The semantics of grammar.Anna Wierzbicka -1988 - Philadelphia: John Benjamins.detailsIntroduction 1. Language and meaning Nothing is as easily overlooked, or as easily forgotten, as the most obvious truths. The tenet that language is a tool ...
If Tropes.Anna-Sofia Maurin -2002 - Kluwer Academic Publishers.detailsThe treatise attempts to approach and deal with some of the most fundamental problems facing anyone who wishes to uphold some version of the so-called theory of tropes. Three assumptions serve as a basis for the investigation: tropes exist, only tropes exist, and a one-category trope-theory along these lines should be developed so that the tropes it postulates are able to serve as truth-makers for all kinds of atomic propositions. Provided that these assumptions are accepted, it is found that the (...) trope-theorist will have to deal with two important problems. First, some atomic propositions seem to require universal truth-makers. Second, some atomic propositions seem to require concrete truth-makers. As tropes are abstract particulars, it follows that the trope-theorist, in order to fulfil assumption, must provide an account of exactly how he or she could construct universality and concreteness from his or her basic stock of tropes. In the treatise such constructions are attempted and some basic problems with such constructions are revealed. Although these problems are serious enough it is argued that it is nevertheless possible to deal with these basic issues while staying squarely within the boundaries of a one-category trope-ontology. (shrink)
High Culture: Reflections on Addiction and Modernity.Anna Alexander &Mark S. Roberts (eds.) -2002 - State University of New York Press.detailsAddresses the place of addiction in modern art, literature, philosophy, and psychology, including its effects on the works of such thinkers and writers as Heidegger, Nietzsche, DeQuincey, Breton, and Burroughs.
The pedagogy of creativity.Anna Herbert -2010 - New York: Routledge.detailsThe Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories.
Ciało i umysł w doświadczeniu bezpośrednim.Anna Jedynak -2004 -Filozofia Nauki 3.detailsEmpirical knowledge can be divided into the following levels: direct experience, observational sentences, their generalizations and theories. Neither of those levels is the best in an absolute sense. There have been questions whether either of them is a scientific one, and the reasons of those doubts were different for each level. Different problems (including philosophical ones, for philosophy appeals to widely understood experience) could be considered on different levels. Which level is the most appropriate depends on the purpose of the (...) consideration. The paper shows some reasons for rooting the mind-body problem on the level of direct experience, and aims to describe the manner in which we experience our body-and-mind as a unity. Thus the problem itself proves to be only superficial. However this conclusion can only be reached in a reflection following the direct experience. (shrink)
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O wyjaśnianiu w nauce i etyce raz jeszcze.Anna Jedynak -2005 -Filozofia Nauki 4.detailsThe paper is a reply to the polemic with my article "The Structure of Scientific Theories and Systems of Values", which presented a number of analogies between methodological and metaethical problems. These analogies can be seen if we acknowledge the information surplus of evaluative statements in comparison to normative statements (similarly in science theories are stronger than observational statements), which is indicated by the examples of actual moral questions. The basis for the polemic is the fact that its authors deny (...) the existence of this surplus, claiming that evaluations are equivalent to and not stronger than norms. Moreover, as they reduce metaethics to the issues of meaning, and methodology to the issues of justification, they have to deny the possibility of these two domains meeting on the ground of similar problems. The paper also illustrates the reasons for a modification of meanings of certain philosophical terms that appeared in my previous article. (shrink)
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Kulturowe determinanty matematyki.Anna Kanik -1995 -Filozofia Nauki 1.detailsThe article deals with philosophy of mathematics called quasi-empiricism, with special attention paid to concepts of changes in mathematics as a result of social activity during its development. Three outlooks on historical changes in the development of mathematics are presented: Wilder's description of mathematical practise in a cultural framework, Garbiner's analysis of „scientific revolution” in mathematics in the end of 18th century and Kitcher's criticism of invariability and cummulativity of mathematical knowledge and his application of Kuhn's philosophy of science to (...) mathematics. (shrink)
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Harmony and contrast: Plato and Aristotle in the early modern period.Anna Corrias &Eva Del Soldato (eds.) -2022 - Oxford: Oxford University Press.detailsPlato and Aristotle were very much alive between the fifteenth and the seventeenth centuries. The essays in this volume investigate the interaction, both in terms of harmony and contrast, between the two philosophers in early modernity, that is in a time when long-forgotten texts became available and a new philological awareness was on the rise. Dealing with famous and less famous early modern interpreters and philosophers, in a transnational and translinguistic perspective, this volume reveals the agendas behind the discussions on (...) Plato's and Aristotle's philosophies. In studying these texts, it is hard to imagine a more significant collision of big names with big ideas. This project takes us to the centre of the intellectual life of the period and its most exciting debates. (shrink)
Niemonotoniczna logika niefregowska.Anna Wójtowicz -2011 -Filozofia Nauki 19 (2).detailsNonFregean logic is the classical logic enriched by identity connective. In one of possible interpretations of this calculus, the identity connective joins two sentences into a true sentence when these sentences have the same meaning. But when (if any) do simple sentences (i.e. sentences not containing logical constants) have the same meaning? In the paper the non-monotonic version of nonFregean logic is presented. The starting point of every reasoning in this logic is that all simple sentences have the same meaning. (...) This assumption may be retracted in order to maintain consistency with a new piece of information. (shrink)
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Zasada ekstensjonalności lokalnej i globalnej.Anna Wójtowicz -2005 -Filozofia Nauki 2.detailsIn this article the notions of local and global extensionality principle are defined; the problem of relations between extensionality of a language and theory of extension of a name and extension of a sentence is discussed.
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Związek między gramatyką, teorią znaczenia a ontologią.Anna Wójtowicz -2006 -Filozofia Nauki 3.detailsIn this article a certain "aesthetical" argument in favor of the situation ontology is presented. The connections between the claims concerning ontology, semantics and grammar are examined. The main thesis of the article is, that assuming the non-compositionality principle commits us to the acceptance of the primacy of situation.
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Philosophie Und Mystik in der Späten Almohadenzeit: Die Sizilianischen Fragen des Ibn Sabٴ Īn.Anna Akasoy -2005 - Boston: Brill.detailsThis study of the Sicilian Questions of the philosopher and mystic Ibn Sabٴ īn of Murcia interprets the structure and sources of the text as a reflection of intellectual life in the late Almohad Arab West.
Space and the language‐cognition interface.Anna Papafragou -unknowndetailsAccording to classical theories of language and cognition, human cognition is characterized by strong universal commonalities built around notions such as object, space, agency, number, time, and event (Clark, 1973; Miller & Johnson‐Laird, 1976). Languages select from this prelinguistic conceptual repertoire the concepts that become encoded in their lexical and grammatical stock. Language acquisition, on this view, is a mapping process in which the learner needs to figure out which sounds in the language spoken in the environment correspond to which (...) concepts from the ones already in the mind (Fodor, 1975; Gleitman, 1990; Pinker, 1994). (shrink)
Platonism and the English Imagination.Anna Baldwin,Sarah Hutton &Senior Lecturer School of Humanities Sarah Hutton -1994 - Cambridge University Press.detailsThis is the first comprehensive overview of the influence of Platonism on the English literary tradition, showing how English writers, including Chaucer, Shakespeare, Milton, Blake, Wordsworth, Yeats, Pound and Iris Murdoch, used Platonic themes and images within their own imaginative work.