How Gödel Transformed Set Theory, Volume 53, Number 4
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Does the Category of Multisets Require a Larger Universe Than
Pure Mathematical Sciences, Vol. 2, 2013, no. 3, 133 - 146 HIKARI Ltd, www.m-hikari.com Does the Category of Multisets Require a Larger Universe than that of the Category of Sets? Dasharath Singh (Former affiliation: Indian Institute of Technology Bombay) Department of Mathematics, Ahmadu Bello University, Zaria, Nigeria [email protected] Ahmed Ibrahim Isah Department of Mathematics Ahmadu Bello University, Zaria, Nigeria [email protected] Alhaji Jibril Alkali Department of Mathematics Ahmadu Bello University, Zaria, Nigeria [email protected] Copyright © 2013 Dasharath Singh et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Abstract In section 1, the concept of a category is briefly described. In section 2, it is elaborated how the concept of category is naturally intertwined with the existence of a universe of discourse much larger than what is otherwise sufficient for a large part of mathematics. It is also remarked that the extended universe for the category of sets is adequate for the category of multisets as well. In section 3, fundamentals required for adequately describing a category are extended to defining a multiset category, and some of its distinctive features are outlined. Mathematics Subject Classification: 18A05, 18A20, 18B99 134 Dasharath Singh et al. Keywords: Category, Universe, Multiset Category, objects. 1. Introduction to categories The history of science and that of mathematics, in particular, records that at times, a by- product may turn out to be of greater significance than the main objective of a research. -
Cantor, God, and Inconsistent Multiplicities*
STUDIES IN LOGIC, GRAMMAR AND RHETORIC 44 (57) 2016 DOI: 10.1515/slgr-2016-0008 Aaron R. Thomas-Bolduc University of Calgary CANTOR, GOD, AND INCONSISTENT MULTIPLICITIES* Abstract. The importance of Georg Cantor’s religious convictions is often ne- glected in discussions of his mathematics and metaphysics. Herein I argue, pace Jan´e(1995), that due to the importance of Christianity to Cantor, he would have never thought of absolutely infinite collections/inconsistent multiplicities, as being merely potential, or as being purely mathematical entities. I begin by considering and rejecting two arguments due to Ignacio Jan´e based on letters to Hilbert and the generating principles for ordinals, respectively, showing that my reading of Cantor is consistent with that evidence. I then argue that evidence from Cantor’s later writings shows that he was still very religious later in his career, and thus would not have given up on the reality of the absolute, as that would imply an imperfection on the part of God. The theological acceptance of his set theory was very important to Can- tor. Despite this, the influence of theology on his conception of absolutely infinite collections, or inconsistent multiplicities, is often ignored in contem- porary literature.1 I will be arguing that due in part to his religious convic- tions, and despite an apparent tension between his earlier and later writings, Cantor would never have considered inconsistent multiplicities (similar to what we now call proper classes) as completed in a mathematical sense, though they are completed in Intellectus Divino. Before delving into the issue of the actuality or otherwise of certain infinite collections, it will be informative to give an explanation of Cantor’s terminology, as well a sketch of Cantor’s relationship with religion and reli- gious figures. -
The Iterative Conception of Set
The Iterative Conception of Set Thomas Forster Centre for Mathematical Sciences Wilberforce Road Cambridge, CB3 0WB, U.K. September 4, 2009 Contents 1 The Cumulative Hierarchy 2 2 The Two-Constructor case 5 2.1 Set Equality in the Two-Constructor Case . 6 3 More Wands 9 3.1 Second-order categoricity .................... 9 3.2 Equality . 10 3.3 Restricted quantifiers . 10 3.4 Forcing . 11 4 Objections 11 4.1 Sets Constituted by their Members . 12 4.2 The End of Time . 12 4.2.1 What is it an argument against? . 13 4.3 How Many Wands? . 13 5 Church-Oswald models 14 5.1 The Significance of the Church-Oswald Interpretation . 16 5.2 Forti-Honsell Antifoundation . 