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Erotetics through the Prism of its Philosophical Background and Practical Applications
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It is hard to imagine our life without questions. They facilitate orientation in our environment, enable interpersonal communication and make the acquisition of knowledge possible. Questions direct scientific research, are used as research tools and are an important medium of transferring knowledge in teaching.
The book is intended as a par excellence philosophical monograph of the theory of questions, presenting the most important erotetic problems, their general background and selected practical applications. It is prepared in all fairness to results acquired in the framework of the logical theories of questions but goes beyond this framework.
The book is intended as a par excellence philosophical monograph of the theory of questions, presenting the most important erotetic problems, their general background and selected practical applications. It is prepared in all fairness to results acquired in the framework of the logical theories of questions but goes beyond this framework.
Erotetics through the Prism of its Philosophical Background and Practical Applications
Author:
It is hard to imagine our life without questions. They facilitate orientation in our environment, enable interpersonal communication and make the acquisition of knowledge possible. Questions direct scientific research, are used as research tools and are an important medium of transferring knowledge in teaching.
The book is intended as a par excellence philosophical monograph of the theory of questions, presenting the most important erotetic problems, their general background and selected practical applications. It is prepared in all fairness to results acquired in the framework of the logical theories of questions but goes beyond this framework.
The book is intended as a par excellence philosophical monograph of the theory of questions, presenting the most important erotetic problems, their general background and selected practical applications. It is prepared in all fairness to results acquired in the framework of the logical theories of questions but goes beyond this framework.
Author:
Abstract
Recently the term “interdisciplinary” is becoming more and more popular. Despite this, there is no satisfactory definition of “interdisciplinary studies.” That is why both scholars and grant-funding institutions have no good criteria for distinguishing essential usages of this term from inessential ones. The first part of this paper aims to provide an approximate analysis of the concept of interdisciplinarity, that is a definition indicating some essential examples of interdisciplinarity and listing some exemplifications of research which are not interdisciplinary in any essential sense of the word. Some problems of interdisciplinary research, including the assumed division and hierarchy of sciences as well as the need for a specific language of interdisciplinary research is discussed. In the second part of the paper, Kazimierz Twardowski’s research is discussed as an example of interdisciplinarity in one of the essential senses of the word. His investigations are contrasted with the investigations of those of his students, namely Jan Łukasiewicz and Władysław Witwicki, who became “intradisciplinary” researchers.
Author:
Abstract
Recently the term “interdisciplinary” is becoming more and more popular. Despite this, there is no satisfactory definition of “interdisciplinary studies.” That is why both scholars and grant-funding institutions have no good criteria for distinguishing essential usages of this term from inessential ones. The first part of this paper aims to provide an approximate analysis of the concept of interdisciplinarity, that is a definition indicating some essential examples of interdisciplinarity and listing some exemplifications of research which are not interdisciplinary in any essential sense of the word. Some problems of interdisciplinary research, including the assumed division and hierarchy of sciences as well as the need for a specific language of interdisciplinary research is discussed. In the second part of the paper, Kazimierz Twardowski’s research is discussed as an example of interdisciplinarity in one of the essential senses of the word. His investigations are contrasted with the investigations of those of his students, namely Jan Łukasiewicz and Władysław Witwicki, who became “intradisciplinary” researchers.
Author:
Abstract
In Kazimierz Twardowski’s program, logic and psychology are two two basic philosophical disciplines. He considered broadly understood logic as the tool of scientific and every-day thinking. He was interested in the development of symbolic logic and was the first person that lectured about it in Poland. However, as the author of “Symbolomania nad Pragmatophobia” (1920), he remained higly suspicious towards some overuses of formalism. The present chapter is aimed to show that Twardowski’s attitude became an impulse for the development of both formal and informal logic in the Lvov-Warsaw School. The thesis that formal and informal tendencies were present in the development of the School from the very beginning is also justified.
Author:
Abstract
The aim of this paper is to sketch the resonance of pragmatism in the Lvov-Warsaw School and to indicate some motives of pragmatic thought which were analyzed and developed by the members of the School independently of any other influences. Thus, in §2, I focus my attention on the question of whether the works of pragmatists were known and commented on by Polish philosophers. In §3, I demonstrate some interpretations of a crucial idea of pragmatism provided by members of the Lvov-Warsaw School. This paragraph also presents some concepts connected to pragmatism which were analyzed by Kazimierz Twardowski and his students independently of the pragmatists’ influences. In “Appendix”, I add some information on early Polich reception of pragmatism outside of the Lvov-Warsaw School.
Author:
Abstract
The chapter contains a reconstruction of various conceptions of the relations between logic and linguistics formulated in the Lvov-Warsaw School. In particular, approaches of Kazimierz Twardowski, Bronisław Bandrowski, Tadeusz Kotarbiński, Kazimierz Ajdukiewicz, and Maria Ossowska are taken into consideration. These conceptions complement one another and taken together form a many-sided picture of complicated relations between the disciplines in question.
The presentation of the listed conceptions is preceded by some conceptual distinctions that facilitate the understanding of relations between any two disciplines.