The concepts of quality, properties and condition. Difference between property and attribute
And the Grelling-Nelson paradox.
By another definition, a property is a side of the manifestation of quality. Moreover, not every property of an object (object) should be considered when determining quality: the property of an object can exist, but when comparing an object with others, it may not be distinctive or significant.
The properties of an object depend on the type of interaction between the object and the subject, for example: if you look at an apple, it has a color and shape; if you bite it off - it has hardness and taste; if weighed, it has weight; if you evaluate its dimensions - it has dimensions, if you touch it - it has a roughness. An object is its properties not only to the subject, but also to other objects, that is, properties can also appear during the interaction of objects with each other.
The set of some particular properties of an object can manifest itself in some generalized property of an object (absorbed by a generalized property). For example, the “redness” of an apple is a generalized property of an apple, and the percentages of certain chemicals in the skin of an apple (characterizing this “redness” of an apple) are particular properties of an apple; The “dynamics” of a car is a generalized property of a car, and engine power, curb weight, the ratio of the main gear, etc. (characterizing this “dynamics” of a car) are particular properties of a car.
A property differs from the logical concept of a class in that it is not related to the concept of extensionality, but from a philosophical concept of a class in that the property is considered to be distinct (separated) from the object that possesses it.
In logic
IN logic, based on Boolean algebra, the concept of "property" coincides with the concept of "statement".
In math
IN math if any element of the set X is given, then a certain property p is either true or false, that is, the concept of “property” coincides with the concept of “subset”. In formal language: the property p: X → (true, false) (that is, a mapping, a function from X to a set of two elements). Every property naturally defines a subset (x: x has the property p) and the corresponding indicator function (Eng. indicator function) In some branches of mathematics (for example, the theory of artificial intelligence), a more complex definition of a property is used as an equivalence relation on the set X. In this case, p: X → (the set of names of property values). The inverse images of all names in this mapping define a partition of the set X into disjoint subsets (property values). Such a definition of a property makes it possible to uniformly consider not only qualitative, but also quantitative characteristics of objects.
Application
Properties are used in science to form concepts. The properties of objects and situations are widely used in the theory of problem solving, in the processes of automation of production, management and information retrieval, in the construction of expert systems.
see also
Literature
- R. Benerji “Theory of problem solving. An Approach to the Creation of Artificial Intelligence ”- Moscow: Mir, 1972
- This article was written using PlanetMath, which is licensed by GFDL
Wikimedia Foundation. 2010.
Synonyms:See what "Property" is in other dictionaries:
- (Greek idion; lat. proprium) that which is inherent in k. the object and characterizes it in itself, but does not talk about its relationship with some other objects. In the logic of Aristotle S., that which is inherent in all members of a certain kind and is specific to them; in… … Philosophical Encyclopedia
See quality ... Synonym dictionary
property - and property. In value “Quality, attribute, constituting a distinctive feature of someone, something” property, genus. properties; many properties (wrong properties), genus. properties. Chemical properties of the substance. Possess special properties. In the mean. ... ... Dictionary of pronunciation and stress difficulties in modern Russian
Explanatory Dictionary of Ushakov
1. PROPERTY, properties, pl. no, cf. The relationship of intimacy between persons arising not from kinship, but from a marriage (relations of one spouse with blood relatives of another, as well as between relatives of spouses). We are in the property. 2. ... ... Explanatory Dictionary of Ushakov
A philosophical category expressing the relationship of a given thing to other things with which it interacts. A property is often seen as an external expression of quality ... Big Encyclopedic Dictionary
Explanatory Dictionary Ozhegova
PROPERTY, a, cf. Quality, a feature that makes up a distinctive feature of someone Chemical properties of the substance. Possess special properties. This is a delicate matter (a special kind, requires a subtle approach). II. PROPERTY, well, cf. ... ... Explanatory Dictionary Ozhegova
The relationship resulting from marriage between one spouse and relatives of the other, or between relatives of both super-hogs. In the family law of the Russian Federation, does not play a legal role, with the exception of S., arising between the stepfather (stepmother) and the stepson ... ... Law Dictionary
I property cf. A distinctive feature, feature, characteristic feature of someone, something. II properties cf. Relations between a spouse and blood relatives of the other spouse, as well as between spouses' relatives arising from a marriage ... Modern Explanatory Dictionary of the Russian Language Efremova
Books
- The essence of the category "property", I. F. Lukyanov. The book examines the objective content of the category "property", its role and significance as a generic concept in the system of attributive categories, an attempt is made to logical ...
