In this work a double exponential time inseparability result is proven for a finitely axiomatizable first order theory Q₊. The theory, subset of Presburger theory of addition S₊, is the additive fragment of Robinson system Q. We prove that every set that separates Q₊` from the logically false sentences of addition is not recognizable by any Turing machine working in double exponential time. The lower bound is given both in the non-deterministic and in the linear alternating time models. The result (...) implies also that any theory of addition that is consistent with Q₊—in particular any theory contained in S₊—is at least double exponential time difficult. Our inseparability result is an improvement on the known lower bounds for arithmetic theories. Our proof uses a refinement and adaptation of the technique that Fischer and Rabin used to prove the difficulty of S₊. Our version of the technique can be applied to any incomplete finitely axiomatizable system in which all of the necessary properties of addition are provable. (shrink)

Weakening classical logic is one of the most popular ways of dealing with semantic paradoxes. Their advocates often claim that such weakening does not affect non-semantic reasoning. Recently, however, Halbach and Horsten have shown that this is actually not the case for Kripke’s fixed-point theory based on the Strong Kleene evaluation scheme. Feferman’s axiomatization $\textsf{KF}$ in classical logic is much stronger than its paracomplete counterpart $\textsf{PKF}$, not only in terms of semantic but also in arithmetical content. This paper compares the (...) proof-theoretic strength of an axiomatization of Kripke’s construction based on the paraconsistent evaluation scheme of $\textsf{LP}$, formulated in classical logic with that of an axiomatization directly formulated in $\textsf{LP}$, extended with a consistency operator. The ultimate goal is to find out whether paraconsistent solutions to the paradoxes that employ consistency operators fare better in this respect than paracomplete ones. (shrink)

I argue that the concept of an epistemic interface is a useful one to add to the epistemic ecology toolkit in order to enrich our investigations concerning the complex epistemic phenomena arising on social media. An epistemic interface is defined as any informational interface (be it technical, human or institutional) that facilitates the transfer of epistemic goods from one epistemic environment to its outside, be that another epistemic environment or a person. When assessing the kinds of epistemic environments emerging on (...) social media platforms, we should not only look at their epistemic health or hostility as environments, but also look at how these environments interact with each other, at their interfacing. I show that several epistemic problems specific to social media such as epistemic bubbles, echo chambers and epistemic flooding can be understood also in terms of faulty epistemic interfacing, which adds a layer of complexity to the discussion. The paper proposes two criteria for healthy epistemic interfacing: preserving the flourishing of epistemic agents, and preserving in some form the value of epistemic outcomes as these cross the environment to the outside world. These criteria should give rise to specific norms and design requirements for healthy interfacing, but such norms will need more empirical work before these get formulated. (shrink)

The COVID-19 pandemic has been accompanied on social media by an explosion of information disorders such as inaccurate, misleading and irrelevant information. Countermeasures adopted thus far to curb these informational disorders have had limited success because these did not account for the diversity of informational contexts on social media, focusing instead almost exclusively on curating the factual content of user’s posts. However, content-focused measures do not address the primary causes of the infodemic itself, namely the user’s need to post content (...) as a way of making sense of the situation and for gathering reactions of consensus from friends. This paper describes three types of informational context—weak epistemic, strong normative and strong emotional—which have not yet been taken into account by current measures to curb down the informational disorders. I show how these contexts are related to the infodemic and I propose measures for dealing with them for future global crisis situations. (shrink)

The phenomenon of missed interactions between online users is a specific issue occurring when users of different language games interact on social media platforms. We use the lens of institutional theory to analyze this phenomenon and argue that current online institutions will necessarily fail to regulate user interactions in a way that creates common meanings because online institutions are not set up to deal with the multiplicity of language games and forms of life co-existing in the online social space. We (...) argue for the need to enable and foster grassroots online institutions that can stabilize the norms of interaction by redesigning algorithms and user interfaces. Such online grassroots institutions would facilitate user orientation at three distinct levels: informational, normative, and semantic-pragmatic. We propose user orientation as a principle that would facilitate the formation of institutions aiming to regulate information exchanges between users inhabiting various forms of life. This principle of user orientation should guide design decisions, while designer teams would need to become aware of the institutional power unleashed when they set up interfaces and algorithms for user-generated content. (shrink)