16 6 Envoi: Why considering the two-wand construction might be helpful 17 1 Abstract The two expressions “The cumulative hierarchy” and “The iterative con- ception of sets” are usually taken to be synonymous. However the second is more general than the first, in that there are recursive procedures that generate some illfounded sets in addition to wellfounded sets. The inter- esting question is whether or not the arguments in favour of the more restrictive version—the cumulative hierarchy—were all along arguments for the more general version. The phrase “The iterative conception of sets” conjures up a picture of a particular set-theoretic universe—the cumulative hierarchy—and the constant conjunction of phrase-with-picture is so reliable that people tend to think that the cumulative hierarchy is all there is to the iterative conception of sets: if you conceive sets iteratively then the result is the cumulative hierarchy. -
Sets - June 24 Chapter 1 - Sets and Functions
Math 300 - Introduction to Mathematical reasoning Summer 2013 Lecture 1: Sets - June 24 Chapter 1 - Sets and Functions Definition and Examples Sets are a \well-defined” collection of objects. We shall not say what we mean by \well-defined” in this course. At an introductory level, it suffices to think of a Set as a collection of objects. Some examples of sets are - • Collection of students taking Math 300, • Collection of all possible speeds that your car can attain, • Collection of all matrices with real entries (Math 308). Examples We mention some mathematical examples which we shall use throughout the course. Keep these examples in mind. • N - the set of natural numbers. Here, N = f1; 2; 3;:::; g • Z - the set of integers. Here, Z = f;:::; −3; −2; −1; 0; 1; 2; 3;:::; g • Q - the set of rational numbers. The set of rational numbers can described as fractions, where the numerator and denominator of the fraction are both integers and the denominator is not equal to zero. • R - the set of real numbers. • R+ - the set of positive real numbers. The objects of the set are called elements, members or points of the set. Usually a set is denoted by a capital letter. The elements of the set are denoted by lowercase letters. The symbol 2 denotes the phrase \belongs to". Let A be a set and let x be an element of the set A. The statement x 2 A should be read as x belongs to the set A. For example, the statement \1 2 N" should be read as \1 belongs to the set of natural numbers". -
Review of Set-Theoretic Notations and Terminology A.J
Math 347 Review of Set-theoretic Notations and Terminology A.J. Hildebrand Review of Set-theoretic Notations and Terminology • Sets: A set is an unordered collection of objects, called the elements of the set. The standard notation for a set is the brace notation f::: g, with the elements of the set listed inside the pair of braces. • Set builder notation: Notation of the form f::: : ::: g, where the colon (:) has the meaning of \such that", the dots to the left of the colon indicate the generic form of the element in the set and the dots to 2 the right of the colon denote any constraints on the element. E.g., fx 2 R : x < 4g stands for \the set of 2 all x 2 R such that x < 4"; this is the same as the interval (−2; 2). Other examples of this notation are f2k : k 2 Zg (set of all even integers), fx : x 2 A and x 2 Bg (intersection of A and B, A \ B). 2 Note: Instead of a colon (:), one can also use a vertical bar (j) as a separator; e.g., fx 2 R j x < 4g. Both notations are equally acceptable. • Equality of sets: Two sets are equal if they contain the same elements. E.g., the sets f3; 4; 7g, f4; 3; 7g, f3; 3; 4; 7g are all equal since they contain the same three elements, namely 3, 4, 7. • Some special sets: • Empty set: ; (or fg) • \Double bar" sets: 1 ∗ Natural numbers: N = f1; 2;::: g (note that 0 is not an element of N) ∗ Integers: Z = f:::; −2; −1; 0; 1; 2;::: g ∗ Rational numbers: Q = fp=q : p; q 2 Z; q 6= 0g ∗ Real numbers: R • Intervals: ∗ Open interval: (a; b) = fx 2 R : a < x < bg ∗ Closed interval: [a; b] = fx 2 R : a ≤ x ≤ bg ∗ Half-open interval: [a; b) = fx 2 R : a ≤ x < bg • Universe: U (\universe", a \superset" of which all sets under consideration are assumed to be a subset). -
A Multiverse Perspective in Mathematics and Set Theory: Does Every Mathematical Statement Have a Definite Truth Value?
