Andrej Ule

I analyze some classical solutions of the skeptical argument and some of their week points (especially the contextualist solution). First I have proposed some possible improvement of the contextualist solution (the introduction of the explicit-implicit belief and knowledge distinction beside the differences in the relevance of some counter-factual alternatives). However, this solution does not block too fast jumps of the everyday context (where empirical knowledge is possible) into skeptical context (where empirical knowledge is impossible). Then I analyze some formal analogies between some modal arguments on the contingency of empirical facts (and the world as whole) and the skeptical arguments against empirical knowledge. I try to show that the skeptical conclusion “Empirical knowledge does not exist” is logically coherent with the thesis that they are empirical facts and that we have true belief on them. In order to do that without contradictions I have to accept a non-classical definition of knowledge: S knows that p:= S is not justified to allow that non-p. Knowledge and justified allowance function here as some pseudo-theoretical concepts which allow only some partial and conditional definitions by some “empirical” terms and logical conditions.

In the article are presented the main philosophical explanations of the application of mathematics on the real world (Plato, Aristotle, rationalists, empiricists, Kant, Frege, Husserl, Carnap etc.). They indicate some typical triangular structure of relationships where the mathematical structures somehow correspond to the forms of reality, and thus are possible though something third what bound them. The attempts to solve the question of the application of mathematics by the dispensability of mathematics (e.g. Field) do not success because they do not explain the big success of mathematics in science. However they call our attention to the meaning of transpositions of some empirical contents on the level of theirs mathematical representations. That is neither an abstraction nor an idealisation but is the mapping from the empirical into a formal language. The opposite attempts to identify mathematics and the fundamental structure of reality also do not explain the success of mathematics because of the obvious ontological differences between the mathematical and the real objects. I return finally to Plato and show how he denies the reduction of numbers to some sets. We have to distinguish the idea of numbers and the various aspects of it, for example the cardinal and the ordinal numbers. According to this platonic insight only the idea of numbers exists. Its aspects are only some partial reflections of this idea in our mathematical theories and in the application of mathematics.

The book presents the most relevant theories of truth (correspondence, semantic, deflational, pragmaticist, coherentist, constructivist, evidential), with the emphasis of analytical approaches. The author develops a version of the realist correspondence concept of truth while distinguishing various criteria of truth. He is skeptical in regard of any, complete or certain truth but he does not accept epistemic skepticism either, but argues for a moderate realism where objective orientation towards truth suffices as catching (ever) more truth than falsity

The paper is on the role of complex thought in the development of thought and scientific knowledge. According to Vigotsky, the complex thought is the first phase in the ontogenesis and phylogenesis of human thought. It is in this sense pre-conceptual. Also, according to Vigotsky, the complex thought has its internal genesis which begins with associative complexes and ends in pseudo-concepts. Complex also an explanatory role in scientific thought. Complex thought ppears on all levels and stages of the development of scientific knowledge. Metaphors may appear in the complex thought as a dominant mode of thought or in the conceptual structure as the auxiliary in the explanation. Analogies present a certain structuration of the complex thought, which contributes to the creation of conceptual structure. The place of analogy is thus between a complex thought and conceptual thought.

We have to distinguish between the scientific revolution which was bound on the work of Copernicus and the cultural-ideological changes that have accompanied and framed this revolution. The "Copernican" revolution was in the beginning a constituent of cultural and ideological changes at the end of Renaissance but it became a scientific revolution only with Galilei and Kepler. This was the first scientific revolution which inagurated the internal dynamics of the scientific development. A necessary condition of that revolution was the incorporation of a consistent physical dynamics into astronomy. This happened with the formulation of Kepler's laws and the Galilei's postulates of relative movements, the law of inertia and of free fall, which are valid for all physical cosmos.