Natalya Vladimirovna Yakusheva
Summary of the lesson "Signs and properties of objects"
purpose:
Accumulate sensory examination experience objects and the selection of their signs(colors, shapes).
Learn to relate items by color and shape, on the occupied area.
Accumulate experience in the formation of many
Learn to highlight groups quantitative items - one, lot.
Material to occupation:
1) Demo: flannelograph with a plot composition, a cardboard image of the sun, a basket, dummies or real apples (by the number of children in the group, the same size, one red, the rest yellow, large and small plates of the same color.
2) Handout bags, imitations or real vegetables (carrots, turnips, cucumbers, cube, prism.
Plot and move lessons
1. Value items by color.
Educator: On a forest glade there was a small house in which wonderful, friendly gnomes Bim, Bom and Boom lived. They were very similar. To prevent confusion, they wore caps of different colors on the heads. W. Beam had a purple cap. For Bom, it’s blue, and for Boom, it’s brown. (Children are shown a clearing on which there is a house where gnomes live
When morning came and the sun rose over the forest (the sun is attached to the flannelgraph above the horizon on the left, the gnomes slowly woke up and got up from their beds, a friend said friend: "Good morning!" and quickly fled to the garden, where there were beds with vegetables. (The teacher takes out a basket of vegetables and shows it to the children).
Look, I have a lot of vegetables in my basket. This is a cucumber. (The teacher takes the cucumber out of the basket and shows it to the children). Find another cucumber in the basket, take it and take a good look.
What color is the cucumber?
Educator: *** - Please draw a pen over the cucumber. Look how long it is and not sharp at the ends. Is it smooth or not? (That's right, the peel of a cucumber in pimples).
Now get the carrots. Swipe it with your finger. Do carrots have pimples? And what about her skin? (Smooth) And what are the tips of a carrot? (One is sharp and the other is not). What color is carrot ?.
What do we have left in the basket? This is Turnip. What color is turnip?
Does the turnip look like a cucumber and carrot? *** What color is the turnip? ***
Now look at the vegetables and tell me on which beds cucumbers grow, on which carrots, and on which turnips *** Why?
Children need to guess by the color of the vegetables on which beds they grow.
Beds:
2. Textile inspection items and visual ratio with the sample.
The teacher distributes the bags to the children and asks them to lower the vegetables. In the pouches are already two subject - a cube and a prism.
The gnomes came home and decided to have breakfast.
Put your hand in the bag. Find carrots, but do not get out and do not peep. Did everyone find the carrots? *** How did you realize that you were holding a carrot, not a cucumber or turnip?
(The teacher asks several children to tell how they learned? If the children also name the color of carrots, the teacher draws the attention of the children to the fact that the color is fashionable only to see, but not to touch.
A moment of rest
3. The accumulation of sensory experience in the formation of sets.
Gnomes went to the garden to pick ripe apples. They plucked one apple at a time and gently stacked them in a basket. Here so: one apple, another apple, *** See how many apples the gnomes gathered
How many blocks do I have in the basket of gnomes? *** That's right, a lot.
Total lessons.
We were so fascinated by the game with the gnomes that we did not even notice how the sun rose high above the house, and then sank down and hid here, behind the apple tree. (The tutor demonstrates how the sun moved.)
Children say goodbye to the gnomes.
The teacher once again draws attention to signs of items: different color caps of gnomes, different shapes of vegetables, different sizes of plates.
Related Publications:
Summary of the lesson “Comparison of objects by their properties” Topic: Comparison of objects by property. Purpose: To acquaint with properties (“soft”, “sweet”); learn to find objects with a property.
Summary of GCD in the senior group “Properties of minerals and metal objects. Conversation about Cosmonautics Day ” The author - compiler: Trukhina Tatyana Alekseevna III year student, specialty 02/02/01. Preschool education Head: Golskaya.
Summary of the lesson “Autumn. Signs of autumn. Trees in Autumn Objectives: correctional and educational: - consolidation of ideas about autumn and its signs; - refinement, expansion and activation of the dictionary.
