Rohan French

Carnap’s (Categoricity) Problem concerns the relationship between (rules of) inference and model-theoretic values. In particular, it asks whether proof-theoretic constraints are ‘strong enough’ to uniquely determine intended semantic values. Carnap [20] demonstrated that already in the classical bivalent setting this is not the case for the majority of the usual logical constants. To remedy this underdetermination of ‘semantics by syntax’ a variety of solution strategies has been explored in the literature. This article is a philosophical-logical survey of these attempts, comparing them with respect to scope, motivation, and success. Besides the mathematical interest held by Carnap’s Problem, the underdetermination it uncovers has significant consequences for a variety of philosophical projects and positions, warranting a systematic study of attempts at resolving it.

Even though the strong relationship between proof-theoretic and model-theoretic notions in one’s logical theory can be shown by soundness and completeness proofs, whether we can define the model-theoretic notions by means of the inferences in a proof system is not at all trivial. For instance, provable inferences in a proof system of classical logic in the logical framework do not determine its intended models as shown by Carnap (Formalization of logic, Harvard University Press, Cambridge, 1943), i.e., there are non-Boolean models that satisfy its provable inferences. In the literature, this is known as the Categoricity problem or Carnap’s problem. In this paper, we will discuss the Categoricity problem (or Carnap’s problem) for three-valued logics K3 and LP. We will provide three different restrictions on admissible models that will deliver us categoricity results, some of which draw from the solutions provided for the Categoricity problem for classical logic in Belnap and Massey (Stud Log 49(1):67–82, 1990) and Bonnay and Westerståhl (Erkenntis 81(4):721–739, 2016). We will then argue that two of those solutions are philosophically well-motivated: (1) restricting the admissible models where negation is interpreted as a Strong Kleene truth-function, and (2) restricting the admissible models where a complex formula is assigned the third value when its immediate subformulas are assigned the third value.

This is the first comprehensive textbook on higher order logic that is written specifically to introduce the subject matter to graduate students in philosophy. The book covers both the formal aspects of higher-order languages -- their model theory and proof theory, the theory of λ-abstraction and its generalizations -- and their philosophical applications, especially to the topics of modality and propositional granularity. The book has a strong focus on non-extensional higher-order logics, making it more appropriate for foundational metaphysics than other introductions to the subject from computer science, mathematics, and linguistics. A Philosophical Introduction to Higher Order Logics assumes only that readers have a basic knowledge of first-order logic. With an emphasis on exercises, it can be used as a textbook though is also ideal for self-study. Author Andrew Bacon organizes the book's 18 chapters around four main parts: I. Typed Language II. Higher Order Languages III. General Higher-Order Languages IV. Higher-Order Model Theory In addition, two appendices cover the Curry-Howard isomorphism and its applications for modeling propositional structure. Each chapter includes exercises that move from easier to more difficult, strategically placed throughout the chapter, and concludes with an annotated suggested reading list providing graduate students with most valuable additional resources. Key Features Is the first comprehensive introduction to higher-order logic as a grounding for addressing problems in metaphysics Introduces the basic formal tools that are needed to theorize in, and model, higher order languages Offers an abundance of: - Simple exercises throughout the book, serving as comprehension checks on basic concepts and definitions - More difficult exercises designed to facilitate long-term learning Contains annotated sections on further reading, pointing the reader to related literature, learning resources, and historical context.