Neil Tennant

ABSTRACT The well-known AGM-theory-contraction and theory-revision, due to Alchourrón, Gärdenfors and Makinson, relies heavily on the so-called postulate of recovery. This postulate is supposed to capture the requirement of “minimum mutilation”; but it does not. Recovery can be satisfied even when there is more mutilation than is necessary. Recovery also ensures that very often too little is given up in a contraction, in this paper I bring out clearly the deficiencies of the AGM-theory in these two regards, showing how it is doubly off-beam. I show that some of the most serious inadequacies of the AGM-theory derive from early claims in some of its founding contributions, claims that have not been seriously questioned within the tradition since. The upshot of these investigations is that recovery cannot, and should not, be recovered. Theory contraction is hysteretic. Whether the AGM-theory can now recover is a good question.

We compare Fregean theorizing about sets with the theorizing of an ontologically non-committal, natural-deduction based, inferentialist. The latter uses free Core logic, and confers meanings on logico-mathematical expressions by means of rules for introducing them in conclusions and eliminating them from major premises. Those expressions (such as the set-abstraction operator) that form singular terms have their rules framed so as to deal with canonical identity statements as their conclusions or major premises. We extend this treatment to pasigraphs as well, in the case of set theory. These are defined expressions (such as ‘subset of’, or ‘power set of’) that are treated as basic in the lingua franca of informal set theory. Employing pasigraphs in accordance with their own natural-deduction rules enables one to ‘atomicize’ rigorous mathematical reasoning.

This paper rebuts criticisms by Hintikka of the author's account of game-theoretic semantics for classical logic. At issue are (i) the role of the axiom of choice in proving the equivalence of the game-theoretic account with the standard truth-theoretic account; (ii) the alleged need for quantification over strategies when providing a game-theoretic semantics; and (iii) the role of Tarski's Convention T. As a result of the ideas marshalled in response to Hintikka, the author puts forward a new conjecture concerning the relationship among truth, meaning and translation.

Written for any readers interested in better harnessing philosophy's real value, this book covers a broad range of fundamental philosophical problems and certain intellectual techniques for addressing those problems. In Introducing Philosophy: God, Mind, World, and Logic, Neil Tennant helps any student in pursuit of a 'big picture' to think independently, question received dogma, and analyse problems incisively. It also connects philosophy to other areas of study at the university, enabling all students to employ the concepts and techniques of this millennia-old discipline throughout their college careers - and beyond. KEY FEATURES AND BENEFITS: -- Investigates the philosophy of various subjects, helping students contextualize philosophy and view it as an interdisciplinary pursuit; also helps students with majors outside of philosophy to see the relationship between philosophy and their own focused academic pursuits -- Author comes from a distinguished background in Logic and Philosophy of Language, which gives the book a level of rigor, balance, and analytic focus sometimes missing from primers to philosophy -- Introduces students to various important philosophical distinctions providing skills that are important for undergraduates to develop in order to inform their study at higher levels. They are essential for further work in philosophy but they are also very beneficial for students pursuing most other disciplines -- Is much more methodologically comprehensive than competing introductions, giving the student the ability to address a wide range of philosophical problems - and not just the ones reviewed in the book -- Offers a companion website with links to apt primary sources, organized chapter-by-chapter, making unnecessary a separate Reader/Anthology of primary sources - thus providing students with all reading material necessary for the course -- Provides five to ten discussion questions for each chapter, helping instructors and students better interact with the ideas and concepts in the text.