从数学命题的区分看实践认识论的具体运用与内涵拓展  

The Specific Application and Connotation Expansion of Practical Epistemology:Based on the Distinction of Mathematical Propositions

作　　者：李玉琳 成良斌[1] LI Yu-lin;CHENG Liang-bin(School of Marxism,Huazhong University of science and technology,Wuhan 430074,China)

机构地区：[1]华中科技大学马克思主义学院,武汉430074

出　　处：《科学技术哲学研究》2022年第6期58-64,共7页Studies in Philosophy of Science and Technology

基　　金：教育部2021年度高校思想政治理论课教师研究专项一般项目“‘自然辩证法概论’课教学的思想政治性提升研究”(21JDSZK048);湖北高校省级教学改革研究一般项目“习近平新时代中国特色社会主义思想深度融入自然辩证法概论教学体系研究”(2020060);湖北省重点马克思主义学院资助项目“马克思主义基础理论的若干重大问题研究”(21ZDMY08)

摘　　要：康德认为数学命题是借助纯直观的先天综合命题,依托先天认知结构和先验逻辑,致力于重建科学的形而上学;艾耶尔认为数学命题是重言式的分析命题,预设公理和形式逻辑,坚决拒斥形而上学。康德和艾耶尔的理论分歧主要表现在认知基础、逻辑建构和目的意义等三个方面。这些分歧表明,对数学命题区分的问题必须深入到实践层面才能得到真正解答,因为认知基础需要通过实践活动来认证,逻辑建构需要借助实践语境来解读,目的意义需要依靠实践感性来理解。这一解答过程进一步拓展实践认识论的理论内涵:在主体层面重视非理性因素的激活作用、在客体层面强调抽象性的形成过程、在主客体互动层面提供挖掘隐性前提的动态视角。In order to reconstruct scientific metaphysics,Kant approves that mathematical propositions are intuitively priori synthetic propositions that rely on innate cognitive structure and transcendental logic.Ayer resolutely rejected metaphysics,arguing that mathematical propositions are tautological analytic propositions with presupposed axioms and formal logic.The divergence between theoretical viewpoints of Kant and Ayer is shown in three aspects:cognitive foundation,logical construction and significance.The divergence indicates that the distinction of mathematical propositions must go deep into the practical level to be truly answered,because the cognitive foundation needs to be certified by practice,the logical construction needs to be placed in a practical context,and the understanding of the significance relies on practical perception.At the same time,this solution process further expands the theoretical connotation of practical epistemology:attaching importance to the irrational factors at the subject level,emphasizing the formation process of abstraction at the object level,and providing a dynamic perspective for excavating implicit premises at the subject object interaction level.

关 键 词：数学命题 综合命题 分析命题 实践认识论 内涵拓展 

分 类 号：O1-02[理学—数学]