The main purpose of this article is to discuss the views of the Jesuit Stanisław Dunin–Borkowski (1864–1934) about Albert Einstein’s theory of relativity. These days, Dunin–Borkowski is a rather obscure figure despite rising to fame in the interwar period as an outstanding expert in the philosophy of Baruch Spinoza. Thus, the secondary aim of this article is to remind ourselves of this somewhat forgotten scholar. As a researcher, writer, and pedagogue, Dunin–Borkowski was interested (...) in numerous fields of knowledge. Among these were the natural sciences, including physics and the influence that new physical theories had on philosophical thought. This present study therefore fills a gap in the existing research about how Polish philosophers received Einstein’s theories. The example of Dunin–Borkowski also serves as a basis for discussing some of the fundamental problems of neo-scholasticism in receiving new mathematicised scientific theories. (shrink)

The linguistic studies written by Anna Wierzbicka have been an occasion for the remarks on the relationship between linguistics and philosophy and for the question whether linguistic enquiries entitle us to put forward philosophical theses. In particular, whether and to what extent we indeed learn something philosophically significant about the world (of culture) and the nature man and his mind by examining language. Defining here position as interdisciplinary, Wierzbicka draws on the studies of the relationship between language and culture, language (...) and mind (language is a mirror of the mind - Leibniz). She claims that philosophy can be made a reliable science, provided it is based on linguistics, and the results of linguistic analyses can be found at the grounds of philosophical theses. Such philosophical references are A. Wierzbicka\'s attempts to combine semantics with generativism (Chomsky). Her intention to bring about a holistic description of language through defining elementary expressions (concepts, meanings), the so-called indefinibilia (\"primitives\") can also be called philosophical in character. They suffice to define all the remaining expressions, and basic universal syntactic constructs in the form of a grammar of elementary units, i.e. the ways of combining elementary units into greater wholes. We think that Wierzbicka\'s procedure, her quest after primary elements (of language) are reducing. A. Wierzbicka\'s main idea, with regard to the relationship between language and mind, may be understood as follows: this is a Janus-faced relationship - one face (empirically accessible) is language, the other one is the mind accessible through investigations on language. Both \"faces\" (spheres) are somehow functionally \"glued together\". In fact, however, Wierzbicka speaks little about the philosophically comprehended nature of man, whereas she speaks much about linguistic varieties and similarities among people. Generally speaking, while she declares herself to be a linguist, she has a philosophical temper and ambitions to generalise, i.e. she conducts linguistic studies with an intention to arrive at philosophical theses (by examining language she wants to obtain knowledge about the world and man). She issues statements which go beyond a purely linguistic knowledge and strictly linguistic data, hence they are not made legitimate by the linguistic material itself. A. Wierzbicka does not explain in more detail her way of understanding philosophy, assuming its intuitive comprehension. From some contexts it can be deduced that she takes it to mean a worldview. Should we call some parts of her reasoning a philosophy, it is then not a realistic philosophy but subject-oriented (first-person philosophising), such that touches upon the problems of the borderline between linguistics and philosophy, more concerned with the axis language-user than language-the world. Simultaneously, it is a non-demarcated and non-autonomic philosophising, exactly within the context of science, for it takes advantage of the results of empirical sciences to pose philosophical theses. The belief that philosophy can be pursued within a linguistic context coincides with the approach of analytical philosophy with its linguistic turn. Despite her declarations to make philosophy more scientific, Wierzbicka\'s arguments on behalf of the generalised (philosophical) theses are more their illustration and explication than a decisive legitimacy. Her belief that one can find some common, primitive linguistic units (simplicia) in the form of a complete set of independent concepts for all languages of the world seems Utopian. It is difficult to do it even in deductive systems, constructed by way of the axiomatic method and with a finite set of initial expressions. (shrink)

The paper presents some principal motives that made I. Kant take the position of transcendental idealism. They are the following: the question of a priori synthetic judgements, the question of the cognitive and ontic status of space and time, the problem of the constitution of the phenomenal world, and the problem of the objectivity of empirical judgments (the so-called transcendental deduction). In relation to Kant’s solutions some objections have been formulated and a thesis that neither separately nor in combination can (...) the main four motives be treated as conditions sufficient for idealism and agnosticism. The author also seeks to show the relationship between transcendental idealism and Kant’s belief of the impossibility to solve the “great” metaphysical problems, therefore the problem of the existence of God, soul, and freedom. (shrink)

The German philosopher Robert Spaemann proposed a complex but incomplete concept of philosophy. It has features of a classical approach, but it is difficult to define what is classical in it. Its comparison to the contemporary version of classical philosophy developed by the Lublin School of Philosophy shows that Spaemann may be considered as a representative of a classical, though not metaphysical, manner of philosophizing. Both in philosophy, systematically perceived as a type of cognition, and history, perceived as a type (...) of discourse, classical influences can be observed in terms of the concept of philosophy, its object, purpose, and method. Despite the tension between philosophy as the cognition and philosophy as the discourse, in his concept these two aspects cannot be reduced one to another and cannot be separate from each other. The awareness that philosophy is an endless and controversial discourse on ultimate problems does not relieve philosophers from their efforts to pursue the truth about reality. And this is how Spaemann looks at his own philosophising. (shrink)

