Luis Gonzalez

I defend the idea that there are universal fictions, and that the Routley-Deutsch-Kapsner way of generating them – namely, with a story including deliberately and explicitly the proposition Everything is true – is still the best one. I reconstruct Wildman and Folde’s Finean criticisms to universal fictions a la Routley-Deutsch-Kapsner based on the idea that the universal quantifier in such fictions may not target the intended range of quantification, that is, all propositions. I show that Wildman and Folde’s argument does not succeed, for they fail to show that every universal sentence has to be understood as involving a restricted quantifier.

A imagem sugestiva "retorno do outro" ajuda a indicar o modo como a alteridade interpela no actual contexto de globalização. Esse "outro", o grande ausente da maior parte da história da filosofia ocidental, aparece com força renovada (ou, pelo menos, resiste aos embates da homo-geneização) frente à lógica económica, política e cultural, que pretende anulá-lo na imposição uniforme de um estilo de vida. O seu "retorno" abre possibilidades em várias perspectivas. Aqui apenas esboçamos o que significou este "retorno do outro" na irrupção do pensamento intersubjectivo, bem como as possibilidades que abre para a relação intercultural. The suggestive image, "turn to the other", gives an indication of how alterity challenges the current context of globalisation- This "other" is the great absent in the greater part of the history of Western philosophy. It appears with renovated strength (or at least resists the pressures of homogenisation) in the face of the economic, political, and cultural logic that seeks to annul it through the uniform imposition of a given lifestyle. Its return opens possibilities of varying kinds. Here we wish only to sketch the meaning of this "turn to the other" in the irruption of the inter-subjective thought and possibilities it opens for intercultural relations

La postura nietzscheana sobre la educación sufre un viraje considerable. En todo momento el individualismo es el centro de su pensamiento. Pero el acento de ese individualismo marca dos modos de abordar el problema. Lo la primera época parte de una noción de educación utópica de marcado carácter romántico y vinculado a un proyecto político. El ideal de educación es el heleno. La cultura consiste en el sometimiento a los dictámenes del individuo: el genio. En Schopenhauer como educador, Nietzsche manifiesta su ruptura tanto con Schopenhauer como consigo mismo y con la tradición. La crítica a la sociedad y al Estado se patentiza. La educación debe, para ser tal y no represión, partir de uno mismo

An alternative notion of an existential quantifier on four-valued Łukasiewicz algebras is introduced. The class of four-valued Łukasiewicz algebras endowed with this existential quantifier determines a variety which is denoted by \. It is shown that the alternative existential quantifier is interdefinable with the standard existential quantifier on a four-valued Łukasiewicz algebra. Some connections between the new existential quantifier and the existential quantifiers defined on bounded distributive lattices and Boolean algebras are given. Finally, a completeness theorem for the monadic four-valued Łukasiewicz predicate calculus corresponding to the dual of the alternative existential quantifier is proven.