Search

Justification of theorems plays a vital role in any rational human activity. It is indispensable in science. The deductive method of justifying theorems is used in all sciences and it is the only method of justifying theorems in deductive disciplines. It is based on the notion of proof, thus it is a method of proving theorems. In the Warsaw School of Logic (WSL) – the famous branch of the Lvov-Warsaw School (LWS) – two types of the method: axiomatic deduction method and natural deduction method were developed and practiced. In this paper, both of these methods are briefly discussed with an emphasis on their historical, groundbreaking significance for logic. The axiomatic method by means of rejection (proposed by Jan Łukasiewicz – a co-creator of the WSL), which is the method of the so-called rejection proof (rejection/refutation method) in logical systems and the proving method of generalized natural deduction, which is a hybrid deduction–refutation method of proving theorems, are also outlined in the paper. The author discusses their historical significance. This paper also contains a brief mention of the most significant results which the application of the discussed methods introduced into contemporary scientific research, not only logical one. [ABSTRACT FROM AUTHOR]

We take into account two areas of the logical research of the Lvov-Warsaw School. First, we consider a new approach to research in the history of logic introduced and practiced by Łukasiewicz and some of his followers. In this style of doing history of logic, the knowledge of original philosophical and logical texts was combined with competence in modern logic. This method resulted in many important discoveries both in history and in logic and philosophy. At the same time, we pay attention to contemporary historical research devoted to the logic created by the School itself. In this context, we present an overview of the six papers included in the special issue 'Logic and its History in the Lvov-Warsaw School'. These papers were presented at an international symposium, 'History in/of the Lvov-Warsaw School', held in October 2022 in Warsaw, and they cover various aspects of historical-logical and logical achievements of the School. They concern topics from history of ancient logic, history of modern proof theory, and the issues of applying logic to philosophy and theology in the same way as the one implemented at the Lvov-Warsaw School. [ABSTRACT FROM AUTHOR]

We classify two of Bertrand Russell's theories of events within the point-free ontology. The first of such approaches was presented informally by Russell in 'The World of Physics and the World of Sense' (Lecture IV in Our Knowledge of the External World of 1914). Based on this theory, Russell sketched ways to construct instants as collections of events. This paper formalizes Russell's approach from 1914. We will also show that in such a reconstructed theory, we obtain all axioms of Russell's second theory from 1936 and all axioms of Thomason's theory of events from 1989. Russell's work certainly influenced the works of Stanisław Leśniewski, his student Alfred Tarski, and Czesław Lejewski – prominent members of the Lvov-Warsaw School (LWS). We see our work in the tradition of the research of Leśniewski and Tarski. Building on the technical tools developed in this environment and in the spirit of the traditional research of the LWS, we engage here, in particular, with two classic works by Russell on fundamental ontology. [ABSTRACT FROM AUTHOR]

We present how the theory of reasoning developed by Tadeusz Czeżowski, a Polish logician and a member of the Lvov-Warsaw School (LWS) can be applied to the mediaeval texts which interpret the Bible, which we collectively call as Biblical exegesis (BE). In the first part of the paper, we characterise Czeżowski's theory of reasoning with some modifications based on remarks of Kazimierz Ajdukiewicz. On these grounds, we discuss the nature of reasoning and its different types, as well as the problem of textual representation of reasoning. In the second part, we describe the analytical nature of some BE at the end of twelfth century and in the thirteenth century by referring to the examples of Stephen Langton, Robert Grosseteste, Bonaventure, Albert the Great and Thomas Aquinas. We argue that they represented an analytical approach in BE, characterised by advanced use of logic and specific methods, including reasoning reconstruction and logical analysis. In the third part, we present selected examples to show how Czeżowski's framework helps in identifying various types of reasoning. We indicate some universal problems with the textual representation of reasoning found in the BE of the authors in question. Lastly, we point out how Czeżowski's framework enables the understanding of phenomena such as 'Special Biblical Inference'. Thanks to this experiment, we can see how a framework as advanced as that offered by LWS representatives can be put to the test using mediaeval Biblical commentaries, yielding interesting results. [ABSTRACT FROM AUTHOR]