The universe view The multiverse view Dream Solution of CH is unattainable Further topics Multiverse Mathematics A multiverse perspective in mathematics and set theory: does every mathematical statement have a definite truth value? Joel David Hamkins The City University of New York Mathematics, Philosophy, Computer Science College of Staten Island of CUNY The CUNY Graduate Center Meta-Meta Workshop: Metamathematics and Metaphysics Fudan University, Shanghai June 15, 2013 Meta-Meta Workshop, Shanghai June 15, 2013 Joel David Hamkins, New York The universe view The multiverse view Dream Solution of CH is unattainable Further topics Multiverse Mathematics The theme The theme of this talk is the question: Does every mathematical problem have a definite answer? I shall be particularly interested in this question as it arises in the case of set theory: Does every set-theoretic assertion have a definite truth value? Meta-Meta Workshop, Shanghai June 15, 2013 Joel David Hamkins, New York The universe view The multiverse view Dream Solution of CH is unattainable Further topics Multiverse Mathematics Set theory as Ontological Foundation A traditional view in set theory is that it serves as an ontological foundation for the rest of mathematics, in the sense that other abstract mathematical objects can be construed fundamentally as sets. On this view, mathematical objects—functions, real numbers, spaces—are sets. Being precise in mathematics amounts to specifying an object in set theory. In this way, the set-theoretic universe becomes the realm of all mathematics. Having a common foundation was important for the unity of mathematics. A weaker position remains compatible with structuralism. -
Set Notation and Concepts
Appendix Set Notation and Concepts “In mathematics you don’t understand things. You just get used to them.” John von Neumann (1903–1957) This appendix is primarily a brief run-through of basic concepts from set theory, but it also in Sect. A.4 mentions set equations, which are not always covered when introducing set theory. A.1 Basic Concepts and Notation A set is a collection of items. You can write a set by listing its elements (the items it contains) inside curly braces. For example, the set that contains the numbers 1, 2 and 3 can be written as {1, 2, 3}. The order of elements do not matter in a set, so the same set can be written as {2, 1, 3}, {2, 3, 1} or using any permutation of the elements. The number of occurrences also does not matter, so we could also write the set as {2, 1, 2, 3, 1, 1} or in an infinity of other ways. All of these describe the same set. We will normally write sets without repetition, but the fact that repetitions do not matter is important to understand the operations on sets. We will typically use uppercase letters to denote sets and lowercase letters to denote elements in a set, so we could write M ={2, 1, 3} and x = 2 as an element of M. The empty set can be written either as an empty list of elements ({})orusing the special symbol ∅. The latter is more common in mathematical texts. A.1.1 Operations and Predicates We will often need to check if an element belongs to a set or select an element from a set. -
Warren Goldfarb, Notes on Metamathematics
Notes on Metamathematics Warren Goldfarb W.B. Pearson Professor of Modern Mathematics and Mathematical Logic Department of Philosophy Harvard University DRAFT: January 1, 2018 In Memory of Burton Dreben (1927{1999), whose spirited teaching on G¨odeliantopics provided the original inspiration for these Notes. Contents 1 Axiomatics 1 1.1 Formal languages . 1 1.2 Axioms and rules of inference . 5 1.3 Natural numbers: the successor function . 9 1.4 General notions . 13 1.5 Peano Arithmetic. 15 1.6 Basic laws of arithmetic . 18 2 G¨odel'sProof 23 2.1 G¨odelnumbering . 23 2.2 Primitive recursive functions and relations . 25 2.3 Arithmetization of syntax . 30 2.4 Numeralwise representability . 35 2.5 Proof of incompleteness . 37 2.6 `I am not derivable' . 40 3 Formalized Metamathematics 43 3.1 The Fixed Point Lemma . 43 3.2 G¨odel'sSecond Incompleteness Theorem . 47 3.3 The First Incompleteness Theorem Sharpened . 52 3.4 L¨ob'sTheorem . 55 4 Formalizing Primitive Recursion 59 4.1 ∆0,Σ1, and Π1 formulas . 59 4.2 Σ1-completeness and Σ1-soundness . 61 4.3 Proof of Representability . 63 3 5 Formalized Semantics 69 5.1 Tarski's Theorem . 69 5.2 Defining truth for LPA .......................... 72 5.3 Uses of the truth-definition . 74 5.4 Second-order Arithmetic . 76 5.5 Partial truth predicates . 79 5.6 Truth for other languages . 81 6 Computability 85 6.1 Computability . 85 6.2 Recursive and partial recursive functions . 87 6.3 The Normal Form Theorem and the Halting Problem . 91 6.4 Turing Machines . -
2.5. INFINITE SETS Now That We Have Covered the Basics of Elementary
2.5. INFINITE SETS Now that we have covered the basics of elementary set theory in the previous sections, we are ready to turn to infinite sets and some more advanced concepts in this area. Shortly after Georg Cantor laid out the core principles of his new theory of sets in the late 19th century, his work led him to a trove of controversial and groundbreaking results related to the cardinalities of infinite sets. We will explore some of these extraordinary findings, including Cantor’s eponymous theorem on power sets and his famous diagonal argument, both of which imply that infinite sets come in different “sizes.” We also present one of the grandest problems in all of mathematics – the Continuum Hypothesis, which posits that the cardinality of the continuum (i.e. the set of all points on a line) is equal to that of the power set of the set of natural numbers. Lastly, we conclude this section with a foray into transfinite arithmetic, an extension of the usual arithmetic with finite numbers that includes operations with so-called aleph numbers – the cardinal numbers of infinite sets. If all of this sounds rather outlandish at the moment, don’t be surprised. The properties of infinite sets can be highly counter-intuitive and you may likely be in total disbelief after encountering some of Cantor’s theorems for the first time. Cantor himself said it best: after deducing that there are just as many points on the unit interval (0,1) as there are in n-dimensional space1, he wrote to his friend and colleague Richard Dedekind: “I see it, but I don’t believe it!” The Tricky Nature of Infinity Throughout the ages, human beings have always wondered about infinity and the notion of uncountability. -