Goal: To increase the interest of children in the natural world. Promote the development of mental and speech activity. Tasks: Form a presentation.
Summary of math classes in the senior group “Counting to 9” Program content: Fix the direct and reverse counts within 9; improve knowledge of geometric shapes. Continue to learn.
Summary of the lesson: "Journey into the world of objects." Objectives: 1. Identification of the qualities and properties of wood and metal through experimental - experimental.
Summary of classes in the middle group on cognitive development "Autumn and its signs" Lesson Summary Topic: Autumn. Tasks: To learn to compare nature in September, October, November. Fix the names of the months. Teach children how to guess.
Summary of NNOD in the younger group “Compiling a group of objects from individual objects and isolating one from it. The concept of the circle " Organization of continuous direct educational activity of children in the second junior group
Item Property - This is a hallmark of the subject. It is necessary to teach the child to allocate as many properties as possible from one subject. For example: a ball - red, has the shape of a ball, rubber, toy, etc .; apple - green, sweet, fruit, etc .; cube - gray, wooden, has the shape of a cube, a toy, etc.
Comparison makes it possible to detect the general properties of objects, to highlight the similarity and difference.
The ability to distinguish the properties of objects forms the ability of students to capture patterns.
To develop children's creative abilities, it is useful that they independently invent puzzles about the properties of objects, draw up sequences and patterns, guess the rules for arranging objects and figures invented by other children. For example, you can offer them some sequence by deliberately breaking the rule. The task of the children is to determine the rule and find where it is violated.
1. What do all objects of the 1st row (2nd, 3rd row) have in common?
2. What item is located in the 2nd column and in the 3rd row? What colour is he?
3. Name each yellow item.
4. Circle all yellow objects with a line.
5. What is the difference between the objects in the 1st row? (The form, the material from which they are made, etc.)
6. What do all objects of the 1st column have in common?
7. Guess the item. This is a green toy. What is it?
8. Guess the item. It is located in the 3rd column, but not red and not green. What is this subject?
9. How many blue circles are drawn under the table? How many big, how many small? How many red and green? Blue and yellow? How many red circles? How many are not blue and not green?
Quality and quantity are categories of philosophy that reflect important aspects of objective reality. Quality expresses its essential definiteness inseparable from the object’s being, due to which it is this and not another object. number expresses the external, formal relationship of objects or their parts, as well as properties, relationships: their size, number, degree of manifestation of one or another property.
The world does not consist of ready-made, finished things, but is a set of processes in which things constantly arise, change and are destroyed. But it does not follow from this that they do not have a definite form of existence, are absolutely unstable and indistinguishable among themselves (cf. Relativism). No matter how the subject changes, for the time being it remains this, and not another, qualitatively defined subject. Quality certainty objects and phenomena is what makes them sustainable, that delimits them and creates an infinite variety of the world. Quality there is an essential certainty of an object, by virtue of which it is a given, and not another object, and differs from other objects.
Dialectical materialism proceeds from the recognition of the objectivity and universality of the qualitative certainty of things. The quality of an object is found in the aggregate of its properties. Moreover, the object does not consist of properties, is not a kind of “bundle of properties”, but possesses them: “... there are no qualities, but only things with qualities, and, moreover, infinitely many qualities.” A property is understood as a way of manifesting a certain side of the quality of an object in relation to other objects with which it interacts.
The quality of an item, as a rule, does not boil down to its individual properties. It is connected with the subject as a whole, covers it completely and is inseparable from it. Therefore, the concept of quality is associated with the existence of the subject. The subject cannot, while remaining itself, lose its quality. In the relations of an object with others, its various properties or groups of properties are manifested; in this sense, we can talk about the multiquality of objects and phenomena.
Along with qualitative certainty, all objects also have quantitative certainty: a certain size, number, volume, pace of processes, the degree of development of properties, etc. number there is such a certainty of a thing, due to which (really or mentally) it can be divided into homogeneous parts and put these parts together. The homogeneity (similarity, similarity) of parts or objects is a hallmark of quantity. Differences between objects that are not similar to each other are qualitative, and differences between objects similar are quantitative. Unlike quality, quantity is not so closely associated with the being of the subject; quantitative changes do not immediately lead to the destruction or substantial change of the subject. Only after reaching a certain limit for each subject, quantitative changes cause qualitative ones. In this sense, quantitative certainty, in contrast to qualitative, is characterized by an external relation to the nature of objects. Therefore, it can be in the process of cognition (for example, in mathematics) separated from the content as something indifferent to the case. The exceptionally wide applicability of mathematical theories in various areas of natural science and technology due to the fact that mathematics studies primarily quantitative relations.
