From Natural to Formal Language: A Case for Logical Pluralism

Topoi - I argue for a version of logical pluralism based on the plurality of legitimate formalizations of the logical vocabulary. In particular, I argue that the apparent rivalry between classical...     

Logical Form and Language

Book Information Logical Form and Language. Edited by G. Preyer and G. Peter. Clarendon Press. Oxford. 2002. Pp. x + 512. Hardback, £55. Paperback, £19.99.     

Grammar-based Connectionist Approaches to Language

This article describes an approach to connectionist language research that relies on the development of grammar formalisms rather than computer models. From formulations of the fundamental theoretical commitments of connectionism and of generative grammar, it is argued that these two paradigms are mutually compatible. Integrating the basic assumptions of the paradigms results in formal theories of grammar that centrally incorporate a certain degree of connectionist computation. Two such grammar formalisms—Harmonic Grammar and Optimality Theory —are briefly introduced to illustrate grammar-based approaches to connectionist language research. The strengths and weaknesses of grammar-based research and more traditional model-based research are argued to be complementary, suggesting a significant role for both strategies in the spectrum of connectionist language research.     

Logical Foundations and Kant's Principles of Formal Logic

The abstract status of Kant's account of his ‘general logic’ is explained in comparison with Gödel's general definition of a formal logical system and reflections on ‘abstract’ (‘absolute’) concepts. Thereafter, an informal reconstruction of Kant's general logic is given from the aspect of the principles of contradiction, of sufficient reason, and of excluded middle. It is shown that Kant's composition of logic consists in a gradual strengthening of logical principles, starting from a weak principle of contradiction that tolerates a sort of contradictions in predication, and then proceeding to the (constructive) principle of sufficient reason, and to a classical-like logic, which includes the principle of excluded middle. A first-order formalisation is applied to this reconstruction, which reveals implicit modalities in Kant's account of logic, and confirms the implementability of Kant's logic into a sound and complete formal system.     

REBT and Rationality: Philosophical Approaches

This paper argues that philosophical critiques of concepts in psychotherapy are inappropriate unless the context in which they are used is taken into account. In the case of REBT it is misleading to try to evaluate Ellis' use of rationality by matching it with the concept which has developed in modern philosophy of science. There is no pure essence of rationality which could enable it to be applied normatively in all contexts. The pitfalls of attempting this are illustrated by analysing two recent attempts to criticise rationality in REBT, by Erwin (1997) and O'Donohue and Vass (1996). We argue that Rationality in REBT can only be understood by seeing it as part of a network of categories and practices (a discursive formation) that has evolved over the last 45 years.     

Relational and Contextual Reasoning: Philosophical and Logical Aspects

This essay is a commentary on Helmut Reich's recently published book on relational and contextual reasoning (RCR). Reich's ideas are relevant in contexts of conflict, and they enable us to consider the notion of objectivity differently. He makes us see the constraints in individual perspectives. His book also can enable people to formulate problems of human concern in a wider and richer framework, which may lead to solutions not obtainable on the basis of binary logic.     

现代本质主义的逻辑基础与哲学意蕴

<正>现代分析哲学家致力于意义的分析,力图通过对语言的分析使哲学科学化。以罗素和逻辑实证主义为代表的前期分析哲学家拒斥一切形而上学,所有导致本质主义的学说均被他们宣布为虚妄。但到     

Derrida on Language and Philosophical Education

Studies in Philosophy and Education - The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the...     

心身关系中的哲学观点论争

人们在对未知问题作推测,或对已解决的问题作解释时会涉及两种观点的论争。一元论与二元论的哲学观点论争在今天的医学领域中已转化为在病因、发病机制中的还原论与整合论的论争。     

心身关系中的哲学观点论争

人们在对未知问题作推测,或对已解决的问题作解释时会涉及两种观点的论争.一元论与二元论的哲学观点论争在今天的医学领域中已转化为在病因、发病机制中的还原论与整合论的论争.     

自然语言处理中的哲学问题

分析了哲学上的理性主义和经验主义及其在自然语言处理的研究中的影响,对比了自然语言处理中基于规则的理性主义方法和基于统计的经验主义方法的优点和缺点,主张把这两种方法结合起来以推动自然处理研究的发展。本文还分析了哲学中知识本体的概念发展到知识本体工程的过程,说明了哲学对于自然语言处理的深刻影响。     

Beyond Language: Using Logic to Introduce New Philosophical Distinctions

Philosophy has to be communicable in language, and therefore, whatever it has to say must be expressible in (some) language. But in order to make progress, philosophy has to gradually extend and improve its terminological apparatus. It is argued that logical formalization is a highly useful tool for discovering and confirming distinctions that are not present in ordinary language or in pre-existing philosophical terminology. In particular, it is proposed that if two usages of a word require different logical formalizations, then that is a strong reason to distinguish between them also in informal philosophy. The distinction between two types of normative conditionals, conditional veritable norms and conditional normative rules, is used as an example to corroborate this proposal.     

New Approaches to the Study of Childhood Language Disorders

Not long ago, poor language skills did not necessarily interfere with the quality of a person's life. Many occupations did not require sophisticated language or literacy. Interactions with other people could reasonably be restricted to family members and a few social or business contacts. But in the 21st century, advances in technology and burgeoning population centers have made it necessary for children to acquire high levels of proficiency with at least one language, in both spoken and written form. This situation increases the urgency for us to develop better theoretical accounts of the problems underlying disorders of language, including dyslexia. Empirical investigations of language-learning deficits largely focus on phonological representations and often ask to what extent labeling responses are "categorical." This article describes the history of this approach and presents some relevant findings regarding the perceptual organization of speech signals-findings that should prompt us to expand our investigations of language disorders.     

Piecing Together Ideas on Sociocultural Psychology and Methodological Approaches

In this commentary, I will piece together some transversal ideas throughout the articles that compose the thematic issue Self-identity on the move: methodological elaborations focusing on two main aspects: (i) the relation between the individual and the society and how self-identity is constructed in context; and (ii) data generalization in qualitative studies. I will base my commentary on the reflections brought forth by the articles on these two topics. My aim is to trace a line on which the authors, in their contributions to this issue, dialogue among each other with respect to the key elements of the individual, the social context, the (self)identity, and data generalization in qualitative research.     

《管子》财富哲学思想初探

财富的本质与源泉是人的感性活动即力、劳身的结果,是人的本质力量的对象化产物。人是最宝贵的财富,财富还包括劳动产品如谷物、自然财富、货币财富。财富的分配和消费具有社会权力性,社会权力是人的感性活动异化的结果。财富具有道德性,财富和道德融为一体即实德。     

Three Approaches to Doing Philosophy: a Proposal for Grouping Philosophical Exercises in Classroom Teaching

Classroom teaching has two aims: learning philosophy, that is, the great philosophers, and doing philosophy. This article provides an overview of thirty exercises that can be used for doing philosophy, grouped into three approaches. The first approach, doing philosophy as connective truth finding or communicative action, is related to such philosophers as Dewey and Arendt, and is illustrated by the Socratic method. The second, doing philosophy as test‐based truth finding, is related to such philosophers as Popper, and is illustrated by Community of Philosophical Inquiry. The third, doing philosophy as juridical debate, judging truth‐value and making judgment, is related to such philosophers as Foucault, and is illustrated by philosophical debate. The analysis shows that although the classical methods applied by the great philosophers appear to be missing from classroom exercises, they do, in fact, remain at the heart of the matter.