On the uses of language in working and idealized logic

The interpretation of discourse covers a continuum with two extremes: on the one hand, a text considered as an ideal, distant object, and on the other hand, a conversation regarded as a real, present event. On the basis of a distinction between relatively context-invariant propositions and relatively context-dependent statements, it is argued that statements in conversational discourse are easier to interpret than statements in texts, whereas only propositions in symbolic logic can be interpreted with exactitude. In the same way, the interpretation of dialogical arguments proceeds more easily than the interpretation of arguments in texts. While dialogical argumentation requires a dialectical approach, textual argumentation necessitates an imaginative reconstruction of the argument. From this it can be concluded that for different sorts of argumentative discourse diverse sorts of interpretative activities have to be used.     

Reasoning about update logic

Logical frameworks for analysing the dynamics of information processing abound [4, 5, 8, 10, 12, 14, 20, 22]. Some of these frameworks focus on the dynamics of the interpretation process, some on the dynamics of the process of drawing inferences, and some do both of these. Formalisms galore, so it is felt that some conceptual streamlining would pay off.This paper is part of a larger scale enterprise to pursue the obvious parallel between information processing and imperative programming. We demonstrate that logical tools from theoretical computer science are relevant for the logic of information flow. More specifically, we show that the perspective of Hoare logic [13, 18] can fruitfully be applied to the conceptual simplification of information flow logics.     

Resolving arguments accurately

This empirical investigation examined how ordinary language users resolved disagreements over the solutions to categorical syllogisms. Forty-six participants completed puzzles in logic. After completing the puzzles, participants were then randomly paired into 23 to compare their answers and to resolve 159 disagreements. Results indicate that the most frequently used strategies for resolving disagreements centered on: (a) arguing over the merits of the position (47% of the time) and (b) appealing to past solutions as a means of addressing current disputes (28% of the time). In addition, the data revealed that the most frequently used strategy (arguing the merits of the positions) was no more effective than random choice (52% increase in correct solutions) while the strategy of appealing to past solutions significantly aided dyads in reaching correct solutions (70% increase in correct solutions).     

Transformations of the Concept of Reason

This outline of the transformations of the concept of reason is based on the idea that this can be presented/illustrated by means of a historical sketch of the criticism of reason, because all essential differentiations in that concept can be understood as consequences of critical arguments. In Kant's work, the Critique of Speculative Reason reaches its first conclusion; it was followed by a Critique of Critical Reason by Hegel and his followers, and Schopenhauer established a new type of critical argument: the Critique of Functional Reason which dominates the radical criticism of reason in our time. This radical criticism is the great challenge for the philosophy of reason today.     

Relativized common knowledge for dynamic epistemic logic

Relativized common knowledge is a generalization of common knowledge proposed for public announcement logic by treating knowledge update as relativization. Among other things relativized common knowledge, unlike standard common knowledge, allows reduction axioms for the public announcement operators. Public announcement logic can be seen as one of the simplest special cases of action model logic (AML). However, so far no notion of relativized common knowledge has been proposed for AML in general. That is what we do in this paper. We propose a notion of action model relativized common knowledge for action model logic, and study expressive power and complete axiomatizations of resulting logics. Along the way we fill some gaps in existing expressivity results for standard relativized common knowledge.     

Repairing the reticulated model of scientific rationality

InScience and Values (1984) and other, more recent, works, e.g. (1987a, 1987b, 1989a, 1989b, 1990), Larry Laudan proposes a theory of scientific debate he dubs the reticulated model of scientific rationality (Laudan, 1984, pp. 50–66). The model stands in sharp contrast to hierarchical approaches to rationality exemplified by Popper (1959), Hempel (1965), and Reichenbach (1938), as well as the conventionalist views of rationality defended by Carnap (1950), Popper (1959), Kuhn (1962), and Lakatos (1978). Ironically, the model commits some of the same errors Laudan finds in hierarchicalist and conventionalists approaches to scientific rationality. This paper will show that the model can be fixed by recognizing that criteria of goal assessment have no privileged status. These rules are best viewed as simply rules of rationality (or rules of scientific method) by another name.     

Narrative discourse and theory of mind development

The authors examined experimentally whether exposure to social discourse about concepts related to mental states could promote changes in children's theory of mind understanding. In 2 studies, 3- to 4-year-old children were assigned to either a training or a no training control condition. All children were administered several theory of mind measures at pretest and 2 posttests. Training was not effective in improving performance in Study 1 (n = 37); but in Study 2 (n = 54), modifications of the training procedure led to significant improvements on measures of false belief and deception from pretest to 1st posttest. The findings support the influence of social discourse on children's theory of mind development.     

Disbelief,lies, and manipulations in a transactional discourse model

Disbelief, lies, and manipulations have been objects of scholarly consideration from widely different perspectives: historical, sociological, philosophical, ethical, logical, and pragmatic. In this paper, these notions are re-examined in the framework of a Transactional Discourse Model which operates in terms of the location and relocation of various knowledge items within two sets of knowledge, A and B, representing two interlocators A and B, and two of their subsets C_a and C_b, which constitute the sets of the matters of A's and B's current concern. This approach reveals certain formal features shared by lies, disbelief, and manipulations that indicate that these three types of discourse behavior constitute a deviation from successful interpersonal communication as defined in the proposed model. The model, moreover, enables us to explicitly capture both the similarities and the differences of lies and manipulations with other pragmatic phenomena, such as jokes, impersonating, role-acting, memory failure, politeness expressions, and tact; the comparison suggests that certain modifications of Gricean conversational maxims may be in order.     