The Freud Wars offers a comprehensive introduction to the crucial question of the justification of psychoanalysis. Part I examines three powerful critiques of psychoanalysis in the context of a recent controversy about its nature and legitimacy: is it a bankrupt science, an innovative science, or not a science at all but a system of interpretation? The discussion makes sense of the entrenched disagreement about the validity of psychoanalysis, and demonstrates how the disagreement is rooted in the theoretical ambiguity of the (...) central concept of psychoanalysis, the unconscious. This ambiguity is then presented as the pathway to a new way of understanding psychoanalysis, based on a mode of thinking that precedes division into mental and physical. The reader is drawn into a lively and thought-provoking analysis of the central issues: · What would it mean for psychoanalysis to count as a science? · Is psychoanalysis a form of hermeneutics? · How can mental and physical explanations coincide? Part II contains the source material for Part I: the influential critiques of psychoanalysis by Adolf Grünbaum, Thomas Nagel and Jürgen Habermas. No specialised knowledge is assumed, and the book is clear and accessible while still conveying the complexity and richness of the subject. It provides a fascinating introduction to philosophical thinking on psychoanalysis for students and practitioners of psychoanalysis, psychotherapy and philosophy. (shrink)

Lavinia Marin draws from phenomenology to lay bare another aspect of the ubiquitous presence of social media. By taking the phenomenology of attention as a starting-point, she show that attention is – rather than only a scare resource as analysts departing from the perspective of the attention economy would have it – foundational for our moral relations to other beings. She argues that there is a distinctive form of other-oriented attention that enables us to perceive other beings as living (...) beings that are worthy of care. This mode of attention presupposes a form of affectivity and involves the recognition of the other as a moral being capable of forming judgments, as well as someone having certain vulnerabilities. Her analysis shows that by prioritizing homogenous interactions and standardization, social media platforms hinder us from engaging in this mode of attention, thereby undermining our capacity of recognizing to others as surprising, changing, and fallible beings. (shrink)

Recently, a new algebraic structure called pseudo-equality algebra has been defined by Jenei and Kóródi as a generalization of the equality algebra previously introduced by Jenei. As a main result, it was proved that the pseudo-equality algebras are term equivalent with pseudo-BCK meet-semilattices. We found a gap in the proof of this result and we present a counterexample and a correct version of the theorem. The correct version of the corresponding result for equality algebras is also given.

Truth predicates are widely believed to be capable of serving a certain logical or quasi-logical function. There is little consensus, however, on the exact nature of this function. We offer a series of formal results in support of the thesis that disquotational truth is a device to simulate higher-order resources in a first-order setting. More specifically, we show that any theory formulated in a higher-order language can be naturally and conservatively interpreted in a first-order theory with a disquotational truth or (...) truth-of predicate. In the first part of the paper we focus on the relation between truth and full impredicative sentential quantification. The second part is devoted to the relation between truth-of and full impredicative predicate quantification. (shrink)

Stephen Yablo [23,24] introduces a new informal paradox, constituted by an infinite list of semi-formalized sentences. It has been shown that, formalized in a first-order language, Yablo’s piece of reasoning is invalid, for it is impossible to derive falsum from the sequence, due mainly to the Compactness Theorem. This result casts doubts on the paradoxical character of the list of sentences. After identifying two usual senses in which an expression or set of expressions is said to be paradoxical, since second-order (...) languages are not compact, I study the paradoxicality of Yablo’s list within these languages. While non-paradoxical in the first sense, the second-order version of the list is a paradox in our second sense. I conclude that this suffices for regarding Yablo’s original list as paradoxical and his informal argument as valid. (shrink)

I put forward precise and appealing notions of reference, self-reference, and well-foundedness for sentences of the language of first-order Peano arithmetic extended with a truth predicate. These notions are intended to play a central role in the study of the reference patterns that underlie expressions leading to semantic paradox and, thus, in the construction of philosophically well-motivated semantic theories of truth.

