Gestalt Shifts in the Liar Or Why KT4M Is the Logic of Semantic Modalities

ABSTRACT: This chapter offers a revenge-free solution to the liar paradox (at the centre of which is the notion of Gestalt shift) and presents a formal representation of truth in, or for, a natural language like English, which proposes to show both why -- and how -- truth is coherent and how it appears to be incoherent, while preserving classical logic and most principles that some philosophers have taken to be central to the concept of truth and our use of that notion. The chapter argues that, by using a truth operator rather than truth predicate, it is possible to provide a coherent, model-theoretic representation of truth with various desirable features. After investigating what features of liar sentences are responsible for their paradoxicality, the chapter identifies the logic as the normal modal logic KT4M (= S4M). Drawing on the structure of KT4M (=S4M), the author proposes that, pace deflationism, truth has content, that the content of truth is bivalence, and that the notions of both truth and bivalence are semideterminable

Reply to Rosanna Keefe’s ‘Modelling higher-order vagueness: columns, borderlines and boundaries’

This paper is an expanded written version of my reply to Rosanna Keefe’s paper ‘Modelling higher-order vagueness: columns, borderlines and boundaries’ (Keefe 2015), which in turn is a reply to my paper ‘Columnar higher-order vagueness, or Vagueness is higher-order vagueness’ (Bobzien 2015). Both papers were presented at the Joint Session of the the Aristotelian Society and the Mind Association in July, 2015. At the Joint Session meeting, there was insufficient time to present all of my points in response to Keefe’s paper. In addition, the audio of the session, which is available online, becomes inaudible at the beginning of my reply to Keefe’s comments due to a technical defect. The following is a full version of my remarks

Intuitionism and the Modal Logic of Vagueness

Intuitionistic logic provides an elegant solution to the Sorites Paradox. Its acceptance has been hampered by two factors. First, the lack of an accepted semantics for languages containing vague terms has led even philosophers sympathetic to intuitionism to complain that no explanation has been given of why intuitionistic logic is the correct logic for such languages. Second, switching from classical to intuitionistic logic, while it may help with the Sorites, does not appear to offer any advantages when dealing with the so-called paradoxes of higher-order vagueness. We offer a proposal that makes strides on both issues. We argue that the intuitionist’s characteristic rejection of any third alethic value alongside true and false is best elaborated by taking the normal modal system S4M to be the sentential logic of the operator ‘it is clearly the case that’. S4M opens the way to an account of higher-order vagueness which avoids the paradoxes that have been thought to infect the notion. S4M is one of the modal counterparts of the intuitionistic sentential calculus and we use this fact to explain why IPC is the correct sentential logic to use when reasoning with vague statements. We also show that our key results go through in an intuitionistic version of S4M. Finally, we deploy our analysis to reply to Timothy Williamson’s objections to intuitionistic treatments of vagueness

Aristotle’s Nicomachean Ethics 3.5, 1113b7-8 and Free Choice

ABSTRACT: This is a short companion piece to my ‘Found in Translation – Aristotle’s Nicomachean Ethics III.5 1113b7-8 and its Reception’ in which I examine in close textual analysis the philosophical question whether these two lines from the Nicomachean Ethics provide any evidence that Aristotle discussed free choice – as is not infrequently assumed. The result is that they do not, and that the claim that they do tends to be based on a mistranslation of the Greek. (There is some inevitable overlap with Part 1 of the 'Found in Translation' paper.

Demonstration and the Indemonstrability of the Stoic Indemonstrables

Since Mates’ seminal Stoic Logic there has been uncertainty and debate about how to treat the term anapodeiktos when used of Stoic syllogisms. This paper argues that the customary translation of anapodeiktos by ‘indemonstrable’ is accurate, and it explains why this is so. At the heart of the explanation is an argument that, contrary to what is commonly assumed, indemonstrability is rooted in the generic account of the Stoic epistemic notion of demonstration. Some minor insights into Stoic logic ensue

Establishing a Connection Between Quality of Life and Pre-Academic Instruction for Students with Profound Multiple Disabilities

The field of special education has begun to concentrate its efforts on developing objectives and procedural strategies that promote a positive quality of life for students with profound multiple disabilities, while determining which educational strategies are the most appropriate. A multi-element design was used to compare the effects of two educational conditions, pre-academic skills instruction and functional life skills instruction, on the quality of life indicators of four students with profound multiple disabilities. Results indicated that all four students demonstrated a greater number of happiness indicators while receiving pre-academic instruction. Implications for current educational practices are addressed and directions for future research are discussed

Occupational stressors leading to burnout in the teaching profession

Call number: LD2668 .R4 EDCI 1989 B63Master of ScienceCurriculum and Instructio

Academic or Functional Life Skills? Using Behaviors Associated with Happiness to Guide Instruction for Students with Profound/Multiple Disabilities

The field of special education has begun to concentrate its efforts on developing objectives and procedural strategies that promote a positive quality of life for students with profound multiple disabilities, while determining which educational strategies are the most appropriate. A multielement design was used to compare the effects of two educational conditions, academic skills instruction and functional life skills instruction, on the quality of life indicators of four students with profound multiple disabilities. Results indicated that all four students demonstrated a greater number of behaviors associated with happiness while receiving academic skills instruction. Implications for current educational practices are addressed and directions for future research are discussed

A Review of Curricular Approaches and Quality of Life Indicators in the United States for Individuals Displaing Profound Multiple Disabilities

During the last two decades in the United States, there has been an increase in research studies on two salient areas of interests impacting individuals with profound multiple disabilities (PMD): providing access to appropriate educational curriculums and enhancing overall quality of life. Despite this interest, attempts to link positive quality of life indicators and appropriate educational curriculum for students with PMD have not been explored. The purpose of this literature review is to identify articles related to curriculum issues, as well as those addressing the importance of skill acquisition activities that lead to an improved quality of life. Implications for establishing a potential link between quality of life assessment practices and current educational practices in the United States are addressed