), W. James (1842-1910) e J. Dewey (1859-1952); - Fenomenologia: Husserl, Scheler, N. Hartmann (1882-1950) e M. Merleau-Ponty (1908- 1961); - Existencialismo: Jaspers, Heidegger, Marcel e Sartre; - Atomismo lógico: B. Russell (1872-1970) e L. Wittgenstein (1889-1951); - Positivismo lógico: M. Schlick (1882-1936), R. Carnap (1891-1970 ) e A. J. Ayer (1910- 1990). - Filosofia analítica: J. L. Austin (1911-1960), G. Ryle (1900-1976), W.V.O. Quine (1908- 2000), P. F. Strawson (1919-2003) e H. Putnam (1926-); - Hermenêutica: H. G. Gadamer (1900-2002), P. Ricoeur (1913-2007) e J. Habermas (1929-). - Estruturalismo e pós-estruturalismo: F. de Saussure (1857-1913), C. Lévi-Strauss (1908- 2009) e M. Foucault (1926-1984). - Filosofia pós-moderna: J. F. Lyotard (1924-1999), G. Deleuze (1925-1995), J. Derrida (1930- 2004), R. Rorty (1931-2007) e G. Vattimo (1936-). - Comunitaristas: A. Maclntyre (1929-), Ch. Taylor (1931-). REFERÊNCIAS BIBLIOGRÁFICAS CHAUÍ, M. Iniciação à Filosofia. Vol. Único. 2ª ed. São Paulo: Ática, 2013. 460 p. SANTOS, R. dos. Filosofia: Uma breve introdução. 1ª ed. Pelotas: Dissertativo Incipiens, 2014. 108 p. . Rua do Riachuelo, 303, Centro, Rio de Janeiro, RJ Casa Histórica de Osório CEP: 20230-011 E-mail: [email protected]. (shrink)

J. N. (Jitendra Nath) Mohanty (1928–2023). -/- Professor J. N. Mohanty has characterized his life and philosophy as being both “inside” and “outside” East and West, i.e., inside and outside traditions of India and those of the West, living in both India and United States: geographically, culturally, and philosophically; while also traveling the world: Melbourne to Moscow. Most of his academic time was spent teaching at the University of Oklahoma, The New School Graduate Faculty, and finally Temple University. Yet his (...) preeminent work in Husserlian phenomenology developed alongside his eminent work in Indian philosophy: describing his interests as “a fusion of disparate horizons.” -/- J. N. Mohanty was born September 26, 1928, in Cuttack (Odisha, East India). After graduating from high school, he went on to study both Indian and Western philosophy in Calcutta, earning bachelor’s and master’s degrees. There he read Whitehead and Kant’s First Critique; although he wanted to include mathematics in his curriculum, he was led instead to include Indian philosophy and Sanskrit. On the shelves of his teacher, Ras Vihar Das, he came upon a copy of the English translation (Ideas I, 1931) of Edmund Husserl’s classic Ideen I (1913), which presented Husserl’s ground-breaking conception of phenomenology. In 1952–1954 he left India for the first time, reaching Göttingen to study mathematics and philosophy, which earned him a doctorate in mathematics and “philosophy of mathematical sciences” (in his own words). In Göttingen, Mohanty found the powerful mathematical world that Husserl himself had earlier interacted with, where several Husserl students had formed the Göttingen school of phenomenology. During these years Mohanty studied primarily mathematics, alongside Kant and also Vedic Sanskrit. From his friend Günter Patzig, interpreter of Aristotle and Frege, Mohanty was drawn to Frege in relation to mathematical logic. He attended lectures of Heidegger, intrigued by his ontological thinking. Yet, despite the Husserlian legacy, Mohanty was completely self-taught in his studies of Husserl (as he has reported). With a doctorate in mathematics, and ideas from Kant and Frege in his philosophical background, Mohanty set about crafting his own conception of philosophy grounded in phenomenology, drawing on Husserl’s extensive work, critically sifting through Husserl’s texts and their emerging concepts of intentionality, meaning, subject, intersubjectivity, and world. In between he wrote his first book-length study: on phenomenological insights in Nicolai Hartmann and A. N. Whitehead (1958). -/- Over many decades Mohanty formulated and argued, in analytical detail, for a conception of phenomenology and its place in philosophy, later presented in a clear and concise book titled Transcendental Phenomenology: An Analytic Account (1989). Over these very decades the same scholar explored classical and recent Indian philosophy, thinking through kindred ideas of consciousness, self, and knowledge drawn from the Indian philosophical contexts. While writing on Nyāya theory of truth, he also pondered whether the world and finite individual are illusory or real, and whether Marx, Arendt, Gandhi (whom he heard speak in Calcutta), or Vinoba Bhave (with whom he marched across India for the land-grant movement) could best navigate post-Independent India’s social and svarāj or self-rule reforms. The two Mohantys, thinking through a vision of self and world, turned out to be “non-different” or “non-dual” as they each practiced critical phenomenology from both inside and outside the respective philosophical and cultural traditions. Numerous students, fellows, and colleagues or collaborators have benefited immensely from this infusion and unified approach to diversity in philosophical thought. In the 2000s, moving into retirement, Mohanty wrote two long books devoted to his understanding of Husserl and phenomenology and the calling of philosophy itself. This two-volume study shows Mohanty himself thinking through Husserl, critically, in The Philosophy of Edmund Husserl: A Historical Introduction (2008), and Edmund Husserl’s Freiburg Years: 1916–1938. As Mohanty worked on Husserl, he carefully indicated where he agreed and where he rejected or changed ideas, all part of his practice in phenomenology of “description and interpretation.” It was the same pattern he used in addressing the thought of Husserl vis-à-vis Kant or Frege or even Quine. -/- As Mohanty developed his understanding of phenomenology over the years, he wrote books on theory of meaning and the concept of intentionality, developing a model of ideal meaning and its foundation in intentionality, drawing on Husserl’s results. He followed these with the book Husserl and Frege (1982), linking the thought of those foundational figures for the “continental” and “analytic” traditions, respectively, in twentieth-century Western philosophy. Over his long career Mohanty addressed both traditions in his clear and accessible writing style. While developing his views on phenomenology, Mohanty regularly looked to “Husserl and his others,” evaluating views in Heidegger, Sartre, Merleau-Ponty, Ricoeur, and then Derrida and others in the wake of Husserl. With his background in Kant, Mohanty also looked toward Heidegger and Hegel in relation to Husserl’s later work in the Crisis (1935–38). Similarly, he looked to contemporary analytic philosophers, adjudicating his own, oft-wise Husserlian views in relation to Frege, Nagel, and others. Amid his active scholarly career, Mohanty co-founded the journal Husserl Studies, and was editorial advisor to Philosophy & Phenomenological Research, Philosophy East & West, Journal of Indian Philosophy, Sophia, among others. -/- Yet all this while Mohanty was also thinking and writing about Indian philosophy and its relation to phenomenology. In his own retrospective, Indian philosophy is “the permanent background” of his Husserlian thinking, while Kant is the recurrent Western background of his Husserlian phenomenology. Mohanty’s form of “transcendental phenomenology” evolved, in his own perspective, against the background of his studies of Navya-Nyāya on logic and Vedānta on consciousness, in Indian philosophy, and against the background of Kant’s First Critique on the transcendental, in Western philosophy. Accordingly, Mohanty’s study of logical form and of the intentionality of consciousness seeks a fusion of East and West in the conception of transcendental phenomenology. (Cf. Mohanty’s apt response to critics in The Empirical and the Transcendental (2000).) Even in the context of North American Husserl scholarship, Mohanty has exercised an earnest fusion of East and West. For the so-called East Coast and West Coast interpretations of Husserl’s crucial notion of noema both find a sympathetic spirit in J. N. Mohanty’s careful and nuanced interpretation of Husserlian transcendental phenomenology. With Mohanty the two faces of the noema are the logical (Fregean) and the phenomenal (Kantian), and these views of intentional structure join in consciousness—in a way resonant with Indian thought. -/- - David Woodruff Smith (UC Irvine) and Purushottama Bilimoria (SFSU, San Francisco; University of Melbourne) -/- For photo of Prof Mohanty visit APA online memorial_minutes2023 Courtesy of APA Memorial Minutes (& Proceedings) 2023 . (shrink)

