This article explores the question of how the members of the Lvov-Warsaw School promoted values that can be regarded as components of so-called logical culture. The author argues that these values are strictly connected with science. With references to Łukasiewicz, Czeżowski, and Kotarbiński,the article explores how values shape the logical culture and determines society as directed towards values. The article connects the meta-philosophical perspective with the philosophical one.

In the period after the First World War when the various national-ideological “truths” that led to it were not well resolved which resulted in the Second World War, one of the greatest world crises occurs. In those turbulent times, one philosopher renounces his national identity (changes his religion and name), wanting not to save himself from an evil world that is emerging but to join the creation of a completely new world – the world of modern logic. This man is (...) Alfred Tarski, whom many recognize as “the man who defined truth”, linking him to the formulation of the distinction between object and metalanguage. In the paper, I argue with historians of philosophy who claim that this distinction was first set by the logician and philosopher of the Lvov-Warsaw school Stanislaw Leśniewski (whose Tarski was the only doctoral student) accusing Tarski of violating professional laws without attributing the authorship of this distinction to Leśniewski. I show that this is not true and I cite the places where Tarski clearly emphasizes Leśniewski ‘s contribution. (shrink)

This is a collection of new investigations and discoveries on the history of a great tradition, the Lvov-Warsaw School of logic , philosophy and mathematics, by the best specialists from all over the world. The papers range from historical considerations to new philosophical, logical and mathematical developments of this impressive School, including applications to Computer Science, Mathematics, Metalogic, Scientific and Analytic Philosophy, Theory of Models and Linguistics.

Maria Kokoszyńska-Lutmanowa was one of the most outstanding female representatives of the Lvov-Warsaw School. After achieving her PhD in philosophy under Kazimierz Twardowski’s supervision, she was Kazimierz Ajdukiewicz’s assistant. She was also influenced by Alfred Tarski whose results in semantics she analyzed and popularized. After World War II, she got the chair of logic in University of Wrocław and she organized studies in logic in this academic center. In the 1930s, Kokoszyńska kept in contact with members of (...) the Vienna Circle and became a kind of connecting factor between Polish logicians and the Viennese group. In Poland, she presented the views of members of the Vienna Circle. In Vienna, she emphasized the results of her Polish colleagues. In the present paper, some of Kokoszyńska’s results connected with the matters discussed in the Vienna Circle are presented, namely with the problem of metaphysics, the status of logic and the idea of unity of science. (shrink)

Justification of theorems plays a vital role in any rational human activity. It is indispensable in science. The deductive method of justifying theorems is used in all sciences and it is the only method of justifying theorems in deductive disciplines. It is based on the notion of proof, thus it is a method of proving theorems. In the Warsaw School of Logic (WSL) – the famous branch of the Lvov-Warsaw School (LWS) – two types of (...) the method: axiomatic deduction method and natural deduction method were developed and practiced. In this paper, both of these methods are briefly discussed with an emphasis on their historical, groundbreaking significance for logic. The axiomatic method by means of rejection (proposed by Jan Łukasiewicz – a co-creator of the WSL), which is the method of the so-called rejection proof (rejection/refutation method) in logical systems and the proving method of generalized natural deduction, which is a hybrid deduction–refutation method of proving theorems, are also outlined in the paper. The author discusses their historical significance. This paper also contains a brief mention of the most significant results which the application of the discussed methods introduced into contemporary scientific research, not only logical one. (shrink)

The Warsaw School of Logic (WSL) was the famous branch of the Lvov-Warsaw School (LWS) – the most important movement in the history of Polish philosophy. Logic made the most important field in the activities of the WSL. The aim of this work is to highlight the role and significance of the WSL in the history of logic in the 20th century.

The Introduction outlines, in a concise way, the history of the Lvov-Warsaw School – a most unique Polish school of worldwide renown, which pioneered trends combining philosophy, logic, mathematics and language. The author accepts that the beginnings of the School fall on the year 1895, when its founder Kazimierz Twardowski, a disciple of Franz Brentano, came to Lvov on his mission to organize a scientific circle. Soon, among the characteristic features of the School (...) was its serious approach towards philosophical studies and teaching of philosophy, dealing with philosophy and propagation of it as an intellectual and moral mission, passion for clarity and precision, as well as exchange of thoughts, and cooperation with representatives of other disciplines.The genesis is followed by a chronological presentation of the development of the School in the successive years. The author mentions all the key representatives of the School (among others, Ajdukiewicz, Lesniewski, Łukasiewicz,Tarski), accompanying the names with short descriptions of their achievements. The development of the School after Poland’s regaining independence in 1918 meant part of the members moving from Lvov to Warsaw, thus providing the other segment to the name – Warsaw School of Logic. The author dwells longer on the activity of the School during the Interwar period – the time of its greatest prosperity, which ended along with the outbreak of World War 2. Attempts made after the War to recreate the spirit of the School are also outlined and the names of followers are listed accordingly. The presentation ends with some concluding remarks on the contribution of the School to contemporary developments in the fields of philosophy, mathematical logic or computer science in Poland. (shrink)

„Ruch Filozoficzny” and the freedom of scientific research in Poland (in 1947-1957 years). Presented article refers to the situation in the Polish philosophy, which took place between 40-50 of the twentieth century. Author’s reflections are carried on the example of attempts to reactivate in the realities of war, the polish philosophical journal “Ruch Filozoficzny” founded in 1911 by Kazimierz Twardowski. Political conditions have made the magazine was renewed twice, at each time was the greatest merit of Tadeusz Czeżowski. He was (...) assisted by the other representatives of the Lvov-Warsaw School, who worked in various academic centers in Poland. The reconstruction of the history of the magazine in the postwar years, will be based on previously unpublished archival material. In its conclusions, the author tries to point out of great importance of independent from the political authorities publishers on development of Polish philosophy. (shrink)