Thomas Aquinas understands providence as the reason of directing things to ends, and as the execution of that directing, i.e. governance. Thus, providence is one of the fundamental attributes of the person that reveals the person's perfection and dignity. Providence consists in a free and reasonable directing of oneself and the reality subject to oneself in order to actualize potentialities of oneself and of other beings in the context of the ultimate goal of existence. Human providence joins the providence of (...) the Absolute with regard to the world. In spite of its deficiencies human providence reveals the essential dignity of the human person. (shrink)

The paper appreciates six conditions which, according to G.E. Hughes and M.J. Cresswell, must be respected by those formal systems which aspire to be systems of modal logic. There are few such systems. The sense of modal functors \"it is necessary that,\" \"it is possible that,\" in this type of systems is in no way made precise. The paper undermines the validity of some conditions shown by Hughes and Cresswell. It outlines the way by which to construct a system of (...) modal logic in which the functor of logical necessity and logical possibility would be unambiguously characterised by methods of contemporary logic. (shrink)

The book by professor Stanisław Kowalczyk, renowned scholar in the field of social philosophy, is, without doubt, one of the most important studies on the idea of freedom. The concept of freedom is as old as mankind. It has many meanings and has been interpreted in many different ways. For instance, we also have the word „liberty," which means „freedom or right" and is synonymous with the word freedom, which means „the condition of being free." The author indicates that (...) in our times the notion of freedom is most frequently used; however, it is often misused or deceptive. Mass media and people of all walks of life talk of liberty; everyone talks of freedom and, for many, it is the highest value. Longing for freedom is rooted in the heart of every human being, for freedom is an existential correlate and the fulfilment of the rational human being. The semantic confusion about the notion of freedom leads to many misuses of the concept. Personalism, as a philosophical concept in which a person stands in the centre of all discussion, serves as a framework for the author's delineation on the concept of freedom. He further states that the appropriate understanding of this value is possible in the context of the personalistic interpretation of a human being. This is the focus of this informative and insightful book. (shrink)

The article reviews the book Philosophia Vitam Alere. Prace dedykowane Profesorowi Romanowi Darowskiemu SJ z okazji 70-lecia urodzin, edited by Stanisław Ziemiański S.J.

In this paper, we deal with the issue of how it is possible for pretending children to engage in exploratory performances and entertain alternative states of affairs. We question the approach according to which pretenders must be capable of counterfactual reasoning. Instead, we follow an alternative action-based framework on cognition and thus pretense, which argues for a much more profound role of the context of play than the questioned Counterfactual Thinking Approach to Pretense (CTAP). First, we motivate this shift in (...) theoretical perspective by critiquing CTAP and providing arguments in favor of the action-based alternative we endorse. Then, we demonstrate that the action-based framework allows for a fruitful analysis of pretense in terms of its context rather than (solely) mind-internal processes. This paper proposes that (1) thematic play-frames enable unusual manipulations with objects and words, and invite dynamic interactions between players who can discover new possibilities for action and communication, as well as that (2) pretense contexts understood generally as opposed to non-pretense contexts have selected features—specifically the adults’ approval of playing with cultural norms, the looseness of constraints, and the lack of particular goals leading to children’s positive feelings—that are genuinely conducive to play explorations. Finally, we discuss other contexts of possibilities, as well as the educational prospects of particular context-to-context transmissions. (shrink)

In this paper we study automated reasoning in the modal logic CPDLreg which is a combination of CPDL (Propositional Dynamic Logic with Converse) and REGc (Regular Grammar Logic with Converse). The logic CPDL is widely used in many areas, including program verification, theory of action and change, and knowledge representation. On the other hand, the logic REGc is applicable in reasoning about epistemic states and ontologies (via Description Logics). The modal logic CPDLreg can serve as a technical foundation for reasoning (...) about agency. Even very rich multi-agent logics can be embedded into CPDLreg via a suitable translation. Therefore, CPDLreg can serve as a test bed to implement and possibly verify new ideas without providing specific automated reasoning techniques for the logic in question. This process can to a large extent be automated. The idea of embedding various logics into CPDLreg is illustrated on a rather advanced logic TEAMLOGK designed to specify teamwork in multi-agent systems. Apart from defining informational and motivational attitudes of groups of agents, TEAMLOGK allows for grading agents' beliefs, goals and intentions. The current paper is a companion to our paper (Dunin-Kęplicz et al., 2010a). The main contribution are proofs of soundness and completeness of the tableau calculus for CPDLreg provided in (Dunin-Kęplicz et al., 2010a). (shrink)

In this paper, we explore whether the ethical positions of students are firmly entrenched when they enter college, or do they change due to maturity, experience to ethical discussions in coursework, work experience, or a combination of factors. This study compared the ethical attitudes of freshmen and junior accounting majors, and graduate MBA students when confronted with two ethical dilemmas. Undergraduates were found to be more justice oriented than their MBA counterparts, who were more utilitarian in their ethical approach. While (...) males tended to be more utilitarian, they were also more tentative and neutral in their responses. Females expressed more definite ethical positions than males when assessing specific ethical behaviors. Prior exposure to ethics via coursework or employment did not significantly affect ethical attitudes. (shrink)