Lecturing is the only educational form inherited from the universities of the middle ages that is still in use today. However, it seems that lecturing is under threat, as recent calls to do away with lecturing in favour of more dynamic settings, such as the flipped classroom or pre-recorded talks, have found many adherents. In line with the post-critical approach of this book, this chapter argues that there is something in the university lecture that needs to be affirmed: at its (...) best, the university lecture functions as a technique for thinking together or for making collective thinking happen in a lecture hall. The lecture offers the set-up, both technological and architectural, to forge a common experience that binds together the listeners and the speakers; that experience can be characterised as visualising ideas or seeing things as if they had taken on a ‘bodily form’. By looking at several examples of lecturing moments experienced by Gadamer as a student and later recounted in his autobiography, we can better understand the paradigmatic experience that characterises the lecture – as an ideal to be sought, even if, perhaps, not always actualised in everyday lectures. (shrink)

Deflationists claim that the truth predicate was introduced into our language merely to full a certain logico-linguistic function. Oddly enough, the question what this function exactly consists in has received little attention. We argue that the best way of understanding the function of the truth predicate is as enabling us to mimic higher-order quantification in a first-order framework. Indeed, one can show that the full simple theory of types is reducible to disquotational principles of truth. Our analysis has important consequences (...) for our understanding of truth. In this paper, we can only touch on one of them: we will argue that the insubstantiality of truth does not imply a conservativity requirement on our best theories of truth. (shrink)

Arithmetical pluralism is the view that there is not one true arithmetic but rather many apparently conflicting arithmetical theories, each true in its own language. While pluralism has recently attracted considerable interest, it has also faced significant criticism. One powerful objection, which can be extracted from Parsons (2008), appeals to a categoricity result to argue against the possibility of seemingly conflicting true arithmetics. Another salient objection raised by Putnam (1994) and Koellner (2009) draws upon the arithmetization of syntax to argue (...) that arithmetical pluralism is inconsistent with the objectivity of syntax. First, we review these arguments and explain why they ultimately fail. We then offer a novel, more sophisticated argument that avoids the pitfalls of both. Our argument combines strategies from both objections to show that pluralism about arithmetic entails pluralism about syntax. Finally, we explore the viability of pluralism in light of our argument and conclude that a stable pluralist position is coherent. This position allows for the possibility of rival packages of arithmetic and syntax theories, provided that they systematically co‐vary with one another. (shrink)

An increasingly popular solution to the anti-scientific climate rising on social media platforms has been the appeal to more critical thinking from the user's side. In this paper, we zoom in on the ideal of critical thinking and unpack it in order to see, specifically, whether it can provide enough epistemic agency so that users endowed with it can break free from enclosed communities on social media (so called epistemic bubbles). We criticise some assumptions embedded in the ideal of critical (...) thinking online and, instead, we propose that a better way to understand the virtuous behaviour at hand is as critical engagement, namely a mutual cultivation of critical skills among the members of an epistemic bubble. This mutual cultivation allows members within an epistemic bubble (in contrast, as we will show, with the authority-based models of epistemic echo chambers) to become more autonomous critical thinkers by cultivating self-trust. We use the model of relational autonomy as well as resources from work on epistemic self-trust and epistemic interdependence to develop an explanatory framework, which in turn may ground rules for identifying and creating virtuous epistemic bubbles within the environments of social media platforms. (shrink)

This paper proposes a conceptual framework for evaluating how social networking platforms fare as epistemic environments for human users. I begin by proposing a situated concept of epistemic agency as fundamental for evaluating epistemic environments. Next, I show that algorithmic personalisation of information makes social networking platforms problematic for users’ epistemic agency because these platforms do not allow users to adapt their behaviour sufficiently. Using the tracing principle inspired by the ethics of self-driving cars, I operationalise it here and identify (...) three requirements that automated epistemic environments need to fulfil: (a) the users need to be afforded a range of skilled actions; (b) users need to be sensitive to the possibility to use their skills; (c) the habits built when adapting to the platform should not undermine the user’s pre-existing skills. I then argue that these requirements are almost impossible to fulfil all at the same time on current SN platforms; yet nevertheless, we need to pay attention to these whenever we evaluate an epistemic environment with automatic features. Finally, as an illustration, I show how Twitter, a popular social networking platform, will fare regarding these requirements. (shrink)

Citizen participation, by now one of the main topics on the institutional agenda in many European countries, involves different fields of public action, mostly on a local level – social inclusion, urban renewal, development, the environment, health/social services, etc. It still remains, however, vague as a concept with a great variety of actors, procedures and powers involved in its practices. In this scenario, the present article asks two questions: what powers and what freedoms are involved in participation? How are they (...) constructed and increased? The article then goes on to argue how voice is relevant for understanding the many stories of participation, referring to the classic concept of voice formulated by Albert Hirschman and the elaborations offered by Amartya Sen and Arjun Appadurai in their dialogue over capabilities and capacities. (shrink)