Kotarbiński is one of the leading figures in the Lvov-Warsaw school of Polish philosophy. We summarize the development of Kotarbiński’s thought from his early nominalism and ‘pansomatistic reism’ to the later doctrine of ‘temporal phases’. We show that the surface clarity and simplicity of Kotarbiński’s writings mask a number of profound philosophical difficulties, connected above all with the problem of giving an adequate account of the truth of contingent (tensed) predications. The paper will examine in particular the (...) attempts to resolve these difficulties on the part of Leśniewski. It will continue with an account of the relations of Kotarbińskian reism to the ontology of things or entia realia defended by the later Brentano. Kotarbiński’s identification of Brentano as a precursor of reism is, it will be suggested, at least questionable, and the paper will conclude with a more careful attempt to situate the Brentanian and Kotarbińskian ontologies within the spectrum of competing ontological views. (shrink)

This is the first English translation of Leon Chwistek’s “Tragedia werbalnej metafizyki,” Kwartalnik Filozoficzny, Vol. X, 1932, 46–76. Chwistek offers a scathing critique of Roman Ingarden’s Das literarische Kunstwerk and of the entire Phenomenology movement. The text also contains many hints at Chwistek’s own philosophical and formal ideas. The book that Chwistek reviews attracted wide attention and was instrumental in winning Ingarden a position as Professor of Philosophy at the University of Lwów in 1933. Chwistek’s alienation from his fellow logicians (...) of the Lvov-Warsaw school is clear from his ridicule of Leśniewski’s project. (shrink)

The aim of this paper is to show that the account of objective truth taken for granted by logicians at least since the publication in 1933 of Tarski’s “The Concept of Truth in Formalized Languages” arose out of a tradition of philosophical thinking initiated by Bolzano and Brentano. The paper shows more specifically that certain investigations of states of affairs and other objectual correlates of judging acts, investigations carried out by Austrian and Polish philosophers around the turn of the century, (...) formed part of the background of views that led to standard current accounts of the objectivity of truth. It thus lends support to speculations on the role of Brentano and his heirs in contemporary logical philosophy advanced by Jan Wolenski in his masterpiece of 1989 on the Logic and philosophy in the Lvov-Warsaw School. (shrink)

This paper reconstructs the American reception of logical positivism in the early 1930s. I argue that Moritz Schlick (who had visiting positions at Stanford and Berkeley between 1929 and 1932) and Herbert Feigl (who visited Harvard in the 1930-31 academic year) played a crucial role in promoting the *Wissenschaftliche Weltauffassung*, years before members of the Vienna Circle, the Berlin Group, and the Lvov-Warsaw school would seek refuge in the United States. Building on archive material from the Wiener (...) Kreis Archiv, the Harvard University Archives, and the Herbert Feigl Papers, as well as a large number of publications in American philosophy journals from the early 1930s, I reconstruct the subtle transformation of the American philosophical landscape in the years immediately preceding the European exodus. I argue that (1) American philosophical discussions about meaning and significance and (2) internal dynamics in the Vienna Circle between 1929 and 1931 significantly impacted the way in which US philosophers came to perceive logical positivism. (shrink)

In this paper, a formal theory is presented that describes syntactic and semantic mechanisms of philosophical discourses. They are treated as peculiar language systems possessing deep derivational structures called architectonic forms of philosophical systems, encoded in philosophical mind. Architectonic forms are constituents of more complex structures called architectonic spaces of philosophy. They are understood as formal and algorithmic representations of various philosophical traditions. The formal derivational machinery of a given space determines its class of all possible architectonic forms. Some of (...) them stand under factual historical philosophical systems and they organize processes of doing philosophy within these systems. Many architectonic forms have never been realized in the history of philosophy. The presented theory may be interpreted as falling under Hegel’s paradigm of comprehending cultural texts. This paradigm is enriched and inspired with Propp’s formal, morphological view on texts. The peculiarity of this modification of the Hegel-Propp paradigm consists of the use of algebraic and algorithmic tools of modeling processes of cultural development. To speak metaphorically, the theory is an attempt at the mathematical and logical history of philosophy inspired by the Internet metaphor. And that is why it belongs to the tradition of doing metaphilosophy in The Lvov-Warsaw School, which is continued today mainly by Woleński, Pelc, Perzanowski, and Jadacki. (shrink)

Logical and philosophical literature provides different classifications of reasoning. In the Polish literature on the subject, for instance, there are three popular ones accepted by representatives of the Lvov-Warsaw School: Jan Łukasiewicz, Tadeusz Czeżowski and Kazimierz Ajdukiewicz (Ajdukiewicz in Logika pragmatyczna [Pragmatic Logic]. PWN, Warsaw (1965, 2nd ed. 1974). Translated as: Pragmatic Logic. Reidel & PWN, Dordrecht, 1975). The author of this paper, having modified those classifications, distinguished the following types of reasoning: (1) deductive and (2) (...) non-deductive, and additionally two types of them in each of the two, depending on the manner of combining their premises with the conclusion through the relation of classical logical entailment. Consequently, the four types of reasoning: unilateral deductive (incl. its sub-types: deductive inference and proof), bilateral deductive (incl. complete induction), and reductive (incl. the sub-types: explanation and verification), logically nonvaluable (incl. inference by analogy, statistic inference), correspond to four operators of derivability. They are defined formally on the ground of Tarski’s axiomatic theory of deductive systems, by means of the consequence operation _Cn_ (Tarski in Monatshefte Math Phys 37:361–404, 1930a, C R Soc Sci Lett Vars 23:22–29, 1930b). Also, certain metalogical properties of these operators are given, as well as their relations with Tarski’s consequence operations \(Cn^+\) ( \(Cn^+ = Cn\) ) and dual consequences \(Cn^{-1}\) (Słupecki in Zeszyty Naukowe Uniwersytetu Wrocławskiego Seria B Nr 3:33–40, 1959, Słupecki et al. in Stud Log 29:76–123, 1971, Wybraniec-Skardowska, in: Wybraniec-Skardowska, Bryll (eds) Z badań nad teorią zdań odrzuconych [Studies in the Theory of Rejected Propositions], Series B, Studia i Monografie, Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Opolu, Opole, 1969), and \(Cn^-\) (Wójcicki in Bull Sect Log 2(2):54–57, 1973)). (shrink)