Let f(1)=2, f(2)=4, and let f(n+1)=f(n)! for every integer n≥2. Edmund Landau's conjecture states that the set P(n^2+1) of primes of the form n^2+1 is infinite. Landau's conjecture implies the following unproven statement Φ: card(P(n^2+1))<ω ⇒ P(n^2+1)⊆[2,f(7)]. Let B denote the system of equations: {x_j!=x_k: i,k∈{1,...,9}}∪{x_i⋅x_j=x_k: i,j,k∈{1,...,9}}. The system of equations {x_1!=x_1, x_1 \cdot x_1=x_2, x_2!=x_3, x_3!=x_4, x_4!=x_5, x_5!=x_6, x_6!=x_7, x_7!=x_8, x_8!=x_9} has exactly two solutions in positive integers x_1,...,x_9, namely (1,...,1) and (f(1),...,f(9)). No known system S⊆B with a (...) finite number of solutions in positive integers x_1,...,x_9 has a solution (x_1,...,x_9)∈(N\{0})^9 satisfying max(x_1,...,x_9)>f(9). For every known system S⊆B, if the finiteness/infiniteness of the set {(x_1,...,x_9)∈(N\{0})^9: (x_1,...,x_9) solves S} is unknown, then the statement ∃ x_1,...,x_9∈N\{0} ((x_1,...,x_9) solves S)∧(max(x_1,...,x_9)>f(9)) remains unproven. Let Λ denote the statement: if the system of equations {x_2!=x_3, x_3!=x_4, x_5!=x_6, x_8!=x_9, x_1 \cdot x_1=x_2, x_3 \cdot x_5=x_6, x_4 \cdot x_8=x_9, x_5 \cdot x_7=x_8} has at most finitely many solutions in positive integers x_1,...,x_9, then each such solution (x_1,...,x_9) satisfies x_1,...,x_9≤f(9). The statement Λ is equivalent to the statement Φ. It heuristically justifies the statement Φ . This justification does not yield the finiteness/infiniteness of P(n^2+1). We present a new heuristic argument for the infiniteness of P(n^2+1), which is not based on the statement Φ. Algorithms always terminate. We explain the distinction between existing algorithms (i.e. algorithms whose existence is provable in ZFC) and known algorithms (i.e. algorithms whose definition is constructive and currently known). Assuming that the infiniteness of a set X⊆N is false or unproven, we define which elements of X are classified as known. No known set X⊆N satisfies Conditions (1)-(4) and is widely known in number theory or naturally defined, where this term has only informal meaning. *** (1) A known algorithm with no input returns an integer n satisfying card(X)<ω ⇒ X⊆(-∞,n]. (2) A known algorithm for every k∈N decides whether or not k∈X. (3) No known algorithm with no input returns the logical value of the statement card(X)=ω. (4) There are many elements of X and it is conjectured, though so far unproven, that X is infinite. (5) X is naturally defined. The infiniteness of X is false or unproven. X has the simplest definition among known sets Y⊆N with the same set of known elements. *** Conditions (2)-(5) hold for X=P(n^2+1). The statement Φ implies Condition (1) for X=P(n^2+1). The set X={n∈N: the interval [-1,n] contains more than 29.5+\frac{11!}{3n+1}⋅sin(n) primes of the form k!+1} satisfies Conditions (1)-(5) except the requirement that X is naturally defined. 501893∈X. Condition (1) holds with n=501893. card(X∩[0,501893])=159827. X∩[501894,∞)= {n∈N: the interval [-1,n] contains at least 30 primes of the form k!+1}. We present a table that shows satisfiable conjunctions of the form #(Condition 1) ∧ (Condition 2) ∧ #(Condition 3) ∧ (Condition 4) ∧ #(Condition 5), where # denotes the negation ¬ or the absence of any symbol. No set X⊆N will satisfy Conditions (1)-(4) forever, if for every algorithm with no input, at some future day, a computer will be able to execute this algorithm in 1 second or less. The physical limits of computation disprove this assumption. (shrink)

Edmund Husserl obdržel v roce 1927 nabídku od Jamese Louise Garvina, britského editora Encyclopædia Britannica, ať napíše pro novou, tehdy čtrnáctou edici článek „Fenomenologie“. Garvin stanovil rozsah článku na 4000 slov a termín vydání na září roku 1929. Husserl pracoval na článku v časovém rozmezí mezi zářím a prosincem roku 1927, během kterého vyhotovil celkem čtyři verze. Husserl požádal o spolupráci na prvních třech verzích svého žáka Martina Heideggera, který toho času zastával profesorský stolec na univerzitě v Marburku. Heidegger (...) strávil v říjnu 1927 u Husserla několik dní, během kterých intenzivně pracovali na řečeném článku. Nicméně jejich spolupráce vedla ke vzájemnému profesnímu odcizení, protože práce na formulování článku dala vytanout nepřekonatelným obsahovým diferencím mezi oběma filosofy. Na základě Heideggerových nepřijatelných návrhů a připomínek Husserl nakonec sepsal finální, čtvrtou verzi článku již sám. Tuto poslední verzi čítající 7000 slov pak Husserl předal oxfordskému učenci Christopheru V. Salmonovi, který ji měl zkrátit a přeložit do angličtiny. Salmon sice v únoru roku 1928 opravdu dodal do redakce EB text čítající 3844 slov bez bibliografie, ovšem nejednalo se vpravdě o překlad, nýbrž dost svévolnou parafrázi. Tato podoba Husserlova článku se pak objevovala ve čtrnácté edici EB, jež se vydávala až do roku 1974, jen do roku 1956, kdy byla nahrazena článkem napsaným Johnem N. Findlayem. Původní podoba Husserlova článku byla poprvé zveřejněna až roku 1962 v rámci jeho sebraných spisů známých pod označením Husserliana, podle jejichž IX. svazku jsme vyhotovili předložený překlad z německého jazyka. Podle této edice rovněž uvádíme paginaci, která je uvedena v hranatých závorkách, přičemž stránkový přechod indikuje v textu umístěná značka |.U příležitosti 80. výročí Husserlova skonu, který připadl na rok 2018, bylo naším záměrem připomenout přínos a odkaz tohoto našeho krajana tím, že napravíme absenci překladu jeho patrně nejvíce instruktivního, přehledného a programového textu, který byť ve zkomolené podobě anglického „překladu“, po dlouhou dobu seznamoval učenou veřejnost s tím, co je to fenomenologie. (shrink)

This study seeks to trace the boundaries of the sign in the phenomenological tradition of Edmund Husserl. The approach adopted here is largely historical and has no other ambition that to identify those questions that pertain to the sign and have been of interest for phenomenology. The article is divided in four parts : the first examines an essay from 1890 entitled Semiotik and situates it in the context of the young Husserl's work in the philosophy of mathematics ; (...) the second part concerns the first section of the Logical Investigations ; the third one seeks to account for the changes that testify to the evolution of Husserl's thinking regarding the sign between the Logical Investigations (1900-01) and "Origins of Geometry" (1936) ; the last part considers the contribution of post-Husserlian phenomenology, from Martin Heidegger to Merleau-Ponty and beyond, to semiotics. -/- Résumé. Notre étude vise à délimiter l'espace dans lequel la question du signe s'est posée à la tradition phénoménologique depuis Edmund Husserl. Cette étude est largement historique et elle n'a d'autres ambitions que d'identifier certains aspects de la question du signe qui ont suscité l'intérêt de la phénoménologie. Elle se divise en quatre parties : dans la première, nous examinons le texte de 1890 intitulé Semiotik en le situant dans le contexte des recherches du jeune Husserl sur la philosophie des mathématiques ; la deuxième section est principalement consacrée à l'étude de la première des Recherches logiques ; la troisième partie vise à rendre compte des chan-gements qui ont marqué l'évolution de la pensée de Husserl sur le signe, des Recher-ches logiques (1900/1) à "Origine de la géométrie" (1936) ; finalement, nous esquis-serons à grands traits la contribution de la phénoménologie post-husserlienne à la sémiotique, de Martin Heidegger à Maurice Merleau-Ponty, et au-delà. (shrink)