If the classic history of events is written in the spirit of winners, the approaches of collective mental reveal that wars are disasters and collective traumas for all of the involved communities. In the following pages we will present the decantation in long term memory of a relevant fact – the deportation of German ethnics from Romania to forced labor in the Soviet Union. On the base of a secret directive, sent by Stalin, approximately 75 000 Romanian citizens of German (...) ethnicity were forced to work three-four years, some even more, at the reconstruction of the “Soviet country”. The source of the decision, its place and extent, and also the way to atone for the “collective guilt” was hidden from the deportees. At the end of the punishment, they were forbidden to speak about the deportation in the public and private space. When they returned home, all of their material evidence of the years spent in the Soviet Union was confiscated and destroyed. In a project financed by the European Union, 50 interviews with survivors of deportation and their descendants were published. The resulting accounts allowed this psycho-sociological analysis of the memory of deportation, centered on ethical and religious aspects of the behaviors and attitudes of victims and their descendants. (shrink)

The paper aims at analyzing Wittgenstein's arguments on voluntary action as they are developed in Part II of PI in Z and eventually in RPPI-II. Special attention is paid to the scrutiny of arguments which could be characterized as the pars destruens and the pars construens of Wittgenstein's grammar of action. The first one consists in the usage of the distinction between dispositions and states to get rid of the "misleading parallels" which undermine the explicative claims of scientific psychology; the (...) second lies in the elaboration of a "conceptual" analysis of the phenomena of mental life which would constitute an adequate instrument to locate voluntary actions, and "creative acts" in general, in Wittgenstein's plan for a treatment of psychological concepts. (shrink)

This collection of essays presents a systematic and up-to-date survey of the main aspects of Georg Henrik von Wright's philosophy, tracing the general ...

The essays collected in this volume represent, in a revised version, the pa pers of the Wittgenstein Conference held in November 1989 at the Univer sity ofRome 'La Sapienza' to celebrate the centenary ofhis birth. They offer a systematic account ofWittgenstein's philosophy ofmind and contribute to illuminate his later conception of perceptive, emotional and cognitive lan guage. Some of the reasons why it seemed the right time to promote an am pIe confrontation ofideas on Wittgenstein's mature perspective are sufficiently c1ear (...) as they derive from the need to sum up the state of research based on the availability of the Nachlaß and the publication in the last decade of a conspicuous quantity ofwritings dedicated to philosophical psychology; other reasons are more complex as they depend on the already noticed tendency in the recent epistemological debate to interpret Wittgenstein's provocative and controversial theses in a "perverse" way, in a way which has been used as a banner for epistemic relativism, subjectivism, and irrationalism. The intention of this collection of essays is to construct an image of Wittgenstein's thought, which is as faithful as possible to his philosophy of mind and language from both a theoretical and exegetical point of view. The book also strives to assess the continuity and internal coherence of the theses developed throughout the different phases of his research. (shrink)

The European Legacy, Volume 17, Issue 4, Page 563, July 2012.

This chapter addresses the challenges of implementing reflective thinking in engineering ethics education (EEE). It examines existing methods for teaching ethical reflection in EEE and argues that pedagogical activities aiming to foster ethical reflection need to be infused with dialogical interactions and, at a deeper level, informed by dialogism. Dialogism is understood as a relational approach to inquiry in which interactions between moral agents enable them to develop their own understandings through the process of finding shared meanings with the others (...) in activities such as sharing reasons and deliberation. Drawing on pragmatism and phenomenology, the authors conceptualize reflection as a mode of thinking that enables us to monitor and question our assumptions and values – and to synthesize experiences and situations continuously and iteratively. Classroom reflection is a nuanced practice that can be captured through experiential, first-person accounts. Given the centrality of the dialogical experiences in reflection, the assessment methods should focus on evaluating the process rather than the learning outcomes, by emphasizing self-awareness, transformation, and spontaneity in class interactions. In creating opportunities for reflection, instructors need to purposefully consider their choice of specific cases and scenarios used in instruction. Students should be guided to recognize and engage in ethical situations by considering their full, diverse, and complex contextual reality, their own assumptions, values, and experiences, and by promoting dialogical practices in the classroom. (shrink)