The article presents ethical work of an outstanding representative of the philosophical Lvov-Warsaw School – Izydora Dąmbska. The conviction that philosophy is a science and is axiologically grounded was inherited from her teacher Kazimierz Twardowski. According to this point of view, being a philosopher means realization of both intellectual and moral values. The text gives an insight into the ways Dąmbska understands the term ethics and her notion of the most fundamental terms of axiological ethics: assessment, values, (...) norms. The four distinguished by her issues of scientific ethics: the issue of ethical criteria, sources of morality, moral foundation and range of ethics are also examined. Dąmbska’s achievements in the history of ethics, her reflections on ethics’ independence from religion and on teaching ethics at school are also presented. (shrink)

Inquiries concerning the theory of imperatives and norms prosecuted in Poland in the 20th century covered practically the whole scope of this theory. In a uniform conceptual scheme, the paper shows main results of this research done mostly within the Lvov-Warsaw School tradition. It begins with presenting the Polish theoreticians’ approach to three correlated theoretical situations containing our preferences (opposed to impulses, decisions and tendencies), accepted values and imposed obligations. The second step is discussing their views on (...) means of verbalising these situations, i.e. by help of imperatives, evaluations and norms (opposed to consultatives, instructions and optatives) correspondingly. The paper is closed with examining the Polish logicians’ trials of reconstruction of imperative-normative argumentation. (shrink)

The author raises the question why Polish philosophy (by which he means Polish analytical philosophy, or the philosophy of the Lvov-Warsaw School) differs so much from what is known as 'Continental philosophy'. He identifies and analyses the following factors which have influenced philosophical developments in Poland: socialism, the connection between philosophy and mathematics, the influence of Austrian philosophy, the peculiar role of K. Twardowski, and Catholicism. The article ends with an appeal for not tolerating irrationalism and relativism (...) in philosophy. (shrink)

A Norwegian translation is here offered of Eugenie Ginsberg’s paper «Zur Husserlschen Lehre von den Ganzen und den Teilen» (in Archiv für systematische Philosophie und Soziologie 32, 1929, 108–120). The paper discusses Husserl’s six theorems from Logical Investigations III, §14. Ginsberg provides new proofs for theorems 1 and 3, and also endorses theorem 5. In contrast, a counter example is given to theorems 2, 4, and 6: However, proofs are supplied for a modified version of these theorems. Furthermore, an additional (...) three theorems are defended based upon Ginsberg’s modified theorems. Also, a brief introduction is given discussing Ginsberg’s pioneering role as part of the Lvov-Warsaw school—in spite of her being murdered by the Nazis in 1942—especially her role as the first commentator on Husserl’s third logical investigations, which is a pioneering work on mereology and ontology; but also her later publication from 1931 where she developed several notions of ontological dependence (for instance foreshadowing the work of Roman Ingarden as well as Kit Fine). (shrink)

From the European point of view Zbigniew Antoni Jordan as a historian of the newest Polish philosophy In his article, the author presents Zbigniew Jordan’s works in the area of the history of philosophy, which are not well known in Poland. This representative of Lvov and Warsaw School was abroad, writing his habilitation thesis, when the World War II broke out. The war did not prevent him from active participation in the political life of Polish emigrants in (...) Great Britain. For the needs of current political activity he accomplished a lot of reliable and objective analyses of some geopolitical phenomena, which were a consequence of just finished war. Such kind of works made him take up serious historical studies and he started to use obtained experience to analyze the state and works of modern Polish philosophy, and especially the works of Lvov and Warsaw School. Furthermore, the article is an attempt to show the significance of Jordan’s works in propagating the history of Polish philosophy abroad. (shrink)

Who and how revised Marxism in Poland? The simple answer is that it was done by young intellectuals seeing themselves as obligated to social and political activity, eager to participate in the process of the constitution of a new postwar Communist society. Marxism was for them a philosophical world-view and a political program rising hopes for a better socio-economic reality. Revisionists were committed Communists and their attitude toward Marxism was almost religious. Marxism, Promethean and scientific at the same time, was (...) supposed to replace religion, for which the radically secular revisionists saw no place in the new society. (See: Mikołajczyk 2013, p. 44-48) After the shock of 1956 they stuck by the slogan: ’socialism–yes, distortions–no,’ they thought that “Marxist socialism was possible without Leninist political forms, that Communism might be attacked within «the framework of Marxism»,” and they “believed for some time ... that Stalinism was curable in the sense that Communism could be restored or «democratized» without questioning its foundations” (Kolakowski 1978, p. 461). They saw themselves in an elitist way, i.e., as true and devoted Marxists fighting with dogmas, orthodoxy, myths, and unfounded faith both within Marxism-Leninism and outside it. They were willing to accept the position of sectarians, heretics, or apostates. Their political and ideological involvement forced them to attack pre-war but still active Polish philosophers of the Lvov-Warsaw School and other nonMarxist thinkers (Roman Ingarden, Władysław Tatarkiewicz, Stanisław Ossowski), who were classified as “bourgeois thinkers” unable to understand and assimilate Marxism. (shrink)

