Stepan Ivanyk

The terms ‘judgment’ and ‘perception’ were undoubtedly two of the most important terms used in psychological and logical theories formed in the School of Kazimierz Twardowski. The issue of mutual relation between correlates of these terms has been a concern of many School’s representatives for many decades. However, a comprehensive study of the analysis of the School’s representatives in this respect has not yet appeared in philosophical literature. The main aim of this chapter is to fill this gap by pursuing the following specific objectives. (1) Review the evolution of views of the School’s representatives (Maria Adler, Kazimierz Ajdukiewicz, Stefan Baley, Tadeusz Czeżowski, Henryk Mehlberg, Stefan Oleksiuk, Kazimierz Twardowski and Władysław Witwicki) on the relation between judgments and perceptions; (2) Formulation of main results conducted in the School and their classification. It was found that the School’s representatives, who dealt with the issue of relation between judgments and perceptions, can be divided into two groups: (a) Those who tried to determine the place of judgments and perceptions in the overall structure of psyche by seeking an answer to the question ‘Are judgments a kind of perceptions (or inversely)?’ and ‘Are judgments an element of perceptions (or vice versa)?’ (Twardowski, Baley, Witwicki, Adler, Czeżowski, Oleksiuk). Views of this group have evolved from stating the relation of genus proximum-definiendum (early Twardowski’s analyses) to stating the co-existence relation (Baley) or ‘part-whole’ relation (Witwicki, Czeżowski, Adler) between judgment and perception. (b) Those who tried to determine the justifying power of perceptions for truthfulness of judgments related to them (Mehlberg, Ajdukiewicz). The result of research carried out by these School’s representatives was rejection of the possibility of logical justification of judgments by appropriate perceptions and statement of cause–effect relation between them (post-war analyses of Ajdukiewicz).

There is a certain circumstance, which has not been taken into consideration in studies on the Lvov-Warsaw School so far, but which could change the understanding of this phenomenon. One forgets about the fact that Lvov, during existence of Twardowski’s school in it (1895–1939), was a multinational and multicultural city – back then it was the biggest centre for Ukrainian culture and science. As a consequence, it is necessary to answer the following questions: Did a widely known Ukrainian cultural and scientific group in Lvov and Eastern Galicia have any impact on forming the Lvov pillar of the School, and the other way round – did the School leave a distinctive impression in the development of the Ukrainian culture and science? Although these questions seem to be reasonable, as yet they have not been considered by historians of science and philosophy. In the given paper I will attempt to fill this gap.

Tematyka niniejszego referatu wpisuje się w badania nad jedną z najważniejszych formacji filozoficznych w XX wieku – Szkołą Lwowsko-Warszawską. W pracy dokonano analizy fenomenu Szkoły Twardowskiego z perspektywy dotychczas przez badaczy tego zagadnienia nie branej pod uwagę – a mianowicie uwzględniającej wielokulturowy charakter Lwowa, jako kolebki Szkoły. Uzasadnienie głównej hipotezy komunikatu, polegającej na stwierdzeniu przynależności szeregu czołowych przedstawicieli ukraińskiej myśli filozoficznej w przedwojennej Galicji do tradycji tzw. filozoficznej Szkoły Lwowskiej, wypełnia istotną lukę w badaniach nad Szkołą Lwowsko-Warszawską i rozszerza perspektywę jej pojmowania jako wielokulturowej formacji intelektualnej

The article examines discussion wich took place in 1911 between Polish philosophers Henryk Struve and Kazimierz Twardowski about the state of Polish philosophy and plans for its future development. The results of the discussion were extrapolated to the current situation of Ukrainian philosophy and its challenges. The conclusion is that the path of Polish philosophy of the last century can serve to modern Ukrainian philosophy as reliable guide to the future. Polish philosophy’s recipe of success transferred to modern Ukrainian philosophy consists in, firstly, elimination of external domination of Russian influence due to its balancing by other foreign influences, and, secondly, purposeful development of analytical direction.

Current knowledge of philosophical and logical investigations includes numerous gaps regarding the theory of judgment in the Lvov School of Philosophy. The aim of the paper is to show that the task of filling this gap is not without merit and to outline the way how to complete this task. Theoretical and methodological roots of theory of judgement of the Lvov School in philosophy lies in philosophy of Franz Brentano, whose views on logic have been identified as the first ever revolt against Aristotelian logic. This fact increases the theoretical and practical value of attainments in the theory of judgement of the School as one of the most potent centers of Brentano’s philosophy, and justifies the necessity to scrutinize and systematize them. In turn, taking into consideration the fact that for specific interpretations of judgement in the School there were mainly innovative constructions of logic, conducting such a study seems to be crucial not only from the historical point of view but also can provide plenty of interesting issues and serve as the source of inspiration for contemporary logic and meta-logic research. Therefore the way how to complete the task of the paper is like following: to reconstruct a full range of theoretical propositions in the theory of judgment devised in the Lvov School; to explicate epistemic and ontic foundations of theoretical propositions of the School and to find, analytically develop, and introduce to science so far unknown scientific materials. Сучасний стан досліджень наукової спадщини львіської філософської школи має численні прогалини, однією з яких є теорія судження цієї школи. Показано важливість завдання заповнення цієї прогалини і окреслено шлях виконання цього завдання.