A Comparative Analysis of the Lvov-Warsaw School and Frege-Russell's Tradition
ABSTRACT: The aim of this paper is a comparative analysis of the Lvov-Warsaw School and Frege-Russell's tradition. The Comparison of these is made on the grounds of the analysis of existence. Choosing "existence" as the object of the analysis is very essential. It is so because understanding of the category of existence is strongly connected with the whole system. Thus, while analyzing the category, one can make a reconstruction of the concept scheme (in both traditions); show their functioning; and compare them to each other. It is easy to notice that in both these systems: a) analyzing is strongly connected with the way of expressing existence in a language, b) the essential problem is to which category existence belongs, c) the main question is whether existence is a predicate. Since the problem of analyzing—especially the problem of applying logic in philosophy—played an essential role both in Frege-Russell's system and Twardowski's school, the author of this paper wants to show how this was understood there (especially application of logic to some philosophical problems).
I. Introductory Remarks
G. Frege in the introduction of his "Grundlage der Aritmetik" formulates a general principle: "nach der Bedeutung der Wörter im Zusammenhang, nicht in iherer Vereinzelung gefragt werden mu" (G. Frege, Grundlage der Arithmetik, Darmstadt 1961, p. XXII, p. 161. H. Sluga, Gottlob Frege, London 1980, p. 94.). This principle is often called a "context principle". It is stated in there that: 1) A term has a meaning when it belongs to a proposition (is one of its elements); 2) Previous analysis of a proposition is a condition for analysis of the term. Such a view presupposes that proposition is something complex and heterogeneous i.e., its elements belong to different semantic categories. The principle given above makes the following distinctions possible: 1) Division of grammatical elements from logical elements, 2) Division of subjective (psychological) elements from objective elements. Quine in his Two Dogmas of Empiricism states that applying this principle makes an important reorientation in semantics—"the reorientation whereby the primary vehicle of meaning came to be seen no longer in the term but in the statement" (W.V.O. Quine, Two Dogmas of Empiricism, in: From a logical point of view, New York 1963, p. 39). From the above it is easy to see that the meaning of a term is connected with its function in the proposition, for as we know the function depends upon it's location in the proposition.
I will avoid the content questions, because they are far away from the purpose of this paper. The implicit question in these two trends is the following: can Plato’s own philosophy be reduced to a metaphysical system? (3) The affirmative answer to that question holds the whole account of the Tübingen School. But I consider that this assumption is not correct and that it supposes the projection of alien elements to Platonic philosophy. And my task in this contribution is to show why.
"The Prohibition Era." The Prohibition Era. Historic Patterson, 22 Mar. 2013. Web. 26 Feb. 2014.
In order to understand the meaning of existence in relation to philosophy, we need to discuss its ordinary meaning and the various levels of existence. The Chambers Concise Dictionary (1992, 362) defines ‘exist’ as having an actual being; to live; to occur; to continue to live’ and it defines existence as ‘the state of existing or being’. In other words, the Dictionary does not make a distinction between existence and living. However, philosophically there is the view that existence is different from living. What then is the meaning of existence in philosophy? In order to answer this question we shall examine how philosophers have used the term in their various works. Our attention shall focus on Plato and Sartre.
Wittgenstein, Ludwig; G. E. M. Anscombe, P.M.S. Hacker and Joachim Schulte (eds. and trans.). Philosophical Investigations. 4th edition, Oxford: Wiley-Blackwell, 2009. Print.
Throughout the course of history, the gun control debate has been an issue that has been dealt with since the age of the colonial Americans and it is also being disputed today. The US currently holds over 200 million guns and has weaker gun laws in comparison to other developed nations, mostly because the Supreme Court has advocated gun control rights. Not many actions were taken until numerous gun shootings and incidents revolving around guns have occurred. These incidents have aroused a pleading to pass gun control laws, but the Supreme Court is against passing of the laws. Although the Supreme Court considers it unnecessary to have them, recent tragedies and past instances clearly support the implication of gun control laws.
This essay will consist in an exposition and criticism of the Verification Principle, as expounded by A.J. Ayer in his book Language, Truth and Logic. Ayer, wrote this book in 1936, but also wrote a new introduction to the second edition ten years later. The latter amounted to a revision of his earlier theses on the principle.It is to both accounts that this essay shall be referring.