The article aims to determine whether it is possible to build the reliably practiced classical philosophy, understood as a metaphysical research, directed towards the nature of objective reality. The purpose of this kind of philosophizing is knowledge and truth. Moreover, the practice of such philosophizing and its results should meet some of the characteristics of science. The paper establishes a set of conditions that have been imposed on the science of metaphysics by Kazimierz Twardowski. Among the conditions of such philosophizing (...) are anti-dogmatism, criticism, inter-subjectivity of philosophizing and its results, proper epistemic justification of philosophical beliefs, application of the analysis method, rigorous language and reasoning, the use of experience and scientific knowledge. The paper considers these conditions to be correct in most cases and argues that metaphysics can meet them. The existing cases of analytical metaphysics show that metaphysics is possible as a science. Next, the article argues that the late Twardowski failed to substantiate his claim that metaphysical positions which he classified as a world-view philosophy could not be scientifically justified, which could have been possibly done with differentiating ways of understanding what such a scientific justification should be. The article argues that he did not take into account a reductive conception of the metaphysical philosophy, which even though it allows the plurality of metaphysical explanations and does not force anyone to accept one position as the only possible and correct explanation, would have an objective value, if such metaphysics were elaborated indeed. (shrink)

The aim of this article is to investigate the reception of Husserl’s theory of meaning by Ajdukiewicz and Blaustein, two members of the analytically-oriented Lvov-Warsaw School, who, in different ways, were attracted to and confronted with Husserl’s phenomenology. The discussed hypothesis is that Ajdukiewicz’s interpretation of Logical Investigations, and his original theory of meaning influenced both Blaustein’s critical reading of Husserl’s theory of intentionality and his account of meaning-intention. After outlining the central elements of “First Logical Investigation” (...) the paper shows how it is interpreted by Ajdukiewicz in his Lvov lectures on logic and in his directival theory of meaning. What emerges is a psychological-descriptive interpretation of Husserl’s concept of meaning, and a reconsideration of his theory of intentionality within the inferential structure of beliefs in premises that motivates a person who speaks a language to believe in conclusions of a certain form. This leads Ajdukiewicz to his own original conventionalist account of meaning which is based on the identification of three main directives of meaning that represent the matrix of a given language, i.e., the grid in which each meaning finds its place. These elements allow one to demonstrate how Ajdukiewicz’s interpretation resonates in Blaustein’s critique of Husserl in his early writings, where, in addition to a psychological-descriptive reading of phenomenology we also find a conventionalist conception of meaning acts and signitive presentations. According to Blaustein, a sign can represent an object only through the conventions arising from the directives of meaning that belong to a given natural language. (shrink)

The influence of Kasimir Twardowski on modern Polish philosophy is all-pervasive. As is well known, almost all important 20th century Polish philosophers went through the hard training of his courses in Lvov. Twardowski instilled in his students an enduring concern for clarity and rigour. He taught them to regard philosophy as a collaborative effort, a matter of disciplined discussion and argument. And he encouraged them to work together with scientists from other disciplines — above all with psychologists, and also (...) with mathematicians — so that the Lvov school of philosophy would gradually evolve into the Warsaw school of logic. (shrink)

The structure of this paper is as follows. My starting point is psychological flexibility (henceforth, PF) as it has been presented in psychology. Here I offer a synthetic view which embraces the most crucial aspects of flexibility, and describes its functional roles and underlying mechanisms. Secondly, I move my attention onto the field of current action theory and discuss two elementary concepts we commonly use when describing our actions: intention and desire. Of course, there are many “theories of desire” and (...) there is no point in trying (nor even the option) to discuss all of them under one heading. To show where the question of PF sneaks into the scene of action theory, I explore the idea of the resistance of desire, as proposed by Timo Airaksinen. The second concept to investigate at this stage is intention. As in the previous case, it is plain that there are plenty of accounts of intentions and there are many roles they play in the phenomenology of action. For the purposes of this paper, we need only something that can be interpreted as an approach to PF. Such an approach can be found in the idea of stability of intention or a plan, discussed famously by Michael Bratman. According to my interpretation, these two ideas, resistance of desire and stability of intention, allow to initially understand some important aspects of PF in action theory. To get a slightly more comprehensive view – and to supplement the outcomes gained on the grounds of the analyses of these two accounts – I introduce, in the third step, the concept of plasticity which comes from the so-called praxiology proposed by Tadeusz Kotarbiński (Lvov-Warsaw School). I try to show how this concept is still feasible and how it may enrich current philosophical accounts of agential flexibility. The strategy behind this stage of the paper is to enrich the Bratmanian approach to psychological stability. The last part of the paper contains some remarks on the philosophical outcome of the interdisciplinary approach to PF. (shrink)

Reism or concretism are the labels for a position in ontology and semantics that is represented by various philosophers. As Kazimierz Ajdukiewicz and Jan Woleński have shown, there are two dimensions with which the abstract expression of reism can be made concrete: The ontological dimension of reism says that only things exist; the semantic dimension of reism says that all concepts must be reduced to concrete terms in order to be meaningful. In this paper we argue for the following two (...) theses: (1) Arthur Schopenhauer has advocated a reistic philosophy of language which says that all concepts must ultimately be based on concrete intuition in order to be meaningful. (2) In his semantics, Schopenhauer developed a theory of logic diagrams that can be interpreted by modern means in order to concretize the abstract position of reism. Thus we are not only enhancing Jan Woleński’s list of well-known reists, but we are also adding a diagrammatic dimension to concretism, represented by Schopenhauer. (shrink)