Quality cannot be reduced to quantity, as metaphysicians try to do. No item has only a qualitative or only a quantitative side. Each item represents a unity of a certain quality and quantity (measure); it is a qualitative quantity (quantity) and a quantitatively determined quality. Violation of the measure leads to a change in the given object or phenomenon, to its transformation into another object or phenomenon (the Law of transition of quantitative changes to qualitative ones).
The quality category expresses a certain level of a person's knowledge of objective reality. At the initial stage of cognition, the object of research appears before the subject, first of all, by any particular property or a number of properties. In direct sensory perception, quality appears as some set of properties. “First, impressions flicker, then something stands out, - then the concepts of quality develop ... (definitions of a thing or phenomenon) and quantity ... The very first and very initial is sensation, and in it quality is inevitable ...”
Purpose: To consolidate the ability to identify and compare the properties of objects, to find the general property of a group of objects.
To form the ability to correlate flat geometric shapes with spatial bodies. Develop logical thinking. Continue to teach how to express opinions and give examples. Nurture learning motivation
Organization of the lesson:
Part 1 - sitting on chairs
Part 2 - standing in a circle (physical education)
Part 3 - sitting on the chairs
Part 4 - standing in a semicircle
Part 5 - sitting on chairs
Materials for the lesson:
Demo- Pictures with the image of the Pencil (series “Cheerful little men”), an album sheet of paper, pictures with the image of vegetables.
Dispensing- colored pencils (red, orange, yellow, green, blue, blue, violet), pieces of paper, sets of figures: 5 circles - red, yellow, green, orange and blue, 5 ovals, 5 squares, 5 triangles and 5 rectangles of those same colors.
Course progress:
I Item Properties - Color. Colors of rainbow.
The teacher inserts colored pencils of all colors of the rainbow into the glass. The same glasses with colored pencils on children's tables. The teacher shows a picture of a pencil:
Educator:- Guys, our Cheerful Pencil told me an amazing story! It turns out that pencils can talk and even show off. This pencil said (picks up a red pencil): “I can be a poppy, fire, a flag!”
The teacher draws a red line on the landscape paper attached to the board, and the children draw a red line on their pieces of paper. Then the teacher asks them to tell what the other pencils boasted.
Educator:- Guess what these pencils said?
Children of their own free will go to the blackboard, choose a pencil and leave them their own on a sheet attached to the blackboard. The remaining children draw lines in the same colors on their sheets. Sample answers of children:
Children:- Orange: "I am an orange, carrots!"
Children:- Yellow: “I'm a chicken, sun, turnip!”
Children:- Green: “I am grass, foliage, a whole forest!”
Children:- Blue: “I am not forget-me-not, sky, ice!”
Children:- Blue: “I am ink, sea, cornflower!”
Children:- Violet: “I am a plum, lilac, twilight, bell!”
The teacher thanks the children for their help and makes a riddle.
Educator:- Cheerful Pencil whispered to me one word. Guess what.
Through the fields, through the meadows
An elegant arc rose.
Children: Rainbow
Educator:“And who knows the colors of the rainbow?”
Children call: red, orange, yellow, green, blue, blue, purple. You can invite them to make a rainbow of stripes of colored paper.
II Physical education "Guess whose voice?"
Children stand in a circle, in the center of which there is a driver with blindfolds, hold hands and, walking in a circle, amicably say:
We all stood together in a circle
Turned at once all of a sudden
(all rotate 180 degrees and go in the opposite direction)
And as we say: “Dap, dap, dap!” -
One of the children, as instructed by the teacher, repeats the last line, and the driver guesses who it is. If he has not guessed, then he continues to be the driver, and if he has guessed, then the one who cast the voice becomes the driver. The game is repeated 2 to 3 times.
The role of the leader in the 2nd and 3rd round of the game is better to entrust to one of the children.