This paper presents the link between Arthur N. Prior and logicians that belonged to the Lvov-Warsaw School. Although certain members of the Lvov-Warsaw School influenced Prior's views, the amount and the form of the impact are still under discussion. Prior also cooperated with some of them in the development of his systems of logic. This paper focuses on four main areas in which Prior admitted adopting ideas from the Lvov-Warsaw School: systems of propositional logic, the history of logic, modal and temporal logic and ontology. Prior's published works as well as his correspondence, which is stored in Prior's Nachlass, are used to describe the influence. [ABSTRACT FROM AUTHOR]

I shall elaborate more on the idea of anti-irrationalism proposed by the Polish analytic philosopher Kazimierz Ajdukiewicz, a prominent member of the Lvov-Warsaw School of philosophy and logic. In my reading, anti-irrationalism stands in opposition not only to overt irrationalism, which is made clear by the term itself, but also to all forms of rationalism that tip toward something like worship of reason. Having characterized anti-irrationalism as it originally appeared in Ajdukiewicz's works, I shall propose a certain reformulation (and generalization) of it, so as to capture a broader philosophical legacy in Poland, primarily, yet not exclusively the Lvov-Warsaw School. [ABSTRACT FROM AUTHOR]

The aim of the paper is to analyze the views of Willard van Orman Quine and compare them with the views of Kazimierz Ajdukiewicz, an eminent philosopher from the Lvov-Warsaw School. I will argue that Ajdukiewicz's approach to ontology is de ationary and, in that respect, similar to Quine's. In my analysis of these two ontological stances, I would like to refer to Price's de ationist interpretation of Quine's views in order to highlight the similarity between Ajdukiewicz's views and Quine's stance on ontology. Additionally, as both Ajdukiewicz and Quine used a method of paraphrase, my paper also discusses similarities and differences in the methods used by these central representatives of two philosophical environments -- Polish and Anglosphere. [ABSTRACT FROM AUTHOR]

The content of free time pedagogy from the Lviv-Warsaw School (LWS) (1895-1939) philosophers' and pedagogues' point of view has been disclosed in the paper. The subject of the article is determined on the one hand by the topicality of the free time issues in the field of education and on the other hand - by the lack of analysis of its projection in LSW in the Ukrainian philosophical-pedagogical researches. The introduction to free time pedagogy in LWS has been found in «Speech…» (1901) by Kazimierz Twardowsky, Polish philosopher, the creator and the founder of LWS. «Free time pedagogy» (1937) by Oleksandr Kulchytskyi, the Ukrainian representative of the Lviv-Warsaw School, and «Leisure education» (1966) by Bohdan Navrochynsky, the Polish representative of the LWS, have been analyzed in the paper. It has been proven that the axiological purpose of LWS free time pedagogy is the designing of such a reality in which a man could discover his/her life in its all integrity, namely would understand the sense and the value of his/her life. The author came to the conclusion that LWS free time pedagogy aims at bringing to society's mind the mention about life value and creativity, so that a human would not devastate his/her inner world and would not lose his/her identity and unicity in the competition of civilization against culture. [ABSTRACT FROM AUTHOR]

The article focuses on the Lvov-Warsaw School thoughts in philosophy in the second half of the 20th century in Poland. It includes logic which talks of sentential calculus, nominal calculus, and erotetics, ontology which talks of the theory of being or existence, the theory of necessity and possibility, and the theory of time and space, and axiology which talks of ontic status of values, motivation and respecting norms, and ethical systems.

The article focuses on Stefan Baley, a Ukrainian and one of Kazimierz Twardowski's most eminent students, and the institutional and ideological bond between him, Twardowski and the Lvov-Warsaw School. A brief biography of Baley is presented and include his early life, academic achievements, and career. The main directions of his psychological studies were Brentano's descriptive psychology, psychoanalysis, and the psychology of music.

A biography of Bronislaw Bandrowski, one of the first students of Kazimierz Twardowski in Lvov-Warsaw School, is presented. He was born on May 27, 1879, and died at the age of thirty-five on July 27, 1914. He studied philosophy, mathematics and classical philology and a co-founder of the Polish Philosophicla Society. Until 1906, he was mostly interested in philosophy and logic, but after that year, almost all of his lectures and reviews were focused on psychology.

The article discusses empirical psychology in the Lvov-Warsaw School through a reconstruction of the Leopoldian laboratory of experimental psychology and aspects of the Twardowskian conception of psychology as philosophical science. Other topics in the article include a brief history of the psychology laboratory at the school and Twardowski's distinction between what is experimental and empirical in psychology.

