The two modes of identifying objects: descriptive and holistic for concrete objects; recursive and ostensive for abstract objects

1978 ◽  
Vol 1 (2) ◽  
pp. 253-254
Author(s):  
Miriam L. Yevick
Keyword(s):  
Abstract Objects ◽  
Concrete Objects

scholarly journals Uwagi o abstrakcji, ufundowaniu i hipostazie

2020 ◽  
Vol 15 (2) ◽  
pp. 143-153
Author(s):  
Marek Magdziak
Keyword(s):  
Abstract Objects ◽  
Abstract Representations ◽  
Concrete Objects ◽  
The Subject ◽  
Concrete Representations

The article deals with philosophical issues concerning abstraction and concreteness, focusing on selected ontological and logical-ontological threads of this dif ficult and intricate problem. Thus, it will concern first of all abstract and concrete objects, and only then abstract representations and judgments and concrete representations and judgments. The subject of interest will also be the process of abstraction and the relations that take place between abstract objects such as features or relations, pure qualities, and ideal objects.

Possible worlds

2018 ◽  
Author(s):  
Joseph Melia
Keyword(s):  
Modal Logic ◽  
Actual World ◽  
Possible Worlds ◽  
Abstract Objects ◽  
Causal Powers ◽  
Possible World ◽  
Space And Time ◽  
Wide Range ◽  
Concrete Objects

The concept of Possible worlds arises most naturally in the study of possibility and necessity. It is relatively uncontroversial that grass might have been red, or (to put the point another way) that there is a possible world in which grass is red. Though we do not normally take such talk of possible worlds literally, doing so has a surprisingly large number of benefits. Possible worlds enable us to analyse and help us understand a wide range of problematic and difficult concepts. Modality and modal logic, counterfactuals, propositions and properties are just some of the concepts illuminated by possible worlds. Yet, for all this, possible worlds may raise more problems than they solve. What kinds of things are possible worlds? Are they merely our creations or do they exist independently of us? Are they concrete objects, like the actual world, containing flesh and blood people living in alternative realities, or are they abstract objects, like numbers, unlocated in space and time and with no causal powers? Indeed, since possible worlds are not the kind of thing we can ever visit, how could we even know that such things exist? These are but some of the difficult questions which must be faced by anyone who wishes to use possible worlds.

scholarly journals Pengembangan Alat Peraga Pita Perkalian Pada Pembelajaran Matematika Dengan Pendekatan Saintifik di MI Miftahul Ulum Cermenan Jombang

2020 ◽  
Vol 1 (2) ◽  
pp. 15-25
Author(s):  
Ali Mahsun
Keyword(s):  
Product Development ◽  
Learning Process ◽  
Development Model ◽  
Abstract Objects ◽  
Design Validation ◽  
Learning Mathematics ◽  
Student Assessments ◽  
Concrete Objects ◽  
Expert Validation ◽  
Grade Iii

Mathematics basically has basic abstract objects, which in the process of learning mathematics for children aged 7-12 years need the help of concrete objects that can be manipulated, thus helping students understand the material easily and create fun learning, especially multiplication material. So in this study, researchers developed the Multiplication Tape props for grade III students of Madrasah Ibtidaiyah. This research uses the R & D (Research and Development) design model of the Borg & Gall development model by taking 8 stages namely, potential and problems, collecting data, product design, design validation, design revisions, product trials, product revisions, trial use . Based on product development, validation results obtained, i.e. design validation obtained 80% value in the valid category, material expert validation obtained 100% value in the highly valid category, and learning expert validation obtained 72.7% in the valid category. Whereas in large group trials based on student assessments, the score was 93.3% in the excellent category. Thus it can be concluded that the Education Multiplication Props are effectively utilized in the learning process.

scholarly journals Uwagi o abstrakcji, ufundowaniu i hipostazie

2020 ◽  
Vol 15 (2) ◽  
pp. 143-153
Author(s):  
Marek Magdziak
Keyword(s):  
Abstract Objects ◽  
Abstract Representations ◽  
Concrete Objects ◽  
The Subject ◽  
Concrete Representations

The article deals with philosophical issues concerning abstraction and concreteness, focusing on selected ontological and logical-ontological threads of this dif ficult and intricate problem. Thus, it will concern first of all abstract and concrete objects, and only then abstract representations and judgments and concrete representations and judgments. The subject of interest will also be the process of abstraction and the relations that take place between abstract objects such as features or relations, pure qualities, and ideal objects.