After the discoveries of such scholars as J. H. Poincaré, E. N. Lorenz, I. Prigogine, etc. the term ‘chaos’ is used actively by representatives of various scientific fields; however, one important aspect remains uninvestigated: which attitude one should have toward chaotic phenomena. This is a philosophical question and my dissertation aims to find the answer in the history of philosophy, where chaos theme has had its investigators from ancient philosophy to the philosophical theories of the 21st century. My dissertation is (...) based on the idea that sciences and philosophy can achieve significant success in exploring chaos theme when their efforts are combined. This dissertation research is designed to help in the planning of conscious, rational actions towards chaotic phenomena, since it is aimed at exploration and systematic presentation, as well as comprehension of possible systems of such actions – philosophical strategies for interacting with chaos. -/- Results of the dissertation are the following. I reveal, reconstruct, and explain the content of six possible strategies for interacting with chaos that were worked out in history of philosophical thought: ordering, avoiding, transfiguring, preventing, controlling, and integrating. I argue that the first philosophical strategies for interacting with chaos were worked out in the 19th century by German philosophers K. W. F. Schlegel and F. W. Nietzsche on the basis of their rethinking the ideas which were expressed by different thinkers during classical antiquity, the Middle Ages, and the modern period. I show that ideas of strategic views towards chaos were also elaborated by such 20th-century thinkers as H. Rickert, N. Berdyaev, I. Prigogine, H. Haken, G. Deleuze, Q. Meillassoux, and others. I outline the main stages of the evolution of philosophical strategies for interacting with chaos as well as its regularities. The dissertation shows perspectives of further development of each one of the six strategies for interacting with chaos. -/- In contemporary scientific and philosophical research on chaos, my exploration contributes to the new approach to improving the understanding of aims of acts towards chaotic phenomena. I think that knowing a range of different strategic views of chaos help researchers of chaotic phenomena to choose the most appropriate and rational reactions. In the area of history of philosophy, my research contributes detailed data about development and conceptual transformations of the notion of ‘chaos’ through all periods of Western philosophy. -/- The dissertation consists of five chapters: 1) Literature Review, Methodology and Key Research Terms, 2) Ancient and Medieval Philosophical Ideas about Chaos, 3) Genesis of the First Strategies for Interacting with Chaos, 4) Strategies for Interacting with Chaos in the 20th and 21st Centuries, 5) Regularities and Prospects of the Development of Philosophical Strategies for Interacting with Chaos. In the first chapter I analyze more than five hundred books, articles, and other philosophical and scientific sources in which the chaos theme is raised. I also argue the necessity of applying methods such as analysis, the structural method, the hermeneutic method of interpretation, and the comparative method in my dissertation research. Moreover, in this chapter, I define key terms for my dissertation – ‘chaos’ and ‘philosophical strategies for interacting with chaos.’ -/- Then, in the next chapter, I analyze the appearance and development of Ancient and Medieval philosophical ideas about chaotic phenomena and order. Particularly, I explore thoughts of philosophers such as Anaxagoras, Anaximander, Heraclitus, Empedocles, Plato, Aristotle, Augustine of Hippo, Bernard Silvestris, Ramon Llull, etc. In this chapter I also compare the first Western ideas about chaos with similar thoughts from Eastern philosophy, analyzing Indian and Chinese philosophical ideas about disorder. -/- In the third chapter I explore transformations in understanding the meaning of the term ‘chaos’ in philosophy from the 15th to the end of the 19th century. I analyze ideas about chaos and order from thinkers such as M. Ficino, Paracelsus, F. Bacon, P. Bayle, Voltaire, J. G. Herder, I. Kant, F. W. J. Schelling and other philosophers from the Renaissance, the Age of Enlightenment, and the German idealist period, showing that these thinkers’ new approaches to interpreting the notion of ‘chaos’ were the background for K. W. F. Schlegel’s and F. W. Nietzsche’s creations of the first strategies for interacting with chaos in the 19th century. I finish the chapter with detailed analysis of K. W. F. Schlegel’s strategy for transfiguring chaos and F. W. Nietzsche’s strategy for ordering chaos. -/- The development of philosophical strategies for interacting with chaos in the 20th and the beginning of the 21st century is the topic of the fourth chapter. I research new ideas about ordering chaos (H. Rickert) and transfiguring chaos (N. Berdyaev). Also, I reveal thoughts about avoiding chaos (A. Camus), preventing chaos (J. Ortega y Gasset), integrating chaos (G. Deleuze, Q. Meillassoux). Moreover, I analyze a philosophical component of the strategy for chaos control (I. Prigogine, H. Haken). In the final fifth chapter of the dissertation I trace the major features of philosophical strategies for interacting with chaos and find out the main conditions and periods of their development. Then I outline the prospects for the development of the philosophical strategies for interacting with chaos and show the most productive ways of their progress. (shrink)