This Open Access volume is based on the 'Early Carnap in Context’ workshop that took place in Konstanz in 2017 and looks at Rudolf Carnap’s philosophy, documented in his recently released diaries, from a combination of historical, cultural and philosophical perspectives. It enables further evaluation of the diaries and traces newly found interrelationships and their systematic definition. From a cultural and historical point of view, Logical Empiricism and Carnap’s pivotal opus, The Logical Structure of the World, did not evolve in (...) a vacuum. This applies equally in a history of philosophy context as well as under consideration of contemporary historical and cultural influences such as the socio-cultural setting in Vienna and Prague, the correlation between Logical Empiricism and Bauhaus modernism, the connection to the Life Reform Movement or the Youth Movement with its own life philosophy. Pursuing Carnap’s progression on a micro level of history and referring the results back to Carnap’s philosophy is now facilitated by recent access to his Diaries from 1908–1935. These shorthand records, reading lists, travel reports and notes constitute a valuable source for the research of networks and social movements which left their mark on him. (shrink)

Abstract The opening section outlines probabilism in the 20th century philosophy and shortly discusses the major accomplishments of Polish probabilist thinkers. A concise characterization of Bayesianism as the major recent form of probabilism follows. It builds upon the core personalist version of Bayesianism towards more objectively oriented versions thereof. The problem of a priori probability is shortly discussed. A tentative characterization of Kazimierz Ajdukiewicz’s standpoint regarding the inductive inference is cast in Bayesian terms. His objections against it presented in Pragmatic (...) Logic are presented. His 1958 paper on justification of non-deductive inference, as amply demonstrated by K. Szaniawski and I. Niiniluoto, extends his earlier Baysian position from 1928 monograph. In the closing section Ajdukiewicz’s standpoint is presented as a characteristically pragmatist and empiricist version of Bayesianism, which remains an unexplored and stimulating position. (shrink)

The constraints resulting from the current pandemic, in particular the ban on the personal presence of students in the study, give unprecedented scope for the application of distance learning. The question is how this will affect teaching in schools even after the restrictions have disappeared. This text attempts to analyze the benefits and risks of possible further computerization of the study.

Zbigniew Jordan (1911–1977) – an outline to philosophical biography The 100th anniversary of Zbigniew Jordan’s birthday, which is coming soon, is an opportunity to remind this forgotten philosopher, classified in the second generation of Lvov and Warsaw School. His complex fortune reflects dilemmas and perplexities of Polish intelligence in the war and post-war times. Jordan, after defending his doctoral thesis in philosophy at Poznań University, continued his studies at Paris Sorbonne. At that time the prepared his postdoctoral (...) thesis on the notion of infinity. His work on this theme was interrupted by the outbreak of the WWII and Jordan participated in operations of Polish Army in the west. After the end of the war he started working in Radio Free Europe, Paris “Culture” and then in the centres of sovietology research in Europe and the United Stated. He has never come back to philosophy and only in the 1960s he undertook research work at English Universities at first as a lecturer and then as a professor of sociology. He died in the USA in 1977. Although Zbigniew Antoni Jordan did not accomplish any crucial discoveries in science, his life story is nearly a symbol of the historical turbulence and dilemmas, which were experienced by Polish intelligence at emigration. (shrink)

The ‘Warsaw School of History of Ideas’ is the name given to a ‘revisionist think tank’ which was led by the historian Bronisław Baczko from 1956 to 1968 in Communist Poland. This group reunited scholars like Leszek Kołakowski or Krzysztof Pomian around questions related to political believes, theological conceptions or utopian thought. Expelled from the University, B. Baczko left Poland and seek shelter in Geneva where he became a Professor of history of Ideas and historiography. In his new (...) home, he developed an original vision on Enlightenment and the French Revolution. (shrink)

Departing from the premise that the poststructuralist paradigm still reigns supreme in feminist and gender theory, that is, despite the niche efforts made in the past two decades to challenge it linked to the so called “speculative” turn or the materialisms (and realisms) emerging from the feminist field itself (such as the Utrecht School, inspired by Rosi Braidotti), we set the call for papers for the issue before you in terms that would invite authors ready to challenge the dominant (...) epistemic framework. We invited papers that engage with materialism(s), realism(s), sciences and projects engaged in rethinking the post-human beyond the poststructuralist (and, we dare say, postmodern/ist) norm. -/- . (shrink)

This systematic literature review offers valuable perspectives on the challenges faced by educational administrators amidst COVID-19, shedding light on key themes and concerns that arose during this unprecedented period. By focusing on emerging trends in school leaders' experiences, this study not only informs future research but also provides guidance for academic and educational practices. Drawing upon an analysis of 16 articles from peerreviewed publications spanning the period from 2010 to 2021, this review provides a comprehensive overview of research themes, (...) approaches, settings, and school management systems related to the Covid-19 pandemic. Notably, most of the articles were published in the Journal of School Administration Research and Development, reflecting a significant scholarly interest in this topic. Additionally, almost half of the studies were conducted in the United States, indicating a geographical concentration of research efforts in this area. The analysis reveals that the primary focus of the literature centers around technological support and the professional development of teachers, highlighting the critical role of these factors in navigating the challenges posed by the pandemic. Moreover, the predominant use of phenomenological design and structured interviews among principals and school administrators underscores the qualitative nature of much of the research in this field. While this review offers valuable insights, it is essential to acknowledge its limitations, including potential biases in the selection of articles and the evolving nature of the Covid19 pandemic. Future research endeavors could consider longitudinal studies to track the long-term impacts of the pandemic on educational leadership and to identify strategies for resilience and adaptation in the face of ongoing challenges. This research contributes significantly to our understanding of the difficulties encountered by school leaders throughout the COVID-19 crisis and provides valuable insights that can inform future educational practices and policies. (shrink)