Abstract objects

2018 ◽  
Author(s):  
Bob Hale
Keyword(s):  
Common Sense ◽  
Philosophy Of Language ◽  
Affirmative Answer ◽  
Logical Analysis ◽  
Abstract Objects ◽  
Concrete Objects ◽  
The World ◽  
Traditional Approaches ◽  
Breaking Work ◽  
Scientific Sense

The central philosophical question about abstract objects is: Are there any? An affirmative answer – given by Platonists or Realists – draws support from the fact that while much of our talk and thought concerns concrete (roughly, spatiotemporally extended) objects, significant parts of it appear to be about objects which lie outside space and time, and are therefore incapable of figuring in causal relationships. The suggestion that there really are such further non-spatial, atemporal and acausal objects as numbers and sets often strikes Nominalist opponents as contrary to common sense. But precisely because our apparent talk and thought of abstracta encompasses much – including virtually the whole of mathematics – that seems indispensable to our best attempts to make scientific sense of the world, it cannot be simply dismissed as confused gibberish. For this reason Nominalists have commonly adopted a programme of reductive paraphrase, aimed at eliminating all apparent reference to and quantification over abstract objects. In spite of impressively ingenious efforts, the programme appears to run into insuperable obstacles. The simplicity of our initial question is deceptive. Understanding and progress are unlikely without further clarification of the relations between ontological questions and questions about the logical analysis of language, and of the key distinction between abstract and concrete objects. There are both affinities and, more importantly, contrasts between traditional approaches to ontological questions and more recent discussions shaped by ground-breaking work in the philosophy of language initiated by Frege. The importance of Frege’s work lies principally in two insights: first, that questions about what kinds of entity there are cannot sensibly be tackled independently of the logical analysis of language; and second, that the question whether or not certain expressions should be taken to have reference cannot properly be separated from the question whether complete sentences in which those expressions occur are true or false.

scholarly journals Makna Adverbia Zenbu Dan Minna Dalam Bahasa Jepang

KIRYOKU ◽  
2019 ◽  
Vol 3 (4) ◽  
pp. 247
Author(s):  
Sri Wahyu Istana Trahutami ◽  
Indah Selly
Keyword(s):  
Abstract Objects ◽  
Living Things ◽  
Concrete Objects ◽  
Similarities And Differences

This article aims to describe the structure and meaning of zenbu, subete, and minna adverbials. It also describes the similarities and differences between the three adverbials. Data were obtained from sentences contained in the Kagero Daze Anthology comic and Japanese online articles. Data are classified according to structure and meaning. The structure includes adverbial composition following verbs, nouns and adjectives. To find the similarities and differences of the three adverbial substitution techniques are used. The analysis shows that zenbu, subete, and minna adverbial can follow verbs, nouns, and adjectives. Zenbu has a meaning that states all concrete objects and conditions, subete means all things, everything, for concrete and abstract objects, and states a state, states an idea or thought. Minna has all the meanings for concrete things, things or circumstances, and states people or living things. 

Steps toward a constructive nominalism

1947 ◽  
Vol 12 (4) ◽  
pp. 105-122 ◽  
Author(s):  
Nelson Goodman ◽  
W. V. Quine
Keyword(s):  
Space Time ◽  
Abstract Objects ◽  
Abstract Entities ◽  
Concrete Objects