O ensino de filosofia seguiu uma rota tortuosa desde a colônia até os tempos atuais. O breve histórico desse percurso tem o objetivo de reafirmar a necessidade dessa disciplina no currículo escolar, sobretudo porque sempre há aqueles que a consideram de pouca importância. No entanto, em um mundo cada vez mais pragmático, a formação exclusivamente técnica de nossos jovens dificulta o processo de conscientização crítica, além de desprezar a herança de uma sabedoria milenar. Os primeiros tempos No Brasil, desde o (...) século XVI, o ensino de filosofia fazia parte do chamado curso de artes oferecido pelos jesuítas aos filhos de colonos que concluíam o primeiro nível de letras humanas. É bem verdade que apenas alguns colégios dispunham desse curso, voltado exclusivamente para a elite colonial portuguesa. A base do ensino de filosofia era a tradição escolástica, e, mesmo durante os séculos seguintes, não houve interesse em abordar as conquistas das ciências modernas, já vigentes desde o século XVII, na perspectiva de Francis Bacon e das descobertas de Galileu Galilei. Do mesmo modo, não eram ensinadas as teorias de René Descartes e John Locke. Inspirado nos ideais da Contrarreforma, o ensino jesuítico reafirmava a autoridade da Igreja e dos clássicos, com o controle sobre as informações a que os alunos teriam acesso. No século XVIII, os fundamentos aristotélico-tomistas perduraram, com raras exceções, apesar de o marquês de Pombal ter expulsado os jesuítas. O próprio Pombal permitiu a divulgação de algumas dessas obras "esclarecidas", mas cuidou de elencar uma lista das proibidas. Contrariando o controle, as novas ideias circulavam no Brasil por meio de estudantes formados pela Universidade de Coimbra e também pela venda clandestina de panfletos e cópias manuscritas. Desse modo, nas aulas régias, instituídas por Pombal para substituir as escolas dos jesuítas, no geral foi mantida a educação elitista, livresca, desfocada da realidade brasileira durante o império e a república. Apesar do controle, havia exceções, nas poucas vezes em que intelectuais, professores e conhecedores de bibliografia atualizada ensinavam disciplinas como ciências modernas, filosofia e matemática. Algumas congregações religiosas, como a dos franciscanos, também se interessavam pelas contribuições científicas e filosóficas de seu tempo. Ensino de filosofia: entre facultativa e obrigatória A partir do século XIX, predominou um vaivém entre a filosofia como disciplina obrigatória ou facultativa. Com a criação de cursos jurídicos no Brasil, na década de 1820 - em São Paulo e Recife -, a filosofia tornou-se disciplina obrigatória do ensino médio, como pré- requisito para o ingresso ao curso superior, reforçando o caráter propedêutico daquele curso. Em 1915, uma reforma de ensino tornou a filosofia disciplina facultativa, mas o ministro Francisco Campos tentou reverter esse quadro em 1932, tornando-a novamente obrigatória. Conhecido pela atuação no movimento da Escola Nova, Campos aliou seus esforços aos de figuras importantes da pedagogia brasileira, como o sociólogo Fernando de Azevedo e o filósofo e educador Anísio Teixeira. A tendência escolanovista era renovadora e se fazia necessária diante da situação econômica do Brasil. Com o início da industrialização, surgia a necessidade de melhorar a escolarização, sobretudo para os segmentos urbanos. Francisco Campos introduziu as disciplinas de lógica, sociologia e história da filosofia no currículo escolar. Com a Reforma Capanema, em 19142, o ensino secundário dividiu-se em ginasial e colegial. Este último foi subdividido em científico, com ênfase no estudo de ciências, e clássico, que privilegiava a formação em humanidades. Nesse contexto, a filosofia se constituiu como disciplina obrigatória em um dos três anos do científico e em dois anos do curso clássico, com proposta de programa bastante extenso. No entanto, uma sequência de portarias reduziu gradativamente o número de horas-aula da disciplina, por fim, restrita ao último ano do colegial. Em 1961, foi promulgada a nossa primeira Lei de Diretrizes e Bases da Educação (LDBJ, a Lei n. 4.024, ocasião em que o ensino de filosofia perdeu a obrigatoriedade. Período da ditadura militar Durante a ditadura militar no Brasil (1964-1985), as aulas de filosofia foram extintas pela Lei n. 5.692, de 1971. Essa lei reformou o então chamado ensino de 1º e 2º graus e introduziu o ensino profissionalizante, de acordo com a tendência tecnicista proposta pelos acordos entre militares e tecnocratas. Um dos objetivos era adequar a educação às exigências da sociedade industrial e tecnológica, com economia de tempo, esforços e custos. A educação tecnicista encontrava-se imbuída dos ideais de racionalidade, organização, objetividade, eficiência e produtividade, como se fosse uma empresa: esperava-se que, ao terminar cada um dos níveis, o aluno estivesse capacitado para ingressar no mercado como força de trabalho, caso necessário. Para implantar o projeto de educação proposto, o governo militar não revogou a LDB de 1961, mas introduziu alterações e fez atualizações. Enquanto a aprovação da LDB resultara de amplo debate na sociedade civil, o governo autoritário regulamentou as leis do ensino universitário (Lei n. 5.540/1968) e do ensino de 1º e 2º graus (Lei n. 5.692/1971) de maneira impositiva. Diversos acordos, conhecidos como MEC-Usaid (Ministério da Educação e Cultura e United States Agency for International Development), ofereceram assistência técnica e cooperação financeira para implantar a reforma. A habilitação profissional constituiu-se em um emaranhado de "ofertas" que chegavam a 130 habilitações profissionais distribuídas conforme os cursos e as regiões do país. Algumas disciplinas desapareceram, como a de filosofia, e outras foram aglutinadas. Por sua vez, a inclusão de Moral e Cívica no primeiro nível e de Organização Social e Política no segundo exerceu a clara intenção de doutrinamento político. Há controvérsias em torno da extinção da filosofia do currículo escolar. Para alguns, a extinção revelava a intenção explícita dos governos militares de evitarem o desenvolvimento do pensamento crítico. Outros analisam de modo diferente, alegando que, com raríssimas exceções, o ensino da filosofia reduzia-se à história da filosofia, com ênfase na memorização, não representando, portanto, nenhuma ameaça ao regime de exceção, por desempenhar papel submisso e nada subversivo. Além disso, de acordo com o viés tecnicista da reforma, havia necessidade de mais espaço para incluir disciplinas voltadas para a habilitação profissional. Já nas universidades, era possível notar o crescente desprestígio da filosofia, tendo ocorrido perseguição a professores, muitos deles exilados. Todavia, o propósito de formar profissionais, conforme propunha a nova lei, não se concretizou. A escola pública se fragilizou ainda mais, enquanto algumas boas escolas da rede particular encontraram meios de contornar a lei e oferecer um ensino de qualidade com os mesmos conteúdos que visavam desenvolver o espírito crítico e, portanto, a capacidade de seus alunos pensarem por si mesmos. Em 1982, no clima da abertura democrática, a Lei n. 7.01-114 permitiu a reinserção da filosofia no currículo como optativa, a critério do estabelecimento de ensino. Nada foi conseguido sem esforço, mas com trabalho intenso e pressão da sociedade civil. Associações especialmente criadas para esse fim aglutinaram professores de cursos secundários e superiores para promoverem encontros, movimentos de protesto e contatos com autoridades governamentais, no esforço conjunto para alcançar aquele objetivo. Lei de Diretrizes e Bases da Educação Nacional (LDB) n. 9.394/1996 Após a aprovação da Constituição brasileira de 1988, restava elaborar a lei complementar para tratar das Diretrizes e Bases da Educação Nacional. A primeira LDB, de 1961, levara muito tempo para ser aprovada e ofereceu no final um texto já envelhecido. Devido a esse fato, havia interesse em acelerar a regulamentação da nova LDB, o que ocorreu em dezembro de 1996, com a publicação da Lei n. 9.394. O primeiro projeto da nova LDB baseou-se em amplo debate, não só na Câmara, mas também na sociedade civil, além de várias entidades sindicais, científicas, estudantis e segmentos organizados da educação. O projeto original exigiu do relator Jorge Hage importante trabalho de finalização, já que a nova lei não resultaria de exclusiva iniciativa do Executivo, e sim do debate democrático da comunidade educacional. No entanto, com apoio do governo e do ministro da Educação, o senador Darcy Ribeiro apresentou outro projeto que começara a ser discutido paralelamente e que terminou por ser aprovado. Como ficou a situação do ensino de filosofia? Apesar do movimento consistente que continuava defendendo o retorno da filosofia ao ensino médio, foi grande a decepção. Vejamos por quê. Ao estabelecer as finalidades da educação básica e as diretrizes dos conteúdos curriculares, essa lei destacava a importância da formação para o exercício da cidadania, a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos e de respeito ao bem comum e à ordem democrática. Foi recomendado também o aprimoramento do educando como pessoa humana, por meio de formação ética e desenvolvimento da autonomia intelectual e do pensamento crítico. Conforme a LDB sob Lei 9.394/98: Art. 22. A educação básica tem por finalidades desenvolver o educando, assegurar-lhe a formação comum indispensável para o exercício da cidadania e fornecer-lhe meios para progredir no trabalho e em estudos posteriores. Art. 27. Os conteúdos curriculares da educação básica observarão, ainda, as seguintes diretrizes: I – a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos, de respeito ao bem comum e à ordem democrática; II – consideração das condições de escolaridade dos alunos em cada estabelecimento; III – orientação para o trabalho; IV – promoção do desporto educacional e apoio às práticas desportivas não- formais. Art. 35. O ensino médio, etapa final da educação básica, com duração mínima de três anos, terá como finalidades: I – a consolidação e o aprofundamento dos conhecimentos adquiridos no ensino fundamental, possibilitando o prosseguimento de estudos; II – a preparação básica para o trabalho e a cidadania do educando, para continuar aprendendo, de modo a ser capaz de se adaptar com flexibilidade a novas condições de ocupação ou aperfeiçoamento posteriores; III – o aprimoramento do educando como pessoa humana, incluindo a formação ética e o desenvolvimento da autonomia intelectual e do pensamento crítico; IV – a compreensão dos fundamentos científico-tecnológicos dos processos produtivos, relacionando a teoria com a prática, no ensino de cada disciplina. Por fim, ficou claro no artigo 36, parágrafo 1º, inciso III (revogado pela Lei n. 11.684, de 2008), que os conteúdos, as metodologias e as formas de avaliação deveriam ser organizados de tal maneira que ao final do ensino médio o educando demonstrasse "domínio dos conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania". Embora a educação para a cidadania constituísse um objetivo visado por qualquer disciplina, com mais razão o professor de filosofia teria condições de abordá-la explicitamente, não só por tomá-la como um de seus conteúdos, mas principalmente pelo seu caráter problematizador e argumentativo, próprio da filosofia. Portanto, seria válido supor que o artigo 36 definisse a reinserção da filosofia no currículo, ministrada por profissional formado na área, o que de fato não se concretizou, e o ensino de filosofia permaneceu como não obrigatório. Posteriormente, conforme a Resolução CEB n. 3/1998, "as propostas pedagógicas das escolas deverão assegurar o tratamento interdisciplinar e contextualizado para os conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania" (artigo 10, parágrafo 2º, alínea b]. Ou seja, professores de outras disciplinas seriam responsáveis por esses "temas transversais", orientação que prevaleceu nos Parâmetros Curriculares Nacionais. Um pouco antes, em 1997, dando continuidade a anseios de educadores, o deputado federal Padre Roque Zimmermann apresentara projeto de lei para tornar obrigatório o ensino de filosofia e sociologia no currículo do ensino médio. Após sua aprovação no Senado, em 2001, o projeto foi vetado pelo então presidente Fernando Henrique Cardoso. Finalmente, em 2008, o artigo 36 da LDB sofreu alteração, tornando obrigatório o ensino de filosofia e de sociologia no currículo do ensino médio, por meio da Lei n. 11.684/2008. Na sequência da aprovação, continua em andamento a implantação desse projeto de ensino. Esperamos que o espaço conquistado não venha a sofrer mais tarde nova retração. REFERÊNCIAS BIBLIOGRÁFICAS ARANHA, M. L. de A.; MARTINS, H. P. Filosofando: Introdução à Filosofia. 6ª ed. São Paulo: Moderna, 2016. BRASIL. Ministério de Educação e Cultura. Ciências humanas e suas tecnologias. In: Orientações Curriculares para o Ensino Médio. Brasília: Ministério da Educação; Secretaria de Educação Básica, 2006. ______________________________________. LDB - Lei nº 9394/96, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da Educação Nacional. Brasília: MEC, 1996. Disponível em: Lei de Diretrizes e Bases da Educação Nacional - Biblioteca do Senado. Acesso em: 11 Jun. 2019. ______________________________________. Parâmetros Curriculares Nacionais. Ensino Médio: Bases Legais. Brasília: MEC, 1999. ______________________________________. Resolução CEB n° 3 de 1998. Institui as Diretrizes Curriculares Nacionais para o Ensino Médio. Brasília: MEC, 1998. Disponível em: Resolução CEB n° 3 de 1998. Acesso em: 11 Jun. 2019. KOHAN, W. O. (Org.). Políticas do ensino de filosofia. Rio de Janeiro: DP6A, 2014. (shrink)