The article considers the problem of the system model of family counseling, in particular, the analysis of the family as a social system, as a complex of elements and their properties, which are in dynamic connections and relationships. The analysis of the theory of systems and the description of the principles of family counseling is carried out. Particular attention is paid to highlighting the main provisions of the individual (“adlerian”) psychology in counseling the family. -/- Currently among specialists there is (...) a high interest in the provision of psychological assistance to a family in crisis. This is largely due to the fact that over the past decades, the institution of the family in this country is experiencing an increase in destructive tendencies. This is evidenced by an increase in the number of appeals to school psychologists, psychological counseling, psychological services and centers from both the individual members of the family and families in general. -/- The psychological help to the family is positioned as a relatively new field of practice for a psychologist. The practice of counseling, including family, is largely determined by the theoretical skills of the counselor, primarily as (s)he understands the personality, determination of behavior, the source of family problems, and the possibility of change. Today, practitioners prefer the integrative method, which is a system approach. -/- The purpose of this article is to analyze the theory of systems as the basis of family counseling. The system model of family counseling is considered to be one of the youngest and most widespread models that received their recognition at the end of the twentieth century. (shrink)

One well known problem regarding quantifiers, in particular the 1storder quantifiers, is connected with their syntactic categories and denotations. The unsatisfactory efforts to establish the syntactic and ontological categories of quantifiers in formalized first-order languages can be solved by means of the so called principle of categorial compatibility formulated by Roman Suszko, referring to some innovative ideas of Gottlob Frege and visible in syntactic and semantic compatibility of language expressions. In the paper the principle is introduced for categorial languages generated (...) by the Ajdukiewicz’s classical categorial grammar. The 1st-order quantifiers are typically ambiguous. Every 1st-order quantifier of the type k > 0 is treated as a two-argument functorfunction defined on the variable standing at this quantifier and its scope (the sentential function with exactly k free variables, including the variable bound by this quantifier); a binary function defined on denotations of its two arguments is its denotation. Denotations of sentential functions, and hence also quantifiers, are defined separately in Fregean and in situational semantics. They belong to the ontological categories that correspond to the syntactic categories of these sentential functions and the considered quantifiers. The main result of the paper is a solution of the problem of categories of the 1st-order quantifiers based on the principle of categorial compatibility. (shrink)

The article examines key indicators of the demographic crisis in Ukraine, highlighting manifestations of the nation’s aging and natural population decline. It’s determined that understanding and analyzing the demographic situation allows for predicting changes in the size and structure of the student population, which is crucial for the effective development of higher education in Ukraine. Considering the trends of declining birth rates and an aging population, it is important to adapt admission strategies for students and educational programs accordingly. The (...) examination of the demographic crisis helps identify key challenges, such as a decrease in the number of high school graduates, which can impact competition within the higher education environment. The trends examined in the article, including the decline in the birth rate of the Ukrainian population, the aging of the nation, the level of migration, and the loss of the civilian population due to the war, enable us to characterize the situation in Ukraine as depopulation. Notable changes in the demographic landscape and shifts in the population structure occurred after February 24, 2022, including irreversible human losses, population emigration (over 10 million people), and a decline in the average birth rate. A correlation was identified between the number of births each year and the dynamics of educational services’ capacity. It was observed that higher education in Ukraine will confront significant demographic challenges in the next 17 years. In the context of the strategic goal to restore Ukraine’s human capital, the article suggests viewing higher education as an effective instrument of state policy in a cyclical process: attaining higher education, integrating graduates into the national economy, ensuring financial stability, fostering active citizenship, and promoting loyalty to the state—all contributing to an improvement in the demographic situation. (shrink)

I analyse the 2014 policy to promote 'British values' in schools from the perspective of the two main positions in contemporary liberal theory, comprehensive liberalism and political liberalism. I highlight in what ways comprehensive and political liberal defences of the policy are unsatisfactory, before briefly sketching a possible alternative position – ‘thin comprehensive liberalism’ – and discussing its potential for justifying a substantive education in liberal values. In light of this theoretical perspective, I suggest some ways that the existing British (...) values policy might be amended in practice so as to bring it more in line with the liberal ideal. (shrink)

In the past years, many students had problems with their finances, especially their expenses for education. Many of the students are affected by the crisis financially, emotionally, and by their wellbeing. That is why the government provides programs that will help the students with their problems with school expenses, and that is through the Tertiary Education Subsidy (TES) of the Commission on Higher Education (CHED). Further, the primary goal of this study is to explore the TES Grantees' lived (...) experiences, challenges, and coping mechanisms. Furthermore, these are the study's findings: (1) The grantees find the TES very helpful regarding finances that will tackle their academic needs, such as tuition fees and school learning materials. (2) Many students value government assistance that motivates them to maintain their grades. (shrink)

In this chapter, I elaborate an idealized type of Islamic philosophy of education and epistemology. Next, I examine the crisis that Islamic schools face in Western societies. This will occur on two fronts: (1) an analysis of the relationship (if any) between the philosophy of education, the aspirations of school administration, and the actual character and practice of Islamic schools; and (2) an analysis concerning the meaning of an Islamic curriculum. To the first issue, I argue that there (...) exists a disjuncture between Islamic educational ideals (as expressed by Muslim philosophers of education), the aspirations of school administrators, and the manner in which Islamic schools operate in practice. Concerning the second item, I argue that Islamic schools, notwithstanding their own insistent claims, must struggle to define what an Islamic education entails that is uniquely distinctive to Islamic schools. Finally, I argue that Islamic educators need to encourage open-minded discussions concerning issues on which there is no settled opinion. I illumine this discussion by drawing upon minority Muslim voices that encourage further dialogue and debate. Above all else, this chapter is an attempt to highlight the challenges that Muslim educators in the West face as they aim to reconcile an idealized caricature of Islamic philosophy of education with the on-the-ground needs of Muslim children socialized in a non-Islamic society. (shrink)

