127,857 research outputs found

    Numbers, Empiricism and the A Priori

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    The present paper deals with the ontological status of numbers and considers Frege ́s proposal in Grundlagen upon the background of the Post-Kantian semantic turn in analytical philosophy. Through a more systematic study of his philosophical premises, it comes to unearth a first level paradox that would unset earlier still than it was exposed by Russell. It then studies an alternative path, that departin1g from Frege’s initial premises, drives to a conception of numbers as synthetic a priori in a more Kantian sense. On this basis, it tentatively explores a possible derivation of basic logical rules on their behalf, suggesting a more rudimentary basis to inferential thinking, which supports reconsidering the difference between logical thinking and AI. Finally, it reflects upon the contributions of this approach to the problem of the a priori

    Context Dependence, MOPs,WHIMs and procedures Recanati and Kaplan on Cognitive Aspects in Semantics

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    After presenting Kripke’s criticism to Frege’s ideas on context dependence of thoughts, I present two recent attempts of considering cognitive aspects of context dependent expressions inside a truth conditional pragmatics or semantics: Recanati’s non-descriptive modes of presentation (MOPs) and Kaplan’s ways of having in mind (WHIMs). After analysing the two attempts and verifying which answers they should give to the problem discussed by Kripke, I suggest a possible interpretation of these attempts: to insert a procedural or algorithmic level in semantic representations of indexicals. That a function may be computed by different procedures might suggest new possibilities of integrating contextual cognitive aspects in model theoretic semanti

    Actor Network Procedures as Psi-calculi for Security Ceremonies

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    The actor network procedures of Pavlovic and Meadows are a recent graphical formalism developed for describing security ceremonies and for reasoning about their security properties. The present work studies the relations of the actor network procedures (ANP) to the recent psi-calculi framework. Psi-calculi is a parametric formalism where calculi like spi- or applied-pi are found as instances. Psi-calculi are operational and largely non-graphical, but have strong foundation based on the theory of nominal sets and process algebras. One purpose of the present work is to give a semantics to ANP through psi-calculi. Another aim was to give a graphical language for a psi-calculus instance for security ceremonies. At the same time, this work provides more insight into the details of the ANPs formalization and the graphical representation.Comment: In Proceedings GraMSec 2014, arXiv:1404.163

    Educating for Intellectual Virtue: a critique from action guidance

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    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education

    An Open Challenge Problem Repository for Systems Supporting Binders

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    A variety of logical frameworks support the use of higher-order abstract syntax in representing formal systems; however, each system has its own set of benchmarks. Even worse, general proof assistants that provide special libraries for dealing with binders offer a very limited evaluation of such libraries, and the examples given often do not exercise and stress-test key aspects that arise in the presence of binders. In this paper we design an open repository ORBI (Open challenge problem Repository for systems supporting reasoning with BInders). We believe the field of reasoning about languages with binders has matured, and a common set of benchmarks provides an important basis for evaluation and qualitative comparison of different systems and libraries that support binders, and it will help to advance the field.Comment: In Proceedings LFMTP 2015, arXiv:1507.0759
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