The deterministic or probabilistic laws of our representations and our science do not link what “is” to what “will be” but what “I know” to what “I could know”. Consistency is not a predicate on the physical laws of the world but on the logical laws of Meaning. If you cannot convince yourself of that. If you want to believe that the Softmatter of the Meaning cannot be more consistent than the Hardmatter of the physical world. Think again ... ...and (...) try to answer this question : Why would it be less unlikely for a physical world to evolve from the big bang to individuated knowing persons than for an amorphous interdependence to assemble (logically) individuated representations of the world ? (shrink)

The principle of universal instantiation plays a pivotal role both in the derivation of intensional paradoxes such as Prior’s paradox and Kaplan’s paradox and the debate between necessitism and contingentism. We outline a distinctively free logical approach to the intensional paradoxes and note how the free logical outlook allows one to distinguish two different, though allied themes in higher-order necessitism. We examine the costs of this solution and compare it with the more familiar ramificationist approaches to higher-order logic. Our assessment (...) of both approaches is largely pessimistic, and we remain reluctantly inclined to take Prior’s and Kaplan’s derivations at face value. (shrink)

An increasing amount of twenty-first century metaphysics is couched in explicitly hyperintensional terms. A prerequisite of hyperintensional metaphysics is that reality itself be hyperintensional: at the metaphysical level, propositions, properties, operators, and other elements of the type hierarchy, must be more fine-grained than functions from possible worlds to extensions. In this paper I develop, in the setting of type theory, a general framework for reasoning about the granularity of propositions and properties. The theory takes as primitive the notion of a (...) substitution on a proposition (property, etc.) and, among other things, uses this idea to elucidate a number of theoretically important distinctions. A class of structures are identified which can be used to model a wide range of positions about the granularity of reality; certain of these structures are seen to receive a natural treatment in the category of M-sets. (shrink)

In this paper the logic of broad necessity is explored. Definitions of what it means for one modality to be broader than another are formulated, and it is proven, in the context of higher-order logic, that there is a broadest necessity, settling one of the central questions of this investigation. It is shown, moreover, that it is possible to give a reductive analysis of this necessity in extensional language. This relates more generally to a conjecture that it is not possible (...) to define intensional connectives from extensional notions. This conjecture is formulated precisely in higher-order logic, and concrete cases in which it fails are examined. The paper ends with a discussion of the logic of broad necessity. It is shown that the logic of broad necessity is a normal modal logic between S4 and Triv, and that it is consistent with a natural axiomatic system of higher-order logic that it is exactly S4. Some philosophical reasons to think that the logic of broad necessity does not include the S5 principle are given. (shrink)

This paper argues that the theory of structured propositions is not undermined by the Russell-Myhill paradox. I develop a theory of structured propositions in which the Russell-Myhill paradox doesn't arise: the theory does not involve ramification or compromises to the underlying logic, but rather rejects common assumptions, encoded in the notation of the $\lambda$-calculus, about what properties and relations can be built. I argue that the structuralist had independent reasons to reject these underlying assumptions. The theory is given both a (...) diagrammatic representation, and a logical representation in a novel language. In the latter half of the paper I turn to some technical questions concerning the treatment of quantification, and demonstrate various equivalences between the diagrammatic and logical representations, and a fragment of the $\lambda$-calculus. (shrink)

One thousand fair causally isolated coins will be independently flipped tomorrow morning and you know this fact. I argue that the probability, conditional on your knowledge, that any coin will land tails is almost 1 if that coin in fact lands tails, and almost 0 if it in fact lands heads. I also show that the coin flips are not probabilistically independent given your knowledge. These results are uncomfortable for those, like Timothy Williamson, who take these probabilities to play a (...) central role in their theorizing. (shrink)

The result of combining classical quantificational logic with modal logic proves necessitism – the claim that necessarily everything is necessarily identical to something. This problem is reflected in the purely quantificational theory by theorems such as ∃x t=x; it is a theorem, for example, that something is identical to Timothy Williamson. The standard way to avoid these consequences is to weaken the theory of quantification to a certain kind of free logic. However, it has often been noted that in order (...) to specify the truth conditions of certain sentences involving constants or variables that don’t denote, one has to apparently quantify over things that are not identical to anything. In this paper I defend a contingentist, non-Meinongian metaphysics within a positive free logic. I argue that although certain names and free variables do not actually refer to anything, in each case there might have been something they actually refer to, allowing one to interpret the contingentist claims without quantifying over mere possibilia. (shrink)