This theory is crafted by Jean Piaget (1896– 1980) and his work concentrated on seeing how kids see the world. Piaget trusted that from outset, we have the fundamental mental structure on which all ensuing information and learning are based and because of natural development and ecological experience, the mental procedures will have a dynamic rearrangement. Piaget's presumption was that kids are dynamic takes part in the advancement of information and they adjust to nature through currently looking to comprehend their condition. He proposed that cognitive advancement occurs in four phases, 0 to 2 years being the sensori motor, 2 years to 7 years the preoperational, 7 to 12 years the solid operations, and 12 years or more the formal operations.
It was apparent that Prohibition didn’t achieve its goals, instead, it added to the existing economic and social problems, as well as creating new problems that would be prominent in today’s society. Organized crime grew into an empire, disrespect for the law grew, the per capita consumption of alcohol increased dramatically, city officials fell to gangsters, and the government lost money. It is obvious that prohibition was a miserable failure from all points of view. Reasonable measures were not taken to enforce the laws, so they were practically ignored.
Piaget versus Vygotsky: Similarities and Differences This paper explores the ideas of Jean Piaget and Lev Vygotsky. Exploring their philosophies and how they impact us today. The two scholarly articles show similarities and differences in their works and explore what they each mean. Jean Piaget and Lev Vygotsky are two of the most influential philosophers in the field of cognitive development.
Atomic sentences have truth-values that evaluate the application of a concept to an object that is being referred. To find what the sentence refers to, the referent of the predicate must be applied to the referent of the subject. Connectives are vocabulary like “and”, “if”, and “not” that are functions from truth-values to truth tables. Each of these provide the basis for Frege’s language system such that we are able to speaking in our ordinary language, but still maintain the mathematical connection he attempts to establish early. Frege’s use of language and sentences being functions with variables is consistent with how he defines the basic constructs of what are needed in a human language.
Besides, Donnellen criticized that Russel on ambiguity denoting phrase, which means that there is a different meaning. I think that what Kripe do can solve it because as people may use semantic meaning differently and they may be affected by the environment. This seems that all theory cannot avoid this, which means it is not a problem of Russell solely. Also, even different people have different use of words, it seems that this will not affect the true value of a definite phrase. For example, even I mistake on Peter and think that he is Ben. It seems that when I use the name, I still refer to that person, Ben. The name which I used still belongs to that person that the name
Russell’s Theory of Definite Description has totally changed the way we view definite descriptions by solving the three logical paradoxes. It is undeniable that the theory itself is not yet perfect and there can be objections on this theory. Still, until now, Russell’s theory is the most logical explanation of definite description’s role.
Gottlob Frege (1) asserts that, in addition to the denotation of a sign (2), there is also a meaning attached. (3) The denotation is the specific thing that a sign refers to. The meaning, however, is the actual intention behind using the sign. It follows from this distinction that signs may be identical, but have different functions in a proposition. When it comes to meanings, it is not necessarily the case that the respective denotations of the same sign are equivalent. In fact, Frege argues, there may well be meaning without any denotation whatsoever. As an example, he uses 'the celestial body most distant from the Earth'. While this expression most likely has meaning, it is doubtful that it denotes anything. Frege concludes, "In grasping a (meaning), one is not certainly assured of (denoting) anything". (4) Yet, Frege admits, we must presuppose that there is, indeed a denotation, in order to grasp the meaning. He admits that while we may be mistaken in our assumption, the importance lies in the intention of the speaker, not in the existence of the denotation.
Semantics can be defined as the study of "meaning" of lexical words and expressions independently of context. Where pragmatics is the process of recognising the "invisible meaning" of lexical items and expressions; taking into account the speaker's/ addressee's intention, the status of hearer/ receiver and the actual situation.
Meaning can be studied in two ways: semantically and pragmatically. Semantics is the study of the meaning of words, phrases and sentences of what the speaker says. The focus is on what the words and sentences conventionally mean. For example, semantic studies are concerned with topics such as metonymy, prototypes and synonyms. However, pragmatics deals with what the writer or speaker of certain words or sentences intends to convey. Leech (1983) defines pragmatics as the study of meanings according to speech situations. Yule (1996) states that pragmatics is the study of what a speaker means of uttering a sentence .In uttering...