Demonstrative reference is another.
Moreover, the whole history of scientific endeavour contains no perfect instance of a demonstrative science.
I 10, of the components of demonstrative knowledge:
The Demonstrative Theory has three central components.
The Demonstrative Theory is attractive for at least five reasons.
The distinctive mark of demonstrative arguments—certainty—is characterized in terms of assertion.
There have been different interpretations of what Hume means by “demonstrative” and “probable” arguments.
Davidson’s idea is that ‘that’ in (16) functions as a demonstrative that refers to the utterance of the sentence that follows.
(DQR) proponents would presumably be as unimpressed as Demonstrative Theorists and their replies would be much the same (see above).
For Hume, demonstrative arguments, which are based on a priori reasoning, can establish only relations of ideas, or analytic propositions.
On that note, the test will judge demonstrative and indexicals to be ambiguous since they are famously not generally conjunction reducible.
Like demonstrative expressions, demonstrative concepts pick out different things on different occasions, and as Peacocke sees it the role of experience is to anchor a demonstrative concept to its referent.
This will not, of course, give us demonstrative knowledge; but it will help us to grasp the co-extensively correlated features, at each level of specificity, that are the proper things about which to seek demonstrative knowledge.
Our conscious experience of the object to which the demonstrative refers provides us with a form of knowledge of the semantic value of the demonstrative, and thereby plays a role in justifying the use we make of the demonstrative in our reasoning.
The Demonstrative Theory depends on the presence of quotation marks (inasmuch as they are what get used to do the referring), so if quotation can occur without quotation marks (as in the Reimer and Washington cases), it’s hard to see how the Demonstrative Theory is adequate.
One response to this objection would be to revise (Brewer 2005) the re-identification constraint on the possession of demonstrative concepts, or perhaps retract it altogether (Chuard 2006 explores various versions of the re-identification condition and argues that none are necessary for the possession of demonstrative concepts).
Thus, for instance, the question whether an argument is demonstrative or not is typically a question that concerns not only its form (a demonstrative argument must be valid and consist of well-formed propositions), but also its matter, namely whether its terms adequately express the right kinds of necessary and explanatory relations.
deduced (deducuntur) from phenomena and hypotheses in such a way by means of the demonstrative method that due to the ubiquitous harmonizing correspondence itself of the phenomena with the hypotheses, by means of a certain demonstrative regress, the things that had been assumed in a way seemingly true (verosimiliter), ascend to (evadent) truth and certainty.
The first line of thought comes from reflection on examples concerning the requirements that have to be met in order to understand demonstrative expressions in conversational contexts where one of the participants in the conversation uses expressions such as ‘that woman’, but where various women are present, all of whom are possible referents for this demonstrative.
It provides the foundations of Avicenna’s logic (as well as those of his epistemology) and determines two distinct modes of knowledge linked on the one hand with (i) concept formation and the domain of definition (ḥadd) and description (rasm), and on the other with (ii) truth and reasoning (demonstrative and non-demonstrative syllogism (qiyās), depending on the epistemic strength of the assertions involved).
- serving to demonstrate
- a pronoun that points out an intended referent
- given to or marked by the open expression of emotion
Example: an affectionate and demonstrative family
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It provides the foundations of Avicennas logic as well as those of his epistemology and determines two distinct modes of knowledge linked on the one hand with i concept formation and the domain of definition ḥadd and description rasm and on the other with ii truth and reasoning demonstrative and non-demonstrative syllogism qiyās depending on the epistemic strength of the assertions involved