This three-part chapter explores a higher-order logic we call ‘Classicism’, which extends a minimal classical higher-order logic with further axioms which guarantee that provable coextensiveness is sufficient for identity. The first part presents several different ways of axiomatizing this theory and makes the case for its naturalness. The second part discusses two kinds of extensions of Classicism: some which take the view in the direction of coarseness of grain (whose endpoint is the maximally coarse-grained view that coextensiveness is sufficient for (...) identity), and some which take the view in the direction of fineness of grain (whose endpoint is the maximally fine-grained theory containing all distinctness claims compatible with Classicism). The third part introduces some techniques for constructing models of Classicism, and uses them to prove the consistency of many of the extensions of Classicism introduced in the second part. (shrink)

In explaining the notion of a fundamental property or relation, metaphysicians will often draw an analogy with languages. The fundamental properties and relations stand to reality as the primitive predicates and relations stand to a language: the smallest set of vocabulary God would need in order to write the “book of the world.” This paper attempts to make good on this metaphor. To that end, a modality is introduced that, put informally, stands to propositions as logical truth stands to sentences. (...) The resulting theory, formulated in higher-order logic, also vindicates the Humean idea that fundamental properties and relations are freely recombinable and a variant of the structural idea that propositions can be decomposed into their fundamental constituents via logical operations. Indeed, it is seen that, although these ideas are seemingly distinct, they are not independent, and fall out of a natural and general theory about the granularity of reality. (shrink)

We explore the view that Frege's puzzle is a source of straightforward counterexamples to Leibniz's law. Taking this seriously requires us to revise the classical logic of quantifiers and identity; we work out the options, in the context of higher-order logic. The logics we arrive at provide the resources for a straightforward semantics of attitude reports that is consistent with the Millian thesis that the meaning of a name is just the thing it stands for. We provide models to show (...) that some of these logics are non-degenerate. (shrink)

A number of authors have objected to the application of non-classical logic to problems in philosophy on the basis that these non-classical logics are usually characterised by a classical metatheory. In many cases the problem amounts to more than just a discrepancy; the very phenomena responsible for non-classicality occur in the field of semantics as much as they do elsewhere. The phenomena of higher order vagueness and the revenge liar are just two such examples. The aim of this paper is (...) to show that a large class of non-classical logics are strong enough to formulate their own model theory in a corresponding non-classical set theory. Specifically I show that adequate definitions of validity can be given for the propositional calculus in such a way that the metatheory proves, in the specified logic, that every theorem of the propositional fragment of that logic is validated. It is shown that in some cases it may fail to be a classical matter whether a given sentence is valid or not. One surprising conclusion for non-classical accounts of vagueness is drawn: there can be no axiomatic, and therefore precise, system which is determinately sound and complete. (shrink)

Higher-order logic augments first-order logic with devices that let us generalize into grammatical positions other than that of a singular term. Some recent metaphysicians have advocated for using these devices to raise and answer questions that bear on many traditional issues in philosophy. In contrast to these 'higher-order metaphysicians', traditional metaphysics has often focused on parallel, but importantly different, questions concerning special sorts of abstract objects: propositions, properties and relations. The answers to the higher-order and the property-theoretic questions may coincide (...) sometimes but will often come apart. I argue that when they do, the higher-order questions are closer to the metaphysical action and so it would be better for these debates to proceed in higher-order terms. (shrink)

A number of `no-proposition' approaches to the liar paradox find themselves implicitly committed to a moderate disquotational principle: the principle that if an utterance of the sentence `$P$' says anything at all, it says that $P$ (with suitable restrictions). I show that this principle alone is responsible for the revenge paradoxes that plague this view. I instead propose a view in which there are several closely related language-world relations playing the `semantic expressing' role, none of which is more central to (...) semantic theorizing than any other. I use this thesis about language and the negative result about disquotation to motivate the view that people do say things with utterances of paradoxical sentences, although they do not say the proposition you'd always expect, as articulated with a disquotational principle. (shrink)

We develop a theory of necessity operators within a version of higher-order logic that is neutral about how fine-grained reality is. The theory is axiomatized in terms of the primitive of *being a necessity*, and we show how the central notions in the philosophy of modality can be recovered from it. Various questions are formulated and settled within the framework, including questions about the ordering of necessities under strength, the existence of broadest necessities satisfying various logical conditions, and questions about (...) their logical behaviour. We also wield the framework to probe the conditions under which a logicist account of necessities is possible, in which the theory is completely reducible to logic. (shrink)

It is an orthodoxy of modern political thought that violence is morally incompatible with politics, with the important exception of the permissible violence carried out by the state. The “commonsense argument” for permissible political violence denies this by extending the principles of defensive ethics to the context of state-subject interaction. This article has two aims: First, I critically investigate the commonsense argument and its limits. I argue that the scope of permissions it licenses is significantly more limited than its proponents (...) allow. Second, I develop an alternative (and supplementary) framework for thinking about permissible political violence. I argue that under certain circumstances, subjects may violently protest their treatment, where protest is understood as an expression of rejection of those circumstances. On my view, protest, including violent protest, is permissible when it is the fitting response to those circumstances. This alternative framework accounts for an important class of cases of intuitively permissible political violence, including cases in which such violence does not serve strategic political ends or is even counterproductive towards those ends. (shrink)

In this paper I present a precise version of Stalnaker's thesis and show that it is both consistent and predicts our intuitive judgments about the probabilities of conditionals. The thesis states that someone whose total evidence is E should have the same credence in the proposition expressed by 'if A then B' in a context where E is salient as they have conditional credence in the proposition B expresses given the proposition A expresses in that context. The thesis is formalised (...) rigorously and two models are provided that demonstrate that the new thesis is indeed tenable within a standard possible world semantics based on selection functions. Unlike the Stalnaker-Lewis semantics the selection functions cannot be understood in terms of similarity. A probabilistic account of selection is defended in its place. -/- I end the paper by suggesting that this approach overcomes some of the objections often leveled at accounts of indicatives based on the notion of similarity. (shrink)

In recent years there has been a revitalised interest in non-classical solutions to the semantic paradoxes. In this paper I show that a number of logics are susceptible to a strengthened version of Curry's paradox. This can be adapted to provide a proof theoretic analysis of the omega-inconsistency in Lukasiewicz's continuum valued logic, allowing us to better evaluate which logics are suitable for a naïve truth theory. On this basis I identify two natural subsystems of Lukasiewicz logic which individually, but (...) not jointly, lack the problematic feature. (shrink)

Most work on the semantic paradoxes within classical logic has centered around what this essay calls “linguistic” accounts of the paradoxes: they attribute to sentences or utterances of sentences some property that is supposed to explain their paradoxical or nonparadoxical status. “No proposition” views are paradigm examples of linguistic theories, although practically all accounts of the paradoxes subscribe to some kind of linguistic theory. This essay shows that linguistic accounts of the paradoxes endorsing classical logic are subject to a particularly (...) acute form of the revenge paradox: that there is no exhaustive classification of sentences into “good” and “bad” such that the T-schema holds when restricted to the “good” sentences unless it is also possible to prove some “bad” sentences. The foundations for an alternative classical nonlinguistic approach is outlined that is not subject to the same kinds of problems. Although revenge paradoxes of different strengths can be formulated, they are found to be indeterminate at higher orders and not inconsistent. (shrink)

Those inclined to positions in the philosophy of time that take tense seriously have typically assumed that not all regions of space-time are equal: one special region of space-time corresponds to what is presently happening. When combined with assumptions from modern physics this has the unsettling consequence that the shape of this favored region distinguishes people in certain places or people traveling at certain velocities. In this paper I shall attempt to avoid this result by developing a tensed picture of (...) reality that is nonetheless consistent with ‘hypersurface egalitarianism’—the view that all hypersurfaces are equal. (shrink)