In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...) will first show the structural similarities between university thinking and the text as a profanation of the book. Secondly, we describe university thinking as a type of critical thinking based on the materiality of the text-on-the-page, explaining why the text has been at the centre of university pedagogy since the beginning. In the third part, we show how Illich came to see the end of the culture of the text as a challenge for the university, by describing the new features of the text-as-code incompatible with the idea of reading as study. Finally, we challenge this pessimistic reading of Illich’s and end with a call for a profanatory pedagogy of digital technologies that could mirror the revolutionary thinking behind the mediaeval invention of the text. (shrink)

The paper explores the potential of using narrative centered pedagogies in Engineering Ethics Education (EEE), drawing insights from their successful application in nursing and business ethics education. While traditional methods in EEE focus on fostering moral reasoning through case study analysis and teaching ethical theories, increasingly, there is a need for fostering soft ethical skills, such as moral sensitivity and creativity, which, in turn, demand new teaching approaches. Initially developed for nursing ethics, narrative pedagogy emphasises understanding experiences through storytelling and (...) dialogue, contrasting with the decision oriented focus of EEE. While narrative pedagogy allows for understanding stakeholders’ motivations, there is a gap in translating this understanding into ethical decisions, which engineering students must make. Drawing from a literature survey of the existing research in ethics education, the paper describes three kinds of narrative pedagogy to be used for EEE. Despite its theoretical potential, narrative pedagogy has not been deployed in EEE due to a lack of systematic research on its effectiveness. The paper calls for more experimentation and documented case studies in teaching to explore the potential narrative pedagogy in EEE. Without such experiments, the theoretical potential of narrative pedagogy in EEE may remain unproven. (shrink)

This article explores the norms that govern regular users’ acts of sharing content on social networking sites. Many debates on how to counteract misinformation on Social Networking Sites focus on the epistemic norms of testimony, implicitly assuming that the users’ acts of sharing should fall under the same norms as those for posting original content. I challenge this assumption by proposing a non-epistemic interpretation of (mis) information sharing on social networking sites which I construe as infrastructures for forms of life (...) found online. Misinformation sharing belongs more in the realm of rumour spreading and gossiping rather than in the information-giving language games. However, the norms for sharing cannot be fixed in advance, as these emerge at the interaction between the platforms’ explicit rules, local norms established by user practices, and a meta-norm of sociality. This unpredictability does not leave us with a normative void as an important user responsibility still remains, namely that of making the context of the sharing gesture explicit. If users will clarify how their gestures of sharing are meant to be interpreted by others, they will implicitly assume responsibility for possible misunderstandings based on omissions, and the harms of shared misinformation can be diminished. (shrink)

Replying to Queen Elizabeth II who in November 2008 asked why so few economists had warned about the emerging financial crisis, a group of eminent economists of the British Academy, claimed that while this failure had many causes, the most important was principally a failure of the collective imagination of many bright people, to understand the risks to the system as a whole. The paper suggests that this failure is due also to the still heavy influence of the paradigm of (...) rational expectations, that did not provide the intellectual tools to grasp the signs of the impending financial crisis. The paper explores the development of Muth’s rational expectations hypothesis and the parallel development of Simon’s idea of bounded rationality—two opposite views about economic behavior that originated in the same context, during the early 1960s at Carnegie Mellon. It is shown that the latter, while marginalized for decades from the core economic ideas, generated a wide development in cognitive psychology, problem solving and experimental economics that grew up in the last decades and now permit a more profound analysis of human behavior in economic and organizational contexts, that can be the seed of a new thinking in economics. The challenge for economists is to use this new toolbox to incorporate in their models real human behaviors, getting out from the economy of wishful thinking. (shrink)

In this paper, I will try to answer the question: How are we supposed to assess the expert’s opinion in an argument from the position of an outsider to the specialized field? by placing it in the larger context of the political status of epistemic authority. In order to do this I will first sketch the actual debate around the problem of expertise in a democracy and relate this to the issue of the status of science in society. Secondly, I (...) will review how Douglas Walton’s pragma-dialectical approach offers a practical procedure to assess the expert bias from a nonprofessional’s perspective. Thirdly, I will introduce the problem of group bias using insights from Bohman and Fischer and show how Walton’s solution does not address this specific type of bias. Lastly, I will try proposing a revision of Walton’s solution in order to address this problem. In order to make the explanation more easy to follow I will use a case study concerning the medical expertise in the public debate on second-hand smoke. (shrink)

