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Erotetics
Erotetics or erotetic logic is a part of logic, devoted to logical analysis of questions. It is sometimes called the logic of questions and answers. Overview The idea was originally developed by Richard Whately. For example, he noted the ambiguity of the interrogation "Why?". (1) It could be a reason, such as why the angles of a triangle sum to two right angles, or (2) a cause, such as why days are shorter in winter than summer, or (3) a design requirement as in a timepiece.Mary Prior and Arthur Prior "Erotetic Logic", ''The Philosophical Review'' 64(1) (1955): pp. 43–59 . In 1936 Whately's work was revived by Eugeniu Sperantia. In 1955 Mary and Arthur Prior recalled Whately's suggestion for a variable copula (linguistics), copula to write questions symbolically. Recognizing the consequent symbolic calculus, they note that it is insufficient for the logic of interrogatives, which is antisymbolic. In 1940 R. G. Collingwood published ''An Essay on Metaphysics'' in which he ex ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Question
A question is an utterance which serves as a request for information. Questions are sometimes distinguished from interrogatives, which are the grammar, grammatical forms typically used to express them. Rhetorical questions, for instance, are interrogative in form but may not be considered wiktionary:bona fide, bona fide questions, as they are not expected to be answered. Questions come in a number of varieties. ''Polar questions'' are those such as the English language, English example "Is this a polar question?", which can be answered with "yes" or "no". ''Alternative questions'' such as "Is this a polar question, or an alternative question?" present a list of possibilities to choose from. ''Open-ended question, Open questions'' such as "What kind of question is this?" allow many possible resolutions. Questions are widely studied in linguistics and philosophy of language. In the subfield of pragmatics, questions are regarded as illocutionary acts which raise an issue to be resol ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Richard Whately
Richard Whately (1 February 1787 – 8 October 1863) was an English academic, rhetorician, logician, philosopher, economist, and theologian who also served as a reforming Church of Ireland Archbishop of Dublin. He was a leading Broad Churchman, a prolific and combative author over a wide range of topics, a flamboyant character, and one of the first reviewers to recognise the talents of Jane Austen. Life and times He was born in London, the son of the Rev. Dr. Joseph Whately (1730–1797). He was educated at a private school near Bristol, and at Oriel College, Oxford, from 1805. He obtained a B.A. in 1808, with double second-class honours, and the prize for the English essay in 1810; in 1811 he was elected Fellow of Oriel, and in 1814 took holy orders. After graduation he acted as a private tutor, in particular to Nassau William Senior who became a close friend, and to Samuel Hinds. Early married life After his marriage to writer Elizabeth Whately ( Pope) in 1821, Whately l ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Anna Brożek
Anna Magdalena Brożek (born 11 May 1980 in Kraków) is a Polish philosopher and musician. Life Brożek studied piano at the Academy of Music in Kraków in 1999-2004, and at the Fryderyk Chopin University of Music in 2006-2008. At the same time, she studied philosophy at the Pontifical University of John Paul II from 1999-2003. Between 2004 and 2006, she completed her PhD studies in philosophy at Warsaw University, gaining her habilitation in 2008, and titular professorship Professor (commonly abbreviated as Prof.) is an academic rank at universities and other post-secondary education and research institutions in most countries. Literally, ''professor'' derives from Latin as a "person who professes". Professors ... in 2015. She currently works at the Department of Logical Semiotics at the Faculty of Philosophy, University of Warsaw, where she is the head of the Laboratory of the Methodology of the Humanities - and the Lvov-Warsaw School Research Center. She is also a mem ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Logic
Logic is the study of correct reasoning. It includes both formal and informal logic. Formal logic is the science of deductively valid inferences or of logical truths. It is a formal science investigating how conclusions follow from premises in a topic-neutral way. When used as a countable noun, the term "a logic" refers to a logical formal system that articulates a proof system. Formal logic contrasts with informal logic, which is associated with informal fallacies, critical thinking, and argumentation theory. While there is no general agreement on how formal and informal logic are to be distinguished, one prominent approach associates their difference with whether the studied arguments are expressed in formal or informal languages. Logic plays a central role in multiple fields, such as philosophy, mathematics, computer science, and linguistics. Logic studies arguments, which consist of a set of premises together with a conclusion. Premises and conclusions are usually un ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Leading Question
In common law systems that rely on testimony by witnesses, a leading question is a question that suggests a particular answer and contains information the examiner is looking to have confirmed. The use of leading questions in court to elicit testimony is restricted in order to reduce the ability of the examiner to direct or influence the evidence presented. Depending on the circumstances, leading questions can be objectionable or proper. The propriety of leading questions generally depends on the relationship of the witness to the party conducting the examination. An examiner may generally ask leading questions of a hostile witness or on cross-examination ("Will help to elicit the testimony of a witness who, due to age, incapacity, or limited intelligence, is having difficulty communicating her evidence"), but not on direct examination (to "coach" the witness to provide a particular answer). According to ''Black's Law Dictionary','' a leading question is defined as "question tha ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Display And Referential Questions