Numerous high-profile ethics scandals, rising inequality, and the detrimental effects of climate change dramatically underscore the need for business schools to instill a commitment to social purpose in their students. At the same time, the rising financial burden of education, increasing competition in the education space, and overreliance on graduates’ financial success as the accepted metric of quality have reinforced an instrumentalist climate. These conflicting aims between social and financial purpose have created an existential crisis for business education. To (...) resolve this impasse, we draw on the concept of moral self-awareness to offer a system-theoretical strategy for crowding-in a culture of ethics within business schools. We argue that to do so, business schools will need to (1) reframe the purpose of business, (2) reframe the meaning of professional success, and (3) reframe the ethos of business education itself. (shrink)

Rohingya refugee children in Bangladesh are forced into labour both inside and outside the camps for a wide range of reasons. This article examines this situation in relation to the access to education for those children living in the camps in Cox’s Bazar. Being informed by several perspectives concerning child labour and access to schooling in developing country contexts, this research work has adopted a qualitative approach to study various factors working behind this pressing issue. After collecting data by means (...) of qualitative methods, including non-participant observations and semi-structured interviews, the researcher has analyzed the findings with these informed perspectives. Results show that lack of formal identity, limited access to the formal labour market, absence of social sanctions against child employment, lack of aspirations, household composition, and substandard living conditions are some of the key factors that drive children to engage in various forms of labour, especially outside the camps. They often work in small workshops as labourers and in the host community households as domestic workers. Undocumented children are also reported to become victims of bonded labour, sex trade, and trafficking in the region. The author argues that a lack of formal education has compounded this issue into a severe humanitarian crisis which calls for immediate support and actions from local and international agencies. (shrink)

At present universities are devoted to the acquisition of specialized knowledge and technological know-how. They fail to do what they most need to do: help the public acquire a good understanding of what our problems are, what needs to be done to solve them. Universities do not even conceive of their task in that way. The result is that the public, by and large, fails to appreciate just how serious the problems that face us are, and so fails to put (...) pressure on governments to act in the ways that are required. -/- Modern science and technology make possible modern industry and agriculture, modern power production and travel, modern hygiene and medicine, modern armaments: these in turn have led to much that is of great benefit, but also to the global problems that threaten our future. Science divorced from the capacity to solve problems of living wisely is a disaster. It is that disaster that academia, as at present constituted, is designed to produce – and has produced: the modern world. We have to learn how to solve the grave global problems that confront us. That in turn requires that our institutions of learning – our schools and universities – are designed and devoted to the job. At present they are not. In giving priority to the pursuit of knowledge, they fail to do what most needs to be done and, even worse, are the source of our problems. It is absolutely vital, for the future of humanity, that universities are transformed radically so that they give absolute priority to the all-important task of helping the public come to understand what our problems are, and what we need to do about them. And as a result get governments to act. -/- The book demonstrates that universities as at present constituted violate reason and, as a result, betray humanity. Cure universities of their structural irrationality, and they would come actively to promote actions required to solve global problems, and help humanity make progress toward a better world. The book spells out in detail the changes that need to be made to academic inquiry, why they need to be made, and how they would enable universities to empower humanity to solve current global problems. (shrink)

In recent years, and especially after the outbreak of the global financial crisis, right-wing and left-wing populist parties and movements have enjoyed significant political success in Europe. One of these parties is SYRIZA in Greece. In this paper, we explore some of the particular characteristics of the political discourse articulated by SYRIZA in power. The core argument of the paper is that the Greek radical left party continues to express an inclusionary populist discourse after its rise to power. We (...) examine this issue by utilising the methodology of the Essex School of Discourse Analysis. Moreover, we attempt to substantiate the view that populism does not always have a negative connotation and is not deterministically associated with nationalism or racism. Furthermore, we try to establish whether the concept of "crypto-colonialism” is an important key to understanding the rise of inclusionary populism to power in Greece. Finally, we analyse various manifestations of Greek anti-populism in order to highlight the danger that derives from this kind of stereotypical discourse. (shrink)

The Milestone Education Society (Regd.) Pehowa (Kurukshetra) working since 2005 in the field of school education, social work and higher education through its research initiatives. It started Center for Positive Philosophy and Interdisciplinary Studies (CPPIS) in 2010 and contributing continuously in the field of higher education through research journals, various programmes, and published books. -/- The present initiative Centre for Studies in Educational, Social and Cultural Development (CSESCD) will work on the issues related to downtrodden people though its various (...) activity like discussions, programmes and publications etc. It also promotes the ideology of the educational thinkers who positively contributed in the society. -/- The present book, “Ideological Crisis in Indian Society “is the first initiative of the Centre. It includes six essays of the students who participated in the essay competition organized by the Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS) and the Department of Philosophy, P.G.Govt College for Girls, Sector-11, Chandigarh to celebrate World Philosophy Day with the theme “Indian Society and Ideological Crisis” on 21st November, 2013. These essays highlight writers’ thinking and need further improvement on the basis of ideas. -/- On the occasion of Death Anniversary of Dr. B.R.Ambedkar, we dedicated this volume to this great personality who is the real motivation for us. His vision of social democracy and equality was closely related to good society, rationality and the scientific outlook. -/- I must congratulate all the members of Milestone Education Society (Regd.) Pehowa (Kurukshetra) for this new initiatives and submit my humble gratitude towards their positive efforts and kind-cooperation. -/- Dr. Desh Raj Sirswal -/- December 06,2013 -/- Download the book from: http://msesaim.wordpress.com/2013/12/06/ideological-crisis-in-indian-society-a-tribute-to-dr-b-r-ambedkar-on-his-death-anniversary/. (shrink)