III Comparison of objects on the basis of similarities and differences (color, shape, size, material, purpose, etc.).
1) Educator: -View pictures. What is drawn on the first picture?
Children: - Doll and bears.
Educator: - Compare the doll and the bear: what do they have in common and how do they differ?
The teacher, if necessary, can start the comparison: the common purpose of the doll and bear is toys; the same size; the common thing is that both the doll and the bear have ribbons, but they differ in that ... And the children call the signs of difference on their own.
Educator:- Compare the balloon on which Dunno flies and the ball: what do they have in common and how do they differ?
Children:-They have the same shape: both the ball and the balloon are in the shape of a ball. And they differ in color: the ball is yellow and blue, and the balloon is yellow and red. They also differ in size: the ball is small, and the balloon is large. Their purpose is also different: the ball is a toy, and the balloon is an aircraft.
Educator:- Compare the hedgehog and the Christmas tree.
Children:“The spruce tree looks like a hedgehog: the hedgehog is in needles, the tree is also, and they“ live ”in the forest.” They differ in size: the hedgehog is small, the tree is larger than the hedgehog. They are also of different colors: the hedgehog is gray, and the tree is green. Hedgehog - an animal, a tree - a plant.
In more prepared groups, the work can be organized as follows: each child, according to his desire, chooses one of the pictures and talks about it, and the rest of the children complete it.
2) Educator:- View the picture. Why do you think the fox and the carrot are connected by a thread?
Children:- They are both orange.
Educator:- Well done! Now take your “magic” pencils and connect the objects of the same color with “magic threads”.
Children spend 1 - 2 minutes drawing lines on their own. Then they discuss out loud who completed the task.
Educator:- Tell us which pictures you connected? Why?
Sample answers of children:
Children:- Carrots and fox are orange.
Children:- I connected the chicken and the moon because they are yellow.
Children:“The tomato and the ladybug are red.”
Children:- The frog and the apple are green.
The teacher helps children correct their mistakes. In conclusion, it is important to praise those who tried: “Aizat is well done - all lines were drawn correctly! Leah is also well done - she found and corrected her mistake! ”
3) Children perform the task on their own.
Educator:- And now you have to find signs of difference and correct the mistakes of the artist Dunno.
Independent work can be carried out in the form of a competition game: whoever finds the distinguishing features faster and more. Winners receive prizes.
IV. Physical education "Look at both!"
Children are built in a row ( no more than 7 - 10 people) The driver is chosen with the help of a counting device or appointment. He is invited to remember in what order the children are. After the driver is turned away, the children are rebuilt. The driver must determine what has changed and restore the disturbed order. The location can be linear, circular, chaotic - depending on the level of difficulty that the teacher wants to offer.
V. Fixing the ability to highlight the properties of objects.
1)Conversation vegetables. Guessing riddles.
Educator:- What vegetables do you know?
Educator:- What is growing in your garden ( for example, in the country)?
Educator:- What kind of vegetables say that? How did you guess?
a) The red nose has grown into the ground,
And the green tail is outside.
We don’t need a green tail,
Only a red nose is needed.
Children:Carrot
b) In the summer in the garden -
Fresh green
And in the winter in a barrel -
Yellow, salty.
Children: Cucumbers
c) Round side, yellow side,
Sits on a bed of buns.
He has grown deep in the ground.
What is this?
Children: Turnip
d) It is big as a soccer ball,
If ripe - everyone is happy.
It tastes so good!
What kind of ball is this?
Children: Watermelon
Children explain by what signs they guessed what they were talking about: by color, shape, size, taste, etc. On the flannel graph are displayed riddles with the image of vegetables. You can make a "confusion": put pictures with errors, and then disassemble them.
2) The game "What does it look like?"
On the flannelograph are pictures of vegetables.
Educator:- Well done! You solve riddles very well. Now look carefully at the pictures and select the geometric shapes that resemble these vegetables.
Sample answers of children:
Children:- The carrot is orange in shape, resembles a triangle, - I'll put an orange (red) triangle.
Children:- Turnip is yellow and round. I choose a yellow circle. Etc.
Educator:- What did you like? What seemed difficult?
Educator:- Look: on the page below, Dunno began to draw a pattern. Try to finish it at home.