breaks the noematic phenomenon down into three levels: the level of expressions ( Ausdrücke ), the level of sense ( Sinn ) and the level of reference ( Bedeutung ) or of the denoted object. As a consequence, the analysis can determine both the sense and reference corresponding to proper names (“Venus
stability and of the privileged epistemic standing of the basic laws that would not violate his anti-psychologism would have to rely on the notions of sense and sense-grasp, notions for which he could not however provide a fully satisfying characterisation. In this paper, I limit myself to considering the
Frege argued that a predicate was a functional expression and the reference of it a concept, which as a predicative function had one or more empty places and was thus incomplete. Frege’s view gives rise to what has been known as the paradox of the concept “horse.” In order to resolve this paradox, I argue for an opposite view which retains the point that a predicate is a function, i.e. that a predicative function is complete in a sense. Specifically speaking, a predicate performing the function of a predicate has at least one empty place and has no reference, while a predicate performing the function of a subject does not have any empty place but does have a reference. Frege not only regarded a concept with one or more empty places as the reference of a predicate but also took a set of objects without any empty place to be the extension of a concept with one or more empty places. Thus, it presents a complex relationship between the reference of a predicate and its corresponding extension, leading to disharmony in his theory. I argue that this is because there is a major defect in Frege’s theory of meaning, namely the neglect of common names. What he called extensions of concepts are actually extensions of common names, and the references of predicates and the extensions of common names have a substantial difference despite being closely related.
Holmes (2010) the paper describes the technique of ‘ video data sensing’ ( Caton, 2019 ), an approach to engaging with large quantities of video data that dislodges the role of the spectator and those familiar practices of ‘looking’ at children.
Video has become a common form of data for educational
In the De anima ( DA ) Aristotle holds that we can perceive ordinary objects and discriminate between their features in virtue of the senses rather than the reasoning capacity. 1 He says, for instance, that the sense of sight and the sense of taste can concern the same