Black Hole Math Is Designed to Be Used As a Supplement for Teaching Mathematical Topics
National Aeronautics and Space Administration andSpace Aeronautics National ole M a th B lack H i This collection of activities, updated in February, 2019, is based on a weekly series of space science problems distributed to thousands of teachers during the 2004-2013 school years. They were intended as supplementary problems for students looking for additional challenges in the math and physical science curriculum in grades 10 through 12. The problems are designed to be ‘one-pagers’ consisting of a Student Page, and Teacher’s Answer Key. This compact form was deemed very popular by participating teachers. The topic for this collection is Black Holes, which is a very popular, and mysterious subject among students hearing about astronomy. Students have endless questions about these exciting and exotic objects as many of you may realize! Amazingly enough, many aspects of black holes can be understood by using simple algebra and pre-algebra mathematical skills. This booklet fills the gap by presenting black hole concepts in their simplest mathematical form. General Approach: The activities are organized according to progressive difficulty in mathematics. Students need to be familiar with scientific notation, and it is assumed that they can perform simple algebraic computations involving exponentiation, square-roots, and have some facility with calculators. The assumed level is that of Grade 10-12 Algebra II, although some problems can be worked by Algebra I students. Some of the issues of energy, force, space and time may be appropriate for students taking high school Physics. For more weekly classroom activities about astronomy and space visit the NASA website, http://spacemath.gsfc.nasa.gov Add your email address to our mailing list by contacting Dr. -
Universe Design Tool User Guide Content
SAP BusinessObjects Business Intelligence platform Document Version: 4.2 – 2015-11-12 Universe Design Tool User Guide Content 1 Document History.............................................................13 2 Introducing the universe design tool...............................................14 2.1 Overview.....................................................................14 2.2 Universe design tool and universe fundamentals.........................................14 What is a universe?...........................................................14 What is the role of a universe?...................................................15 What does a universe contain?...................................................15 About the universe window..................................................... 17 Universe design tool install root path...............................................17 2.3 How do you use the universe design tool to create universes?...............................18 How do objects generate SQL?...................................................18 What types of database schema are supported?......................................19 How are universes used?.......................................................19 2.4 Who is the universe designer?..................................................... 20 Required skills and knowledge...................................................20 What are the tasks of the universe designer?.........................................21 2.5 The basic steps to create a universe................................................ -
On the Necessary Use of Abstract Set Theory
ADVANCES IN MATHEMATICS 41, 209-280 (1981) On the Necessary Use of Abstract Set Theory HARVEY FRIEDMAN* Department of Mathematics, Ohio State University, Columbus, Ohio 43210 In this paper we present some independence results from the Zermelo-Frankel axioms of set theory with the axiom of choice (ZFC) which differ from earlier such independence results in three major respects. Firstly, these new propositions that are shown to be independent of ZFC (i.e., neither provable nor refutable from ZFC) form mathematically natural assertions about Bore1 functions of several variables from the Hilbert cube I” into the unit interval, or back into the Hilbert cube. As such, they are of a level of abstraction significantly below that of the earlier independence results. Secondly, these propositions are not only independent of ZFC, but also of ZFC together with the axiom of constructibility (V = L). The only earlier examples of intelligible statements independent of ZFC + V= L either express properties of formal systems such as ZFC (e.g., the consistency of ZFC), or assert the existence of very large cardinalities (e.g., inaccessible cardinals). The great bulk of independence results from ZFCLthe ones that involve standard mathematical concepts and constructions-are about sets of limited cardinality (most commonly, that of at most the continuum), and are obtained using the forcing method introduced by Paul J. Cohen (see [2]). It is now known in virtually every such case, that these independence results are eliminated if V= L is added to ZFC. Finally, some of our propositions can be proved in the theory of classes, as formalized by the Morse-Kelley class theory with the axiom of choice for sets (MKC), but not in ZFC.