Practical rationality for pluralists about the good

I argue that if a normative theory of practical rationality is to represent an adequate and coherent response to a plurality of incommensurable goods, it cannot be a maximising theory. It will have to be a theory that recognises two responses to goods as morally licit – promotion and respect – and one as morally illicit – violation. This result has a number of interesting corollaries, some of which I indicate. Perhaps the most interesting is that it makes the existence of a plurality of incommensurable goods incompatible with consequentialism.     

Reasoning about actions and obligations in first-order logic

We describe a new way in which theories about the deontic status of actions can be represented in terms of the standard two-sorted first-order extensional predicate calculus. Some of the resulting formal theories are easy to implement in Prolog; one prototype implementation—R. M. Lee's deontic expert shell DX—is briefly described.This research was partially supported by the Esprit III Basic Research Working Group No. 8319 ModelAge.     

Ideals of rationality in dialogic

Needed for such dialogue games as dialectic are appropriate standards of fairness and rationality. The rules of procedure of dialectic must describe a game playable by actual human participants. The present paper centers on certain idealizations of the dialectician that are not allowable.     

Michael Smith and the rationality of immoral action

Although it goes against a widespread significant misunderstanding of his view, Michael Smith is one of the very few moral philosophers who explicitly wants to allow for the commonsense claim that, while morally required action is always favored by some reason, selfish and immoral action can also be rationally permissible. One point of this paper is to make it clear that this is indeed Smith’s view. It is a further point to show that his way of accommodating this claim is inconsistent with his well-known “practicality requirement” on moral judgments: the thesis that any rational person will always have at least some motivation to do what she judges to be right. The general conclusion is that no view that, like Smith’s, associates the normative strength of a reason with the motivational strength of an ideal desire will allow for the wide range of rational permissibility that Smith wants to capture. Many thanks to Michael Smith for his friendly and helpful comments on an earlier draft of this paper, and for permission to make a very strong and explicit claim on his behalf.     

The acquisition of scientific knowledge: the influence of methods of questioning and analysis on the interpretation of children's conceptions of the earth

Studies of children's knowledge of the Earth have led to very different conclusions: some appear to show that children construct their own, non‐scientific ‘theories’ (mental models) of the flat, hollow or dual Earth. Others indicate that many young children have some understanding of the spherical (scientific) Earth, and that their knowledge lacks the coherence of mental models. The reasons for these contrasting views were tested by interviewing French children (N = 178) aged 5–11 years and varying the different methods used in previous research, namely the types of questions (open and forced‐choice), the form of representation (two‐dimensional pictures and three‐dimensional models), and the method of analysis (the mental model theorists' coding scheme and a statistical test for associations using MANOVA). Forced‐choice questions resulted in higher proportions of scientific answers than open questions, and children appeared to have naïve mental models of the Earth only when the mental model theorists' coding scheme was used. These findings support the view that children tend to have ‘fragments’ of scientific knowledge, and that naïve mental models of the Earth are methodological artifacts. Copyright © 2011 John Wiley & Sons, Ltd.     

Narrative Discourse and Theory of Mind Development

The authors examined experimentally whether exposure to social discourse about concepts related to mental states could promote changes in children's theory of mind understanding. In 2 studies, 3- to 4-year-old children were assigned to either a training or a no training control condition. All children were administered several theory of mind measures at pretest and 2 posttests. Training was not effective in improving performance in Study 1 (n = 37); but in Study 2 (n = 54), modifications of the training procedure led to significant improvements on measures of false belief and deception from pretest to 1st posttest. The findings support the influence of social discourse on children's theory of mind development.     

Classroom discourse and the distribution of student engagement

Research in the social psychology of achievement motivation stresses the contribution of the classroom motivational context to problems of student engagement among low achieving students. This analysis contributes to that literature through a focused analysis of English and language arts instruction during the middle school years. Using data from the Partnership for Literacy Study the author investigates the relationship between classroom evaluation during question and answer sessions and two forms of student engagement, participation in classroom discourse, and student effort on classroom and homework assignments. When teachers focus on provoking student thought and analysis, and postpone evaluation during question and answer sessions by engaging in dialogic instruction, levels of student effort are more evenly distributed among students. Moreover, the relationship between levels of initial achievement and student effort is weaker in classrooms where teachers incorporate elements of dialogic instruction into question and answer sessions. However, dialogic instruction had no effect on the distribution of participation in classroom discourse itself.     

Continuity and geometric logic

This paper is largely a review of known results about various aspects of geometric logic. Following Grothendieckʼs view of toposes as generalized spaces, one can take geometric morphisms as generalized continuous maps. The constructivist constraints of geometric logic guarantee the continuity of maps constructed, and can do so from two different points of view: for maps as point transformers and maps as bundles.