Coalgebraic Reasoning with Global Assumptions in Arithmetic Modal Logics

We establish a generic upper bound ExpTime for reasoning with global assumptions (also known as TBoxes) in coalgebraic modal logics. Unlike earlier results of this kind, our bound does not require a tractable set of tableau rules for the instance logics, so that the result applies to wider classes of logics. Examples are Presburger modal logic, which extends graded modal logic with linear inequalities over numbers of successors, and probabilistic modal logic with polynomial inequalities over probabilities. We establish the theoretical upper bound using a type elimination algorithm. We also provide a global caching algorithm that potentially avoids building the entire exponential-sized space of candidate states, and thus offers a basis for practical reasoning. This algorithm still involves frequent fixpoint computations; we show how these can be handled efficiently in a concrete algorithm modelled on Liu and Smolka’s linear-time fixpoint algorithm. Finally, we show that the upper complexity bound is preserved under adding nominals to the logic, i.e., in coalgebraic hybrid logic.

Ethical Constructivism

Ethical constructivism holds that truths about the relation between rationality, morality, and agency are best understood as constructed by correct reasoning, rather than discovered or invented. Unlike other metaphors used in metaethics, construction brings to light the generative and dynamic dimension of practical reason. On the resultant picture, practical reasoning is not only productive but also self-transforming, and socially empowering. The main task of this volume is to illustrate how constructivism has substantially modified and expanded the agenda of metaethics by refocusing on rational agency and its constitutive principles. In particular, this volume identifies, compares and discusses the prospects and failures of the main strands of constructivism regarding the powers of reason in responding to the challenges of contingency. While Kantian, Humean, Aristotelian, and Hegelian theories sharply differ in their constructivist strategies, they provide compelling accounts of the rational articulation required for an inclusive and unified ethical community.

Cartesianism, argumentation, values in the context of Chaïm Perelman’s «New Rhetoric»

The article deals with the process of founding and further development of the new rhetoric, a theory of argumentation developed by the Belgian philosopher Chaïm Perelman (1912-1984) and his co-worker Lucie Olbrechts-Tyteca (1899-1987). The intellectual and philosophical backgrounds of the authors and some key characteristics of their theoretical approaches are described. The new rhetoric: (а) is primarily concerned with argument or practical reasoning, (b) suggests that figures of speech may be arguments instead of merely ornaments, (c) with its goal to influence minds, new rhetoric is a dynamic field of study, (d) it is complimentary rather than in opposition to formal reasoning. According to Perelman, the theory of argumentation conceived as a new rhetoric or dialectic, covers the whole range of discourse that aims at persuasion and conviction, whatever the audience addressed and whatever the subject matter. Perelman presents his new rhetoric as a much better form of logic than Cartesian deductive, stringent reasoning, at least where law and other values-based systems are concerned. Perelman challenged the unwholesome assumption that what we cannot know with mathematical certainly is necessarily arbitrary, irrational, and subjective. Perelman recognized "reasoned conviction" as a bridge to knowledge, although he was aware that it was a less perfect source of cognition than verified certainty. It is explained how the idea of developing the new rhetoric was born out of dissatisfaction with logical positivism or neopositivism (The Vienna Circle’s theories and ideas) and which classical and modern sources inspired the authors in developing a specific logic of value judgments that could deal with argumentation about actions, choices, decisions and without dismissing such argumentation as irrational. The rhetorical framework of the theory is expounded and an overview is provided of the key notions and concepts of Perelman’s ‘new rhetoric’ – the notions of adherence, audience (particular and universal audience), persuasion are explained. According to Perelman, the new rhetoric is based on the idea that since argumentation aims at securing the adherence of those to whom it is addressed, it is, in its entirety, relative to the audience to be influenced. Рerelman's position on the difference between formal logic and argumentation is analyzed.