An increasing amount of contemporary philosophy of mathematics posits, and theorizes in terms of special kinds of mathematical modality. The goal of this paper is to bring recent work on higher-order metaphysics to bear on the investigation of these modalities. The main focus of the paper will be views that posit mathematical contingency or indeterminacy about statements that concern the `width' of the set theoretic universe, such as Cantor's continuum hypothesis. Within a higher-order framework I show that contingency about the (...) width of the set-theoretic universe refutes two orthodoxies concerning the structure of modal reality: the view that the broadest necessity has a logic of S5, and the "Leibniz biconditionals" stating that what is possible, in the broadest sense of possible, is what is true in some possible world. Nonetheless, I suggest that the underlying picture of modal set-theory is coherent and has attractions. (shrink)

An important philosophical issue in the study of addiction is what difference the fact that a person is addicted makes to attributions of autonomy (and responsibility) to their drug-oriented behavior. In spite of accumulating evidence suggesting the role of emotional dysregulation in understanding addiction, it has received surprisingly little attention in the debate about this issue. I claim that, as a result, an important aspect of the autonomy impairment of many addicted individuals has been largely overlooked. A widely shared assumption (...) in the philosophical literature is that for addiction to impair a person’s autonomy it has to make them (in some sense) take drugs against their will. So-called “willing addicts” are therefore usually seen as exempted from the autonomy impairment believed to characterize “unwilling addicts”, the latter being those who ‘truly want’ to stop using drugs but find their attempts repeatedly derailed by failures of self-control. In this article, I argue that the association between addiction and emotional dysregulation shows why this assumption is false. Emotional dysregulation is not only consistent with the possibility that many addicts take drugs ‘willingly’, it supports the hypothesis that they use drugs because they truly want to. The article proposes an explanation for why emotional dysregulation should nevertheless be seen as an aspect of their loss of control and an important reason why they have impaired autonomy. I end by exploring some implications of this account for addict’s decision-making capacity when they are prescribed the drugs to which they are addicted. -/- . (shrink)

How should addictive behavior be explained? In terms of neurobiological illness and compulsion, or as a choice made freely, even rationally, in the face of harmful social or psychological circumstances? Some of the disagreement between proponents of the prevailing medical models and choice models in the science of addiction centres on the notion of “loss of control” as a normative characterization of addiction. In this article I examine two of the standard interpretations of loss of control in addiction, one according (...) to which addicts have lost free will, the other according to which their will is weak. I argue that both interpretations are mistaken and propose therefore an alternative based on a dual-process approach. This alternative neither rules out a capacity in addicts to rationally choose to engage in drug-oriented behavior, nor the possibility that addictive behavior can be compulsive and depend upon harmful changes in their brains caused by the regular use of drugs. (shrink)

Prior to Kripke's seminal work on the semantics of modal logic, McKinsey offered an alternative interpretation of the necessity operator, inspired by the Bolzano-Tarski notion of logical truth. According to this interpretation, `it is necessary that A' is true just in case every sentence with the same logical form as A is true. In our paper, we investigate this interpretation of the modal operator, resolving some technical questions, and relating it to the logical interpretation of modality and some views in (...) modal metaphysics. In particular, we present an hitherto unpublished solution to problems 41 and 42 from Friedman's 102 problems, which uses a different method of proof from the solution presented in the paper of Tadeusz Prucnal. (shrink)

The fact that physical laws often admit certain kinds of space-time symmetries is often thought to be problematic for substantivalism --- the view that space-time is as real as the objects it contains. The most prominent alternative, relationism, avoids these problems but at the cost of giving abstract objects (rather than space-time points) a pivotal role in the fundamental metaphysics. This incurs related problems concerning the relation of the physical to the mathematical. In this paper I will present a version (...) of substantivalism that respects Leibnizian theses about space-time symmetries, and argue that it is superior to both relationism and the more orthodox form of substantivalism. (shrink)

Instead of the question, ‘do we have an obligation to obey the law?,’ we should first ask the more modest question, ‘do we have reasons to obey the law?’ This paper offers a new account of the notion of the content-independence of legal reasons in terms of the grounding relation. That account is then used to mount a defense of the claim that we do indeed have content-independent moral reasons to obey the law (because it is the law), and that (...) these reasons, very plausibly, often amount to an obligation to so act. (shrink)

Edmund Husserl is the founder of phenomenology and the Logical Investigations is his most famous work. It had a decisive impact on twentieth century philosophy and is one of few works to have influenced both continental and analytic philosophy. This is the first time both volumes have been available in paperback. They include a new introduction by Dermot Moran, placing the Investigations in historical context and bringing out their contemporary philosophical importance. These editions include a new preface by Sir (...) Michael Dummett. (shrink)

Skeptical theists are seeking for some reasonable solutions to the evidential problem of evil. One of the most fundamental responses of skeptical theism is that the concept of “gratuitous evil”, which cannot be a proof of the absence of God. Therefore, it is not the existence of God that skeptical theism suspects. Instead, skeptical theism contemplates whether the evil in the world really has a “gratuitous” basis. This paper focuses on Peter van Inwagen's “no-minimum claim”. No-minimum claim” stands in opposition (...) to the views that assume that God minimizes the evils that exist in the world in order to achieve justice. “No-minimum claim” acknowledges that these evils still have enormous amounts to people. Thus “no-minimum claim” suggests that the evils experienced in the world are incompatible with the “best of all possible worlds” views or the other explanations of classical theodicy. According to the “no minimum claim”, the reason why the amount of evil in the world still seems so high may be God’s deliberate calculations in effecting the distribution of these evils. In order to reach these calculations, it is not necessary for the amount of evil that God allowed to reflect on the world to be perfectly manifested at the minimum level. The purpose of this paper is to consider the skeptical theism approach within the framework of Peter van Inwagen's “no-minimum claim” and to limit his arguments to an alternative approach to skeptic theism. Our claim is that such view coincides with skeptical theism, but the “no- minimum claim” still has some ambiguities at the point of the limits of evil. From this, we can conclude that the “no minimum claim” has received many objections in the skeptical theism literature and these objections are justified at certain points. (shrink)

In his target article and recent interesting book about addiction and the brain, Marc Lewis claims that the prevalent medical view of addiction as a brain disease or a disorder, is mistaken. In this commentary we critically examine his arguments for this claim. We find these arguments to rest on some problematical and largely undefended assumptions about notions of disease, disorder and the demarcation between them and good health. Even if addiction does seem to differ from some typical brain diseases, (...) we believe contrary to Lewis, that there are still good reasons to maintain its classification as a mental or behavioral disorder. (shrink)

-/- This article was first published in Technology and Contemporary Life, Philosophy and Technoloy vol. IV, ed. Paul T. Durbin, Dordrecht/Boston: D. Reidel, 1988, pp. 63-85.

