6. The Development of Logical Necessity

Keyword(s):  
Author(s):  
Rosanna Keefe ◽  
Jessica Leech

According to an increasingly popular view, the source of logical necessity is to be found in the essences of logical entities. One might be tempted to extend the view further in using it to tackle fundamental questions surrounding logical consequence. This chapter enquires: how does a view according to which the facts about logical consequence are determined by the essences of logical entities look in detail? Are there any more or less obvious problems arising for such a view? The chapter uncovers a prima facie result in favour of logical pluralism. However, it then goes on to raise some concerns for this result. It argues that, considered generally, it is difficult to see how essence could do all of the requisite work alone. The chapter also shows how considering things from the perspective of disputes between particular rival logics makes an interesting and important difference to the picture of things presented by the essentialist account.


2021 ◽  
Author(s):  
Mariya Yatsymirska ◽  

The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.


Perception ◽  
10.1068/p5183 ◽  
2005 ◽  
Vol 34 (4) ◽  
pp. 429-451 ◽  
Author(s):  
Anthony Marcel ◽  
Christian Dobel

Perceptual input imposes and maintains an egocentric frame of reference, which enables orientation. When blindfolded, people tended to mistake the assumed intrinsic axes of symmetry of their immediate environment (a room) for their own egocentric relation to features of the room. When asked to point to the door and window, known to be at mid-points of facing (or adjacent) walls, they pointed with their arms at 180° (or 90°) angles, irrespective of where they thought they were in the room. People did the same when requested to imagine the situation. They justified their responses (inappropriately) by logical necessity or a structural description of the room rather than (appropriately) by relative location of themselves and the reference points. In eight experiments, we explored the effect on this in perception and imagery of: perceptual input (without perceptibility of the target reference points); imaging oneself versus another person; aids to explicit spatial self-consciousness; order of questions about self-location; and the relation of targets to the axes of symmetry of the room. The results indicate that, if one is deprived of structured perceptual input, as well as losing one's bearings, (a) one is likely to lose one's egocentric frame of reference itself, and (b) instead of pointing to reference points, one demonstrates their structural relation by adopting the intrinsic axes of the environment as one's own. This is prevented by providing noninformative perceptual input or by inducing subjects to imagine themselves from the outside, which makes explicit the fact of their being located relative to the world. The role of perceptual contact with a structured world is discussed in relation to sensory deprivation and imagery, appeal is made to Gibson's theory of joint egoreception and exteroception, and the data are related to recent theories of spatial memory and navigation.


Author(s):  
Syed Jawad Ali Shah ◽  
Shuja Ahmad

This paper argues that Al-Ghazali and Hume arrived at same conclusion i.e.both reject natural causality as a logical necessity however they provide very different premises for this conclusion. Moreover, Hume’s rejection of the natural causal necessity leads him to religious skepticism whereas, Al-Ghazali’s rejection of natural causal necessity leads him to have a strong faith in God and Miracles. The paper discusses the problem of causation in their philosophies focusing on the issues such as: causation as habit; uniformity in the natural order; causation is a mere sequence of observed things; whether causal relation is ontological or epistemological; issues related to miracles and diverse possibilities. Furthermore, the paper also focuses on the issue of Occasionalism and free will with special reference to Al-Ghazali and Hume.


2019 ◽  
pp. 154-166
Author(s):  
David Mitchell
Keyword(s):  

Author(s):  
Arthur Lupia

Chapter 5 offered a logic that clarifies the kinds of information that can increase knowledge and competence. In the coming chapters, I explain how educators can more effectively communicate this kind of information to others. From this point forward in part I, I focus on the time after an educator has identified information that can increase desired knowledge and competences. An educator in this situation faces an important challenge: Just because information can increase knowledge and competence does not mean that it will do so. For information to have these effects, prospective learners must think about the information in certain ways. For example, if a piece of information is to increase another person’s competence, that person must pay attention to the information. If the prospective learner ignores the information or processes it in ways that an educator did not anticipate, then the information may not have the educator’s desired effect. In chapters 6 to 8, I use insights from research on information processing to describe two necessary conditions for persuading an audience to think about information in ways that increase knowledge and competence. These conditions are gaining an audience’s attention and having sufficient source credibility. I focus on these conditions not only because of their logical necessity, but also because they are two factors over which educators often have some degree of control. “Not so fast!” This is a reaction that I sometimes get when suggesting that we base educational strategies on basic facts about attention and credibility, rather than continuing to rely on often-faulty intuitions about how others learn. Indeed, I have met many educators who initially argue that: “Being an expert in (say, deliberative democracy) makes me persuasive. Citizens and policymakers should respect me and be interested in what I have to say.” This is an attractive notion. It is also an illusion in many cases. Learning is a process that has knowable biological and psychological properties. A fundamental implication of these properties is that people ignore almost all of the information to which they could attend and people forget about almost all of the information to which they pay attention.


2020 ◽  
pp. 113-128
Author(s):  
Amie L. Thomasson

This chapter responds to other objections to modal normativism, including alleged counterexamples in which we have an apparent rule without a necessity (for example, in “I am here now”), or in which we appear to have a necessity without a rule (for example, in claims that numbers exist necessarily). It then turns to respond to allegations that the view is implicitly circular, since semantic rules must themselves be understood in modal terms, or since we must also take into account the consequences of the rules and so invoke a notion of logical necessity. In responding to these objections, the chapter also points to non-descriptivist approaches that have been developed for nomological necessity and logical necessity.


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