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Logical Analysis (logical + analysis)

Distribution by Scientific Domains
Humanities and Social Sciences75%

Selected Abstracts

Deflationism and the true colours of necessity in Wittgenstein's Tractatus

DIALECTICA, Issue 4 2003
José Medina
This paper articulates a deflationary interpretation of the notions of meaning and necessity in Wittgenstein's Tractatus. This interpretation is developed through a new account of the socalled color-exclusion problem and of why the formalism of the Tractatus fails to solve it. According to my analysis, this failure calls into question whether the limits of the sayable and the thinkable can be drawn from within language and thought by means of a purely formal logical analysis. I argue that the lesson to learn from the color-exclusion problem concerns the limitations of a formal logical analysis of language in eliminating the philosophical mythologies formed around the notions of meaning and necessity, and more generally the limitations of formalism as a deflationary strategy in philosophy. [source]

Logical Positivism, Analytic Method, and Criticisms of Ethnophilosophy

METAPHILOSOPHY, Issue 4 2004
Polycarp Ikuenobe
Abstract: I argue that the analytic method has been circularly used to analyze the concept of "philosophy," and that the result of this analysis has also been used to criticize African ethnophilosophy as nonphilosophical. I critically examine the criticism that ethnophilosophy implies cognitive relativism and the criticism that it implies authoritarianism. I defend ethnophilosophy against these criticisms, arguing that they are rooted in logical positivism, the view that philosophy essentially involves the use of the methods of science and logical analysis. I argue that such analysis and criticisms, given their pedigree, do not provide an adequate or accurate picture of the nature of philosophy. [source]

How to be a Value-Free Advocate of Laissez Faire

AMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 3 2005
Ludwig von Mises's Solution
Ludwig von Mises is often regarded as a "champion" of laissez faire. This characterization seems to contradict Mises's clear statement that economics is value free. The aim of this paper is to resolve this apparent contradiction. We accomplish this by distinguishing, as Mises did, between the advocacy of specific laissez-faire policies and the advocacy of a laissez-faire ideology vis-à-vis the alternative ideologies of socialism and interventionism. Mises argued that the logic of a value-free economics could be used to show that socialist and interventionist policies would not achieve a goal that the socialists and interventionists implicitly or explicitly aim to achieve, that of progress in terms of material wealth for the members of society. Thus, Mises resolved the contradiction by shifting the debate from the welfare analysis of particular policies to a logical analysis of the ends of a particular ideology and the means available to achieve those ends. In a seminal paper in neo-Austrian economics, Murray Rothbard criticized Mises. We analyze Rothbard's argument partly as a means of elucidating Mises's views and argue that Rothbard misinterpreted Mises and quoted him out of context. Rothbard failed to adequately support his claim that Mises held the beliefs that Rothbard attributed to him. Moreover, Rothbard's paper undermined the value freedom that Mises regarded as a crucial characteristic of economics. [source]

Introducing undergraduate students to science

BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010
Paulo De Ávila Jr.
Abstract Understanding the scientific method fosters the development of critical thinking and logical analysis of information. Additionally, proposing and testing a hypothesis is applicable not only to science, but also to ordinary facts of daily life. Knowing the way science is done and how its results are published is useful for all citizens and mandatory for science students. A 60-h course was created to offer undergraduate students a framework in which to learn the procedures of scientific production and publication. The course's main focus was biochemistry, and it was comprised of two modules. Module I dealt with scientific articles, and Module II with research project writing. Module I covered the topics: 1) the difference between scientific knowledge and common sense, 2) different conceptions of science, 3) scientific methodology, 4) scientific publishing categories, 5) logical principles, 6) deductive and inductive approaches, and 7) critical reading of scientific articles. Module II dealt with 1) selection of an experimental problem for investigation, 2) bibliographic revision, 3) materials and methods, 4) project writing and presentation, 5) funding agencies, and 6) critical analysis of experimental results. The course adopted a collaborative learning strategy, and each topic was studied through activities performed by the students. Qualitative and quantitative course evaluations with Likert questionnaires were carried out at each stage, and the results showed the students' high approval of the course. The staff responsible for course planning and development also evaluated it positively. The Biochemistry Department of the Chemistry Institute of the University of São Paulo has offered the course four times. [source]