The article focuses on the humanistic traits of psychology at the Lvov-Warsaw School. The article started with a description of Kazimierz Twardowski's life, career and contribution to the School. Humanistic psychology, as taught by psychologists of Twardowski's School, is discussed according to several concepts which include the object of psychology, the method of psychology, and psychological theories.

The article discusses the views of philosophers regarding aletheiology, the philosophy of truth, in the Lvov-Warsaw School. It includes Kazimierz Twardowski, the father of the school, who discussed whether truth is absolute or relative, Jan Lukasiewicz who says that a sentence is true if and only if it states that something exist or does not exist, and Alfred Tarski who elaborated on the semantic theory of truth and offered a diagnosis of the Liar paradox and other semantic antinomies.

The article presents the history of and ideas at the Lvov-Warsaw School. Several personalities on the founding and flourishing of logic in Poland were mentioned including Kazimierz Twardowski, founder of Lvov-Warsaw School who introduced Franz Brentano's metaphilosophical program in Poland, Jan Lukasiewicz who trained philosophers with interest in logic, and Alfred Tarski. Logical ideas include the parenthesis-free logical notation, the concept of paraconsistency, and intuitionistic logic.

The newly emerging branch of research of Computer Science received encouragement from the successors of the Warsaw mathematical school: Kuratowski, Mazur, Mostowski, Grzegorczyk, and Rasiowa. Rasiowa realized very early that the spectrum of computer programs should be incorporated into the realm of mathematical logic in order to make a rigorous treatment of program correctness. This gave rise to the concept of algorithmic logic developed since the 1970s by Rasiowa, Salwicki, Mirkowska, and their followers. Together with Pratt's dynamic logic, algorithmic logic evolved into a mainstream branch of research: logic of programs. In the late 1980s, Warsaw logicians Tiuryn and Urzyczyn categorized various logics of programs, depending on the class of programs involved. Quite unexpectedly, they discovered that some persistent open questions about the expressive power of logics are equivalent to famous open problems in complexity theory. This, along with parallel discoveries by Harel, Immerman and Vardi, contributed to the creation of an important area of theoretical computer science: descriptive complexity. By that time, the modal μ-calculus was recognized as a sort of a universal logic of programs. The mid 1990s saw a landmark result by Walukiewicz, who showed completeness of a natural axiomatization for the μ-calculus proposed by Kozen. The difficult proof of this result, based on automata theory, opened a path to further investigations. Later, Bojanczyk opened a new chapter by introducing an unboundedness quantifier, which allowed for expressing some quantitative properties of programs. Yet another topic, linking the past with the future, is the subject of automata founded in the Fraenkel-Mostowski set theory. The studies on intuitionism found their continuation in the studies of Curry-Howard isomorphism. Łukasiewicz's landmark idea of many-valued logic found its continuation in various approaches to incompleteness and uncertainty. [ABSTRACT FROM AUTHOR]

This article is an attempt to reconstruct the psychological achievements of the representatives of the Lvov-Warsaw School of historical psychology, virtually forgotten and unknown in the world's psychological literature. Kazimierz Twardowski (1866-1938), founder of the school, developed a philosophical and psychological program on the basis of (among other things) the theory of actions and products, including the research program that is now included in the thread of historical psychology. His student, Wladyslaw Witwicki (1878-1948), developed the cratism theory (the theory of power) on the basis Twardowski's assumptions, providing an alternative to Alfred Adler's theory of striving for superiority while also declaring it a few years before Adler. The consequence of Witwicki's theory and the methodological assumptions was the creation of psychobiography: the first nonpsychoanalytical psychobiography of Socrates (Witwicki. 1909, 1922) and the psychobiography of Jesus Christ (Witwicki, 1958). The school's activities weakened for political reasons, particularly the outbreak of the First World War. The members of the school dispersed after 1918, and they lost international connections with the world of science. Their significant achievements in the field of psychology remained unknown to psychologists for nearly a century. In this article, I would like to present the school's unique but unfinished program of reconstructing mental life through the psychological interpretation of cultural products (literature, arts, diaries), and its value for the practice of research in historical psychology. This program required additional development, but because of the war this never happened. Some of the school's theoretical findings and the first attempts to apply them have still significant value and show us the originality of Lvov-Warsaw School psychology. [ABSTRACT FROM AUTHOR]

