Cassirer's Reception of Dedekind and the Structuralist Transformation Of
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CURRICULUM VITAE MICHAEL DAVID RESNIK Born: March 20, 1938, New Haven, Connecticut Education
CURRICULUM VITAE MICHAEL DAVID RESNIK Born: March 20, 1938, New Haven, Connecticut Education: Yale University, New Haven, Connecticut, B.A. as a Scholar of the House in Mathematics and Philosophy, 1960 Harvard University, Cambridge, Massachusetts, M.A. in Philosophy, 1962; Ph.D. in Philosophy, 1964 Academic Experience: University Distinguished Professor, The University of North Carolina at Chapel Hill, 1988- Professor, The University of North Carolina at Chapel Hill, 1975-1988 Member, Social Science Research Institute, The University of North Carolina at Chapel Hill, 1985-present; Fellow of the UNC Institute of Arts and Humanities, 1988- Visiting Fellow, Center for The Study of Science in Society, Virginia Polytechnic Institute and State University, Blacksburg, Virginia, Spring, 1984 Chairman, The University of North Carolina at Chapel Hill, 1975-1983 Associate Professor, The University of North Carolina at Chapel Hill, 1967- 1975 Visiting Assistant Professor, Washington University, St. Louis, Missouri, 1966-1967 Assistant Professor, The University of Hawaii, Honolulu, 1964-1967; Member, Social Science Research Institute, 1966-1967 Memberships: American Philosophical Association Association for Symbolic Logic Philosophy of Science Association Grants: Co-principal investigator with C. Y. Cheng on N.S.F. Grant G.S. 835,"Classical Chinese Logic and Scientific Methodology", 1965-1966 Director, National Endowment for the Humanities Summer Seminar for College Teachers, "Frege and the Philosophy of Mathematics", 1980 Participant in a Sloan Foundation -
Experiment Month: Helping Philosophers to Engage Empirically June 30, 2009
Experiment Month: Helping Philosophers to Engage Empirically June 30, 2009 Overview: Although there has been a growing interest in experimental research among young philosophers, especially undergraduate and graduate students, many find that they don’t have the resources or expertise required to conduct rigorous experimental research. These budding philosophers often have exciting and original ideas; they simply lack the support they would need to turn those visions into real philosophical research. The aim of the proposed Experiment Month program is to provide these philosophers with resources, encouragement and technical assistance to realize the potential of their own ideas. To attain these objectives, we propose, in conjunction with a consortium of prominent philosophers and under the auspices of the Yale University Program in Cognitive Science, to implement a program that will provide philosophers (especially students) with: x ‘Experiment buddies’ who can help them to correctly design studies and think through the implications of their data x On-line educational videos that guide them through the process of developing philosophically relevant experiments x The resources necessary to put together online studies, attract a large sample of subjects, and analyze the resulting data. Above all, we aim to encourage and inspire young philosophers through the organization of a community-wide event that will enable broad participation in a friendly and supportive atmosphere. Summary of Project: Fall 2010 Proposals for experiments due. Winter 2010 Team of volunteers select the most viable proposals for inclusion in the Experiment Month and provide helpful comments on selected submissions. Winter 2010— Each winning project is assigned an ‘experiment buddy’ who works Spring 2011 with the philosopher to help refine the proposed study, enabling research that successfully engages with the key philosophical questions in the relevant area. -
Philosophy Lectures Prospectus Hilary Term 2019
F A C U L T Y O F P HILOSOPHY U NIVERSITY OF O XFORD PHILOSOPHY LECTURES PROSPECTUS HILARY TERM 2019 1 The Philosophy Centre is found at the Radcliffe Humanities Building, on Woodstock Road, which is also the site of the Philosophy and Theology Faculties Library. NOTES: - “CL” means the lecture is a Core Lecture for one of the Honour Schools papers. - The normal duration of an event is one hour. Where the class or lecture lasts longer than an hour, the start time and end time will be given. - Unless otherwise specified, the lectures and classes are given for all of weeks 1 to 8. - Lectures and classes begin at five minutes past the hour, and end five minutes before