We do not believe in abstract entities. No one supposes that abstract entities—classes, relations, properties, etc.— exist in space-time; but we mean more than this. We renounce them altogether.We shall not forego all use of predicates and other words that are often taken to name abstract objects. We may still write ‘x is a dog,’ or ‘x is between y and z’; for here ‘is a dog’ and ‘is between … and’ can be construed as syncate-gorematic: significant in context but naming nothing. But we cannot use variables that call for abstract objects as values. In ‘x is a dog,’ only concrete objects are appropriate values of the variable. In contrast, the variable in ‘x is a zoölogical species’ calls for abstract objects as values (unless, of course, we can somehow identify the various zoological species with certain concrete objects). Any system that countenances abstract entities we deem unsatisfactory as a final philosophy.

scholarly journals The Effect of Scientific Approach Based on Portfolio Assessment towards the Learning Outcomes of Civic Education of the Students Grade V Viewed from the Tendency of Observing Objects on Theme 7 SDN 4 Ubung

2017 ◽  
Vol 1 (2) ◽  
pp. 91
Author(s):  
Putu Handy Agusditya ◽  
I.G.A.A. Sri Asri ◽  
I Made Suara
Keyword(s):  
Learning Outcomes ◽  
Civic Education ◽  
Portfolio Assessment ◽  
Choice Test ◽  
Abstract Objects ◽  
Concrete Objects ◽  
Scientific Approach ◽  
History Of ◽  
Level Of Significance ◽  
Academic Year

This study is aimed at determining significant differences between the Civics learning outcomes of the students who took a scientific approach based learning with portfolio assessment in terms of concrete objects and students who took a scientific approach based learning with portfolio assessment in terms of abstract objects. This study is a pre-experiment (pre-experimental design) with the design of the study was the Static Group Pretest-Posttest Design. The population in this study was the students of grade V SDN 4 Ubung Denpasar, in the academic year 2014/2015, amounting to 60 people. The samples were taken by using random sampling techniques. The data in the form of the value of Civics learning outcomes were collected with the usual multiple-choice test. The data were analyzed using descriptive statistics and t-test. The results showed that there were differences between the Civics learning outcomes of students who took a scientific approach based learning with portfolio assessment in terms of concrete objects and students who took a scientific approach based on learning through portfolio assessment in terms of abstract objects with t = 2.29, t table with 5% level of significance and db = 58, obtained t table at 2.00. This meant that tobserved > ttable (2.29> 2.00). Based on these results, it could be concluded that the scientific approach based on a portfolio assessment in terms of the object being observed on the theme of the history of civilization of Indonesia influenced the learning outcomes of Civics of the students grade V in SDN 4 Ubung Denpasar.

scholarly journals On Language Adequacy

2015 ◽  
Vol 40 (1) ◽  
pp. 257-292 ◽  
Author(s):  
Urszula Wybraniec-Skardowska
Keyword(s):  
Categorial Grammar ◽  
Abstract Objects ◽  
Logical Theory ◽  
Pragmatic Theory ◽  
Subjective Knowledge ◽  
Language L ◽  
Concrete Objects

Abstract The paper concentrates on the problem of adequate reflection of fragments of reality via expressions of language and inter-subjective knowledge about these fragments, called here, in brief, language adequacy. This problem is formulated in several aspects, the most general one being: the compatibility of the language syntax with its bi-level semantics: intensional and extensional. In this paper, various aspects of language adequacy find their logical explication on the ground of the formal-logical theory of syntax T of any categorial language L generated by the so-called classical categorial grammar, and also on the ground of its extension to the bi-level, intensional and ex- tensional semantic-pragmatic theory ST for L. In T, according to the token- type distinction of Ch. S. Peirce, L is characterized first as a language of wellformed expression-tokens (wfe-tokens) - material, concrete objects - and then as a language of wfe-types - abstract objects, classes of wfe-tokens. In ST the semantic-pragmatic notions of meaning and interpretation for wfe-types of L of intensional semantics and the notion of denotation of extensional seman- tics for wfe-types and constituents of knowledge are formalized. These notions allow formulating a postulate (an axiom of categorial adequacy) from which follow all the most important conditions of the language adequacy, including the above, and a structural one connected with three principles of compositionality.

God and Abstract Objects

2019 ◽  
Author(s):  
Einar Duenger Bøhn
Keyword(s):  
Abstract Objects
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