A display question (also called ''known-information question'') is a type of question requiring the other party to demonstrate their knowledge on a subject matter when the questioner already knows the answer. They are contrasted with referential questions (or ''information-seeking questions''), a type of question posed when the answer is not known by the questioner at the time of inquiry. Both question types are used widely in language education in order to elicit language practice but the use of referential questions is generally preferred to the use of display questions in communicative language teaching. Display questions bear similarities to closed questions in terms of their requirement for short and limited answers and they can be classified under convergent questions. On the other hand, referential questions and open questions are similar in their requirement for long, often varied, answers, and can be grouped under divergent questions. Both display and referential question ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Contingent Question
In philosophy and logic, contingency is the status of propositions that are neither true under every possible valuation (i.e. tautologies) nor false under every possible valuation (i.e. contradictions). A contingent proposition is neither necessarily true nor necessarily false. Overview Propositions that are contingent may be so because they contain logical connectives which, along with the truth value of any of its atomic parts, determine the truth value of the proposition. This is to say that the truth value of the proposition is ''contingent'' upon the truth values of the sentences which comprise it. Contingent propositions depend on the facts, whereas analytic propositions are true without regard to any facts about which they speak. Along with contingent propositions, there are at least three other classes of propositions, some of which overlap: * '' Tautological'' propositions, which ''must'' be true, no matter what the circumstances are or could be (example: "It is the cas ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Teaching
Teaching is the practice implemented by a ''teacher'' aimed at transmitting skills (knowledge, know-how, and interpersonal skills) to a learner, a student, or any other audience in the context of an educational institution. Teaching is closely related to ''learning'', the student's activity of appropriating this knowledge. Teaching is part of the broader concept of ''education Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Va ...''.Naïl Ver, Adeline Paul and Farid Malki, ''Professeur des écoles : droits, responsabilités, carrière'', Retz Éditions, 2014, 223 p. Methods Profession Training References {{Authority control ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cognition
Cognition refers to "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". It encompasses all aspects of intellectual functions and processes such as: perception, attention, thought, intelligence, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and computation, problem solving and decision making, comprehension and production of language. Imagination is also a cognitive process, it is considered as such because it involves thinking about possibilities. Cognitive processes use existing knowledge and discover new knowledge. Cognitive processes are analyzed from different perspectives within different contexts, notably in the fields of linguistics, musicology, anesthesia, neuroscience, psychiatry, psychology, education, philosophy, anthropology, biology, systemics, logic, and computer science. These and other approaches to the analysis of cognition (such as embodied cognition) ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Epistemology
Epistemology (; ), or the theory of knowledge, is the branch of philosophy concerned with knowledge. Epistemology is considered a major subfield of philosophy, along with other major subfields such as ethics, logic, and metaphysics. Epistemologists study the nature, origin, and scope of knowledge, epistemic justification, the rationality of belief, and various related issues. Debates in epistemology are generally clustered around four core areas: # The philosophical analysis of the nature of knowledge and the conditions required for a belief to constitute knowledge, such as truth and justification # Potential sources of knowledge and justified belief, such as perception, reason, memory, and testimony # The structure of a body of knowledge or justified belief, including whether all justified beliefs must be derived from justified foundational beliefs or whether justification requires only a coherent set of beliefs # Philosophical skepticism, which questions the possibili ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Ontology
In metaphysics, ontology is the philosophical study of being, as well as related concepts such as existence, becoming, and reality. Ontology addresses questions like how entities are grouped into categories and which of these entities exist on the most fundamental level. Ontologists often try to determine what the categories or highest kinds are and how they form a system of categories that encompasses classification of all entities. Commonly proposed categories include substances, properties, relations, states of affairs and events. These categories are characterized by fundamental ontological concepts, including particularity and universality, abstractness and concreteness, or possibility and necessity. Of special interest is the concept of ontological dependence, which determines whether the entities of a category exist on the most fundamental level. Disagreements within ontology are often about whether entities belonging to a certain category exist and, if so, how they ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