Izydora Dąmbska was one of the most outstanding representatives of the Lvov-Warsaw School and a disciple of both the School's founder Kazimierz Twardowski and Kazimierz Ajdukiewicz. Interest in the School was the result of Twardowski's program of scientific philosophy, which was adopted by the vast majority of his students. This program assumed that the basic condition for practicing philosophy in a scientific manner is the precise use of language by a philosopher. One of the scholars who devoted most attention to language was Kazimierz Ajdukiewicz. Dąmbska accepted that the philosophical program of the School was opposed to the trend shared by many contemporary schools at the time which belonged to the so called current of linguistic philosophy. According to this trend, language is the only object of philosophical investigation. The analysis of Ajdukiewicz's concept of language is one of her most interesting achievements in the domain of philosophy of language. This concept, called by Dąmbska 'the immanent concept of language', is the basis of Ajdukiewicz's well-known radical conventionalism. [ABSTRACT FROM AUTHOR]

The article focuses on the study of logic at the Lvov-Warsaw school of philosophy by various philosophers on several topics including sentential calculus, ontology and semantics. Topics discussed include the pursuing of nominal calculus by the students of philosopher Kazimierz Twardowski; the development of the study of mereology.

The article focuses on the theories of mental acts described in the works of philosopher Kazimierz Ajdukiewicz, and mentions that of the philosophers at the Lvov-Warsaw school of philosophy elaborated theories of mental predicate. Topics discussed include the recognition of dissimilarities between the mental and physical state by Ajdukiewicz; and the concept of consciousness in relation to mental acts.

The article focuses on the instutional bond of psychologist Stefan Baley with philosopher Kazimierz Twardowski being his student at the Lvov-Warsaw school of philosophy, and mentions that the school of philosophy was founded by Twardowski. Topics discussed include the practice of academic dissertations being started by Twardowski for Ukrainian students.

The article focuses on scientific work of philosopher Bronisław Bandrowski and mentions that Bandrowski studied at the Lvov-Warsaw School of philosophy. Topics discussed include Bandrowski being one of the most talented student of philosopher Kazimierz Twardowski at the Lvov-Warsaw School; the plans of the Polish Philosophical Society for the publishing of the philosophical works of Bandrowski; and the works of Bandrowski on psychology of thinking.

The article focuses on the Leopoldian laboratory of experimental psychology at the Lvov-Warsaw school of philosophy and its historical reconstruction, and mentions the concepts of philosopher Kazimierz Twardowski on psychologism. Topics discussed include the book "Pedagogical Encyclopedia;" and the laboratory being created by Twardowski at the university.

The article focuses on the traits of psychology at the Lvov-Warsaw school of philosophy, and mentions that Kazimierz Twardowski, philosopher and chairman at Lvov University did not abandon psychology at the school to focus on philosophy. Topics discussed include the influence of philosopher Franz Brentano on Twardowski resulting on his focus on psychology at school; and the approach of Twardowski to the theoretical proposal for psychophysiology.

The article focuses on the views of philosopher Czesław Lejewski on metaphysics and ontology, and mentions that Lejewski was a defender of reism. Topics discussed include the defensive strategy used by Lejewski in response to the criticism of philosopher K. Ajdukiewicz to the doctrine of philosopher T. Kotarbiński; the views of Lejewski compared to the representatives at the Lvov-Warsaw School.

The article focuses on the approach of philosopher Kazimierz Twardowski to metaphysics that is a discipline of philosophy, and mentions the approach of philosophy to science at the Lvov-Warsaw School of philosophy. Topics discussed include Kazimierz Twardowski being under the influence of the book "Logische Untersuchungen" by Edmund Husserl; and mentions the appointment of Twardowski as a professor of philosophy at the Lvov University.

The article offers information on the philosophical theories on the concept of truth in the Lvov-Warsaw school (LWS), and mentions that the aletheiology of LWS was strongly influenced by philosopher Kazimierz Twardowski. Topics discussed include the examples of relativism illustrated by Twardowski, the moral rules and scientific hypotheses not based on determinate meanings.

The article offers information on the achievements made by the Lvov-Warsaw school, and mentions several books focused on mathematical logic including "Formulaire de mathématiques, "Principia Mathematica," and "Fundamenta Mathematicae." Topics discussed include the rising of mathematical logic with the contribution of philosopher C.S. Peirce, and mathematician A.N. Whitehead.

