Max Black. Linguistic method in philosophy. Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 1–22. (Reprinted from Philosophy and phenomenological research, vol. 8 no. 4 (1948), pp. 635–649.) - Max Black. Vagueness: An exercise in logical analysis. A reprint of III 48(3). Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 23–58. - Max Black. The justification of induction. Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 59–88. (Including a reprint of the abstract XIV 144(4)). - Max Black. The semantic definition of truth. A reprint of XIII 150. Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, 89–107. - Max Black. Russell's philosophy of language. A reprint of IX 78(2). Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 109–138. - Max Black. Wittgenstein's Tractatus. A reprint of V 120(4). Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 139–165. - Max Black. The semiotic of Charles Morris. A reprint of XII 146(1). Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 167–185. - Max Black. Ogden and Richard's theory of interpretation. A reprint of VII 102(5). Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 186–200. - Max Black. Questions about emotive meaning. Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 201–220. (Reprinted from The philosophical review, vol. 57, (1948), pp. 111–126.) - Max Black. Korzybski's general semantics. Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 221–246. - Max Black. Additional notes and references. Language and philosophy, Studies in method, by Max Black, Cornell University Press, Ithaca, N. Y., 1949, pp. 247–257.

<p>A simple algebra-based algorithm for compiler generation is described. Its input is a semantic definition of a programming language, and its output is a ''compiling semantics'' which maps each source program into a sequence of compile-time actions whose net effect on execution is the production of a semantically equivalent target program. The method does not require individual compiler correctness proofs or the construction of specialized target algebras.</p><p>Source program execution is assumed to proceed by performing a series of elementary actions on a runtime state. A semantic algebra is introduced to represent and manipulate possible execution sequences. A source semantic definition has two parts: A set of semantic equations mapping source programs into terms of the algebra, and an interpretation which gives concrete definitions of the state and the elementary actions on it.</p>

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The Semantic Definition of Truth

Analysis ◽

10.1093/analys/8.4.49 ◽

1948 ◽

Vol 8 (4) ◽

pp. 49-63 ◽

Cited By ~ 16

Author(s):

M. Black

Keyword(s):

Definition Of ◽

Semantic Definition

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Axiological and Methodological Analysis of Folk Games

Psychological-Educational Studies ◽

10.17759/psyedu.2021130402 ◽

2021 ◽

Vol 13 (4) ◽

pp. 22-38

Author(s):

A.B. Teplova ◽

V.A. Chernushevich

Keyword(s):

Deviant Behavior ◽

Point Of View ◽

Target Setting ◽

Free Communication ◽

Psychological Mechanism ◽

Definition Of ◽

Individual Self ◽

Game Practice ◽

Semantic Definition ◽

Free Activity

Play is defined as a special form of free activity according to the rules, that, unlike work, does not produce an alienable product. The socio-psychological mechanism of the influence of the conditions of the game on the participants is considered. Conceptual analysis of the game from the point of view of the key, meaning-forming experience in the game – happiness-joy, shows that this experience is due to the peculiarities of the relations of the participants: internal self-restraint (conscience) and conflict-free communication (the presence of sympathy, empathy, sympathy, assistance). These factors explain the corrective and preventive resources of play practice in the work of specialists with deviant behavior in children and adolescents (irresponsibility, aggression, violation of social norms...). Game practice simulates favorable social conditions for development. The semantic definition of the experience of happiness-joy is made based on a meaningful understanding of children's happiness by specialists in working with children as their professional target setting. The phases of the formation of the game are defined and shown using examples of folk games: formal adoption of the rules, individual self-realization within the framework of the rules, individual self-realization within the framework of the rules and the value of the gaming community.

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Towards The New Episteme

Systems Approaches to Knowledge Management, Transfer, and Resource Development ◽

10.4018/978-1-4666-1782-7.ch004 ◽

2013 ◽

pp. 45-59

Author(s):

Zbigniew Król

Keyword(s):

Knowledge Management ◽

Tacit Knowledge ◽

Philosophy Of Language ◽

Explicit Knowledge ◽

Professional Collaboration ◽

Science Knowledge ◽

Types Of Knowledge ◽

New Knowledge ◽

Definition Of ◽

The Given

The usual horizon of knowledge science is limited to nominalism, empiricism, and naturalistic and evolutionary epistemologies. I propose to broaden this horizon by applying some other philosophical attitudes, such as a non-nominalistic philosophy of language. A basic methodology for the new episteme, including (non-nominalistic) typology and a definition of knowledge and of tacit knowledge, is proposed. Several types of knowledge and the corresponding tacit knowledge are discussed within a broadened philosophical context. There are many types of knowledge and tacit knowledge using different methods of sharing. The main problem with the effective sharing of tacit knowledge is sharing knowledge relevant to the given problem. The transfer, change and transformation of tacit knowledge into explicit knowledge are possible. An example of such a transition, which I call conceptualization, is described. Conceptualization exemplifies how new knowledge can be created with the use of tacit knowledge. A need also exists for a professional collaboration between knowledge science, knowledge management and philosophy.

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