Self-reference has played a prominent role in the development of metamathematics in the past century, starting with Gödel’s first incompleteness theorem. Given the nature of this and other results in the area, the informal understanding of self-reference in arithmetic has sufficed so far. Recently, however, it has been argued that for other related issues in metamathematics and philosophical logic a precise notion of self-reference and, more generally, reference is actually required. These notions have been so far elusive and are surrounded (...) by an aura of scepticism that has kept most philosophers away. In this paper I suggest we shouldn’t give up all hope. First, I introduce the reader to these issues. Second, I discuss the conditions a good notion of reference in arithmetic must satisfy. Accordingly, I then introduce adequate notions of reference for the language of first-order arithmetic, which I show to be fruitful for addressing the aforementioned issues in metamathematics. (shrink)

This paper aims to reconstruct a possible answer to the classical Newman’s objection which has been used countless times to argue against structural realism. The reconstruction starts from the new strand of structural realism – informational structural realism – authored by Luciano Floridi. Newman’s objection had previously stated that all propositions which comprise the mathematical structures are merely trivial truths and can be instantiated by multiple models. This paper examines whether informational structural realism can overcome this objection by analysing the (...) previous attempts to answer this objection, attempts which either try to save the Ramseyfication of mathematical propositions or give up on it. The informational structural realism way is to attempt a third way, the neo-Kantian way inspired by the work of Ernst Cassirer, but also to change the formalism from a mathematical to an informational one. This paper shows how this original combination of neo-Kantianism, informational formalism and the method of levels of abstraction provide the tools to overcome Newman’s objection. (shrink)

What requirements must deflationary formal theories of truth satisfy? This chapter argues against the widely accepted view that compositional and Tarskian theories of truth are substantial or otherwise unacceptable to deflationists. First, two purposes that a formal truth theory can serve are distinguished: one descriptive, the other logical (i.e., to characterise the correctness of inferences involving ‘true’). The chapter argues that the most compelling arguments for the incompatibility of compositional and Tarskian theories concern descriptive theories only. -/- Second, two requirements (...) that any deflationist truth theory intended to serve a logical purpose must satisfy are put forward. These requirements, it is argued, suggest that (i) many well-known compositional and Tarskian theories are acceptable from a deflationist standpoint (including CT); (ii) certain other popular theories of truth (including KF and FS) are not similarly acceptable; (iii) there are no conclusive reasons to impose a conservativeness requirement on deflationary theories of truth. (shrink)

El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de (...) estudio en la universidad es la experiencia del pensamiento colectivo desencadenado por acuerdos materiales y sociales específicos. Procedo a describir las condiciones materiales para desencadenar el pensamiento en términos de lo que llamo desplazamiento mediático, que es una forma de integrar los medios en las prácticas educativas que permite un tipo de atención fluctuante. El artículo concluye argumentando que necesitamos desarrollar nuevas tecnologías para la educación en línea y entrenar nuestra atención deliberadamente para los entornos en línea estableciendo nuevos protocolos para tratar la dispersión digital de la atención. (shrink)

I apply the notions of alethic reference introduced in previous work in the construction of several classical semantic truth theories. Furthermore, I provide proof-theoretic versions of those notions and use them to formulate axiomatic disquotational truth systems over classical logic. Some of these systems are shown to be sound, proof-theoretically strong, and compare well to the most renowned systems in the literature.

This article aims to develop the outline of a possible philosophy of the digital, as a proper philosophy with its own domain, questions, methods and own theories. The article starts by describing the crisis of liniar thinking undersood, following Vilém Flusser, as as a crisis of historical-causal thinking. Then the digital thinking is described as a new way of thinking which aims to become the dominant way of scientific explanation of our times, by replacing historical-causal explanations with numerical models. The (...) proper domain of a philosophy of the digital is then defined as the digital-life form. The article ends by showing an example of a specific problem for the philosophy of the digital, namley the automatisation of human life. (shrink)