This paper is concerned with Twardowski’s role as a teacher and a founder of the Lvov-Warsaw School of logic and philosophy as well as with his main contributions to philosophy: the distinction between the content and object of presentations and his defense of objective truth, which initiated a debate on the eternity of truth in the School. It would perhaps be no exaggeration to say that the emergence of the Lvov-Warsaw School was the result of the premeditated efforts of one philosopher, namely Kazimierz Twardowski. Therefore, I will first present Twardowski’s role as a teacher and founder of the School and then move on to his theoretical achievements. [ABSTRACT FROM AUTHOR]

The article discusses the philosophical grammar method of Kazimierz Twardowski, founder of Lvov-Warsaw School in Warsaw, Poland. It states that the method uses a linguistic approach to solving philosophical problems and does not aim to assume metaphysical axioms. It mentions that the defence of Twardowski on absolute notion of truth was the forming influences on the Lvov-Warsaw School.

The thesis of the paper holds that some future developments of argumentation theory may be inspired by the rich logico-methodological legacy of the Lvov-Warsaw School (LWS), the Polish research movement that was most active from 1895 to 1939. As a selection of ideas of the LWS which exploit both formal and pragmatic aspects of the force of argument, we present: Ajdukiewicz's account of reasoning and inference, Bocheński's analyses of superstitions or dogmas, and Frydman's constructive approach to legal interpretation. This paper does not aim at exhaustive elaboration of any of these topics or their usefulness in current discussions within argumentation theory. Rather, we intend to indicate chosen directions of a potentially fruitful research program for the emerging Polish School of Argumentation which would consist in application of methods and conceptions elaborated by the LWS to selected open problems of contemporary research on argumentation. [ABSTRACT FROM AUTHOR]

Copyright of Studia Socjologiczne is the property of Studia Socjologiczne and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Józef M. Bocheński began his philosophical career as an eclectic philosopher, then switched to Thomism and finally became a representative of the analytic school. As a Thomist he wanted to reform this orientation by the resources of modern formal logic. This tendency culminated in the establishment of the Cracow Circle (established in 1936) whose members were Bocheński, Jan F. Drewnowski, Jan Salamucha, and Bolesław Sobociński. However, the program of the Cracow Circle was rejected by most Thomists who considered traditional logic as an entirely sufficient device of philosophy. Bocheński was very disappointed by this attitude of his Thomist fellows. His evolution toward analytic philosophy, free of any ideological pressure, can be regarded as his reaction to the conservatism of Thomism. [ABSTRACT FROM AUTHOR]

The article is a historical account of some crucial philosophical investigations within the Lvov-Warsaw School and the assessment of Franz Brentano's role, an «apostate of philosophy», in inspiring these investigations. Brentano sought to overcome the gap between philosophy and science and, subsequently, between philosophical method and scientific method. By medium of Kazimierz Twardowski, Brentano's approach to method was, in its main aspects, inherited by the whole Lvov-Warsaw School. In connection with this approach, a number of further problems emerged: what is the role of natural language in science, is it apt to philosophizing, how to avoid terminological chaos on the one hand and pragmatically unjustified «symbolomania» on the other? In the article some tentative solutions, proposed by the theorists of the Lvov-Warsaw School, are concisely presented. [ABSTRACT FROM AUTHOR]

This article concerns one of the most important philosophical formations in the twentieth century, the Lvov-Warsaw School. It analyzes the phenomenon of Twardowski's School from a perspective that so far has not been taken into account by scholars: the multicultural nature of Lvov as the cradle of the school. The chief aim of the article is to identify numerous leading representatives of Ukrainian philosophical thought in prewar Galicia with the tradition of the Lvov Philosophical School, thus filling an important gap in research on the Lvov-Warsaw School and broadening the perspective of its understanding as a multicultural intellectual formation. [ABSTRACT FROM AUTHOR]

The article presents an overview of the Jewish contributions and involvement with Polish philosophy of the Modern Era. The paradigms of Jewish "philosophy in Poland" and Jewish "Polish philosophy" are differentiated, focusing on the latter. The participation of Jews in Polish philosophical schools of thought is then mapped from the mid-19th century after the Haskala movement until 1939. Figures profiled include Ludwik Gumplowicz, Stanisław Kramsztyk, and Alfred Tarski. The Lvov-Warsaw School of philosophers is particularly addressed.

An introduction is presented on the sections of the volume on research currents of the Lvov-Warsaw School including the logical and semiotic research of the School, the ontological section, and the section on psychology and sociology in the School.