Truth in Practical Reason: Practical and Assertoric Truth in Aristotle’s Nicomachean Ethics

Truth has always been a controversial subject in Aristotelian scholarship. In most cases, including some well-known passages in the Categories, De Interpretatione and Metaphysics, Aristotle uses the predicate ‘true’ for assertions, although exceptions are many and impossible to ignore. One of the most complicated cases is the concept of practical truth in the sixth book of Nicomachean Ethics: its entanglement with action and desire raises doubts about the possibility of its inclusion to the propositional model of truth. Nevertheless, in one of the most extensive studies on the subject, C. Olfert has tried to show that this is not only possible but also necessary. In this paper, we explain why trying to fit practical truth into the propositional model comes with insurmount­able problems. In order to overcome these problems, we focus on multiple aspects of practical syllogism and correlate them with Aristo­tle’s account of desire, happiness and the good. Identifying the role of such concepts in the specific steps of practical reasoning, we reach the conclusion that practical truth is best explained as the culmination of a well-executed practical syllogism taken as a whole, which ultimately explains why this type of syllogism demands a different approach and a different kind of truth than the theoretical one.

Multimodal practical argumentation and behavioral change: an analysis of the “Remember, the Metro is for everyone” campaign

The aim of this paper is to discuss how the verbal and the pictorial modalities interact to construe argumentative meanings in a transport campaign promoted by Lisbon’s subway company in 2018. As an instance of multimodal practical argumentation aimed at behavioral change, the campaign constitutes a significant corpus for discussing a series of relevant issues in the field, such as the illative reconstruction of arguments, the affordances of each modality in schematization, and the operationalization of pictorial analysis in regard to its argumentative potential. By drawing on a dialogue between Social Semiotics and Argumentation Theory, we arrived at the following conclusions: (i) the campaign established verbal and pictorial subcanvases specialized in construing certain parts of the main practical argumentation schemes; (ii) images were inherently tied to the construction of Circumstantial premises, thus exerting a direct role in argumentation, and tended to portray complex representational meanings, with three combined process types; (iii) the most productive argumentation schemes utilized were the instrumental practical reasoning scheme, the argument from values and the argument from consequences; (iv) there were two targeted audiences – the readers/clients in general, usually identified with the affected depicted people, and the clients whose behavior was being targeted in the campaign, represented as transgressors in the pictorial subcanvas

An Analysis of Subject Competencies Applied in the Activity Tasks of the ‘Home Life and Safety’ area in Middle School Technology-Home Economics Textbooks based on the 2015 Revised National Curriculum

The purpose of this study was to analyze two subject competencies (practical problem-solving capability and independent life capability) reflected in the activity tasks included in the ‘home life and safety’ area of 12 middle school technology-home economics textbooks in accordance with the 2015 revised curriculum. The analysis criteria were sub-elements of two subject competencies. Seven sub-elements were derived from each competency. Frequency analysis was performed to determine how often the sub-elements were reflected in the activity tasks. The results were as follows. First, with regard to the sub-elements of ‘practical problem-solving capability’, ‘value judgment’ was reflected most frequently in the activity tasks followed by ‘exemplification of solution’, ‘logical thinking’, ‘critical thinking’, ‘decision-making’, ‘practical reasoning’, and ‘evaluation of solutions’. Secondly, the sub-elements of ‘independent life capability’ were unevenly distributed in the activity tasks. The ‘capability to perform conscious living’ was reflected most frequently followed by ‘development and self-identity’, ‘time, money, and leisure management’, and ‘reasonable consumption and resource utilization’. For teachers wanting to teach activity-oriented classes and student participatory classes, the results pinpoint the materials necessary to develop learners’ subject competencies by using textbooks from different publishing companies.

From Affect Theoretical Foundations to Computational Models of Intelligent Affective Agents

The links between emotions and rationality have been extensively studied and discussed. Several computational approaches have also been proposed to model these links. However, is it possible to build generic computational approaches and languages so that they can be “adapted” when a specific affective phenomenon is being modeled? Would these approaches be sufficiently and properly grounded? In this work, we want to provide the means for the development of these generic approaches and languages by making a horizontal analysis inspired by philosophical and psychological theories of the main affective phenomena that are traditionally studied. Unfortunately, not all the affective theories can be adapted to be used in computational models; therefore, it is necessary to perform an analysis of the most suitable theories. In this analysis, we identify and classify the main processes and concepts which can be used in a generic affective computational model, and we propose a theoretical framework that includes all these processes and concepts that a model of an affective agent with practical reasoning could use. Our generic theoretical framework supports incremental research whereby future proposals can improve previous ones. This framework also supports the evaluation of the coverage of current computational approaches according to the processes that are modeled and according to the integration of practical reasoning and affect-related issues. This framework is being used in the development of the GenIA3 architecture.