This paper aims to show that the idea of a female friendship in Ancient Greece and Rome is possible, even in terms of an “ideal” friendship, i.e. form of a friendship ancient philosophers aspired to. The author of this paper will elucidate the position of women in Greece and Rome and points out that various women actively participated in the work of the philosophical schools and women’s societies. In accordance with the philosophical ideals, “ideal,” “perfect” or “genuine” friends could only (...) be those who possess or at least strive for moral virtue (ἀρετή), while education (παιδεία) was seen as a precondition for acquiring moral virtue. Having in mind that various women met that precondition, it is emphasized that the ideal friendship could be ascribed not only to virtuous men but also to virtuous women. Thus, educated women could potentially be both, “ideal” and “ordinary” friends. (shrink)

This paper tests the predictions of an epistemological model that considered the DSM psychiatric classification (in the neopositivist and neo-Kraepelinian shape introduced by the DSM-III) as a scientific paradigm in crisis. As predicted, the DSM-5 did not include revolutionary proposals in its basic structure. In particular, the possibility of a dimensional revolution has not occurred and early proposals of etiopathogenic diagnoses were not implemented due to lack of specific knowledge in that field. However, conceiving the DSM-5 as a bridge (...) between the present phenomenally based operational diagnostic criteria and the neuro-cognitively based RDoC criteria introduces an internal tension into the system. It is expected that a liberalization of the research criteria will occur, the DSM operational criteria being only one possible way to select research subjects. (shrink)

This study is intended to measure the readiness of the public elementary school heads on the principles of sustainable leadership. This study utilized the mixed-method design. Creswell & Clark (2017), defined mixed methods research as a research approach that combines both qualitative and quantitative methods in a single study to gain a more comprehensive understanding of a research question or topic. This approach allows researchers to leverage the strengths of both qualitative and quantitative methods. The following major findings on (...) the quantitative aspect are: the school heads are slightly ready on the worldview principle while moderately ready to influence and complexity. However, they are highly ready to network, self-leadership, and work across boundaries. Positive themes emerged for the qualitative part with the results as: improved communication, increased motivation, and enhanced creativity. It can be concluded that the school heads are slightly ready when it comes to worldview principles. The SDO should create capacity training that could increase the readiness of the school heads on this principle of sustainable leadership. (shrink)

In Chinese history the periods known as Spring and Autumn (770-476 BC) and the Warring States (475-221 BC) were times of conflict and political instability caused by the increasing power of centralized and competing states. During this time of crisis many schools of thought appeared to offer different philosophical doctrines. This paper describes and studies ideas about the limitation of power defended by these different schools of ancient Chinese thought, and suggests some reasons why they failed to prevent the (...) emergence of an authoritarian imperial government in early China. (shrink)

The present crisis of foundations in Fundamental Science is manifested as a comprehensive conceptual crisis, crisis of understanding, crisis of interpretation and representation, crisis of methodology, loss of certainty. Fundamental Science "rested" on the understanding of matter, space, nature of the "laws of nature", fundamental constants, number, time, information, consciousness. The question "What is fundametal?" pushes the mind to other questions → Is Fundamental Science fundamental? → What is the most fundamental in the Universum?.. Physics, (...) do not be afraid of Metaphysics! Levels of fundamentality. The problem №1 of Fundamental Science is the ontological justification (basification) of mathematics. To understand is to "grasp" Structure ("La Structure mère"). Key ontological ideas for emerging from the crisis of understanding: total unification of matter across all levels of the Universum, one ontological superaxiom, one ontological superprinciple. The ontological construction method of the knowledge basis (framework, carcass, foundation). The triune (absolute, ontological) space of eternal generation of new structures and meanings. Super concept of the scientific world picture of the Information era - Ontological (structural, cosmic) memory as "soul of matter", measure of the Universum being as the holistic generating process. The result of the ontological construction of the knowledge basis: primordial (absolute) generating structure is the most fundamental in the Universum. (shrink)

The book, ‘The Crisis of World and Krishna Pure Monism: A Long Essay’, is more a cathartics of the crisis of world as viewed from the plane of Krishna pure monism than critique of hither to development of idea and philosophy. It sees a correlation of the crisis of world in praxis of objectification of subject, undermining of the knowledge and violation of Krishna pure monism-one has become all and inherence of knowledge. If objectification of subject is (...) juxtaposed with resultant objectification of women, nature, ‘other’, knowledge and idea or Reason or Dharma, it would certainly validate the hypothesis of the essay. The main hypothesis of the essay is as to how objectification of subject on the plane of sciencitization of philosophy and violation of Krishna pure monism-one has become all and inherent knowledge and , and its subversion by muses have led to the crisis of world. The objectification of subject or consciousness or spirit in sciences seems to be cause and effect of objectification of the Woman, Nature, Other, Knowledge and Reason or Idea or Dharma. When one has become all or creator has become creation, the plurality and difference is transitory which appear to have been assigned the permanent value. The transitory value has been given permanence, while the permanent has been dislodged from discourse, conveniently tucked to the abstract. This seems to be real narrative of the crisis of the world. -/- . (shrink)