Normative thinking about addiction has traditionally been divided between, on the one hand, a medical model which sees addiction as a disease characterized by compulsive and relapsing drug use over which the addict has little or no control and, on the other, a moral model which sees addiction as a choice characterized by voluntary behaviour under the control of the addict. Proponents of the former appeal to evidence showing that regular consumption of drugs causes persistent changes in the brain structures (...) and functions known to be involved in the motivation of behavior. On this evidence, it is often concluded that becoming addicted involves a transition from voluntary, chosen drug use to non-voluntary compulsive drug use. Against this view, proponents of the moral model provide ample evidence that addictive drug use involves voluntary chosen behaviour. In this paper we argue that although they are right about something, both views are mistaken. We present a third model that neither rules out the view of addictive drug use as compulsive, nor that it involves voluntary chosen behavior. -/- . (shrink)

The military-industrial complex (MIC) refers to a self-sustaining politico-economic system that perpetuates profitability in military supplies industries, de facto in multiple countries but primarily in the USA. It is made up of competing and/or collaborating entities -- the maintenance of which is on the whole financially advantageous to all concerned. The complex business objectives sought by participants are fostered in part by exalting technical possibilities but also in part by spreading fear as to dangers that are imminent and can be (...) countered only by maintaining the highest feasible level of military preparedness. (shrink)

What is self-control and how does the concept of self-control relate to the notion of will-power? A widespread philosophical opinion has been that the notion of will-power does not add anything beyond what can be said using other motivational notions, such as strength of desire and intention. One exception is Richard Holton who, inspired by recent research in social psychology, has argued that will-power is a separate faculty needed for persisting in one's resolutions, what he calls 'strength of will'. However, (...) he distinguishes strength of will from self-control. In this paper I argue that will-power is essential also to a certain form of self-control. I support this claim by arguments showing that the traditional philosophical accounts of self-control run into difficulties because they pay insufficient attention to will-power as an independent source of motivation. (shrink)

Business ethicists should examine not only business practices but whether a particular type of business is even prima facie ethical. To illustrate how this might be done I here examine the contemporary U.S. defense industry. In the past the U.S. military has engaged in missions that arguably satisfied the just war self-defense rationale, thereby implying that its suppliers of equipment and services were ethical as well. Some recent U.S. military missions, however, arguably fail the self-defense rationale. At issue, then, is (...) whether a business supporting these latter missions may not be circumstantially unethical. No it is not, say defense industry advocates, for two principal reasons. For one, this business benefits society at large in numerous ways. And, for another, the organizer of these military missions is a superpower which by its very nature is not subject to the ethical constraints of the self-defense rationale. I dispute both reasons, argue against the second, and conclude that the U.S. military-industrial complex (MIC) is circumstantially unethical. (shrink)

-/- [Posted here is article as originally published (same title) in ALSA Forum VI (1982) pp. 1-17 plus rebuttal by Thomas D. Barton, pp. 18-22].

[ES] En este breve trabajo, se presenta una edición bilingüe de Is Justified True Belief Knowledge?, de Edmund L. Gettier, donde se presentan contraejemplos a la definición de «conocimiento» como «creencia verdadera justificada». [ES] In this brief text, a bilingual edition of Is Justified True Belief Knowledge?, by Edmund L. Gettier, some counterexamples are presented to the definition of «knowledge» as «justified true belief».

Does addiction to heroin undermine the voluntariness of heroin addicts' consent to take part in research which involves giving them free and legal heroin? This question has been raised in connection with research into the effectiveness of heroin prescription as a way of treating dependent heroin users. Participants in such research are required to give their informed consent to take part. Louis C. Charland has argued that we should not presume that heroin addicts are competent to do this since heroin (...) addiction by nature involves a loss of ability to resist the desire for heroin. In this article, I argue that Charland is right that we should not presume that heroin addicts are competent to consent, but not for the reason he thinks. In fact, as Charland's critics correctly point out, there is plenty of evidence showing that heroin addicts can resist their desire for heroin. These critics are wrong, however, to conclude from this that we should presume that heroin addicts are competent to give their voluntary consent. There are, I shall argue, other conditions associated with heroin addiction that might constrain heroin addicts' choice in ways likely to undermine the voluntariness of their consent. In order to see this, we need to move beyond the focus on the addicts' desires for heroin and instead consider the wider social and psychological circumstances of heroin addiction, as well as the effects these circumstances may have on the addicts' beliefs about the nature of their options. (shrink)

Corporate social responsibility (CSR) has become a focal point for research aimed at extending business ethics to extra-corporate issues; and as a result many companies now seek to at least appear dedicated to one or another version of CSR. This has not affected the arms industry, however. For, this industry has not been discussed in CSR literature, perhaps because few CSR scholars have questioned this industry's privileged status as an instrument of national sovereignty. But major changes in the organization of (...) political communities call traditional views of sovereignty into question. With these considerations in mind I assess the U.S. arms industry on the basis of CSR requirements regarding the environment, social equity, profitability, and use of political power. I find that this industry fails to meet any of these four CSR requirements. Countering a claim that these failings should not be held against arms manufacturers because their products are crucial to national defense, I contend that many of these companies function not as dutiful agents of a nation-state but as politically powerful entities in their own right. So, I conclude, they should be held responsible for the foreseeable consequences that flow from use of their products. This responsibility should include civil liability and, in cases involving war crimes and violations of human rights, responsibility under international human rights standards. (shrink)

Deleuze’ün Spinozacı yaşam tahayyülünde ‘ne yapmalıyız?’ sorusuna normatif, ahlaki ya da siyasi bir yanıt bulamıyoruz ama varoluşu düşünmenin içkin bir olanağını keşfediyoruz. Düşünmeye 'dışarıdan' yani dünyadan başlamak insani (kurgusal) bir dünyaya değil, içinde yaşadığımız gerçek dünyaya inanmak demektir. İçkinliğin politik anlamı düşünceyi dünyaya getirmektir.

What sort of connection is there between business ethics and philosophy? The answer given here: a weak one, but it may be getting stronger. Comparatively few business ethics articles are structurally dependent on mainstream academic philosophy or on such sub-specialities thereof as normative ethics, moral theory, and social and political philosophy. Examining articles recently published in the Journal of Business Ethics that declare some dependence, the author finds that such declarations often constitute only a pro forma gesture which could be (...) omitted without detriment to the paper's content and conclusions. He also finds, however, that some authors do draw on solid philosophical work in ways that are establishing ever more meaningful interconnections between business ethics and academic philosophy. These cross-disciplinary studies, he concludes, are ground-breaking and invite creative imitation. (shrink)

In anticipation of an imminent "robot revolution," data-based answers are given to these questions: what is a robot; what impact will robots have on the work force; and what can we do about displaced workers?

According to an influential idea in the philosophy of set theory, certain mathematical concepts, such as the notion of a well-order and set, are indefinitely extensible. Following Parsons (1983), this has often been cashed out in modal terms. This paper explores instead an extensional articulation of the idea, formulated in higher-order logic, that flat-footedly formalizes some remarks of Zermelo. The resulting picture is incompatible with the idea that the entire universe can be well-ordered, but entirely consistent with the idea that (...) the sets of any set-theoretic universe can be. (shrink)

Ordinary people shudder at the thought that people in positions of power might do whatever they think they can get away with. But that is often the way it is in the real world, and the risks go even higher when opportunity is compounded with impatience. The ways of negotiation and diplomacy are not considered entirely outmoded. But more and more we are being duped by a dream of some ultimate technological fix: that one more fancy gadget is all it (...) will take to solve the vexing problems that less well-tooled folks have been stumbling over for centuries. Our success rate, this reasoning goes, has been limited so far only by the limits on our equipment. With the new super-missile, or the new super-plane, or the new superlaunching system in space, we will be able to leap tall buildings in a single bound-or, what is more to the point, just blow them away and walk across the crater. "Bombs can be clean." "Nuclearwar is winnable." The illusion of omnipotence that accompanies this megalomania is well nurtured by manufacturers who stand in line for contracts to help build some super-weapon. This should not be surprising. What at first glance is surprising is the almost total failure of our commercial media to call this myth into question. This criticism is meant to be sweeping, but I will here focus my remarks on film. (shrink)

Impairment of self-control is often said to be a defining feature of addiction. Yet many addicts display what appears to be a considerable amount of control over their drug-oriented actions. Not only are their actions clearly intentional and frequently carried out in a conscious and deliberate manner, there is evidence that many addicts are responsive to a wide range of ordinary incentives and counter-incentives. Moreover, addicts have a wide variety of reasons for using drugs, reasons which often seem to go (...) a long way towards explaining their drug-oriented behavior. Many use drugs, for example, to cope with stressful or traumatic experiences. In this article I argue that some standard philosophical explanations of addicts’ impairment of self-control are inadequate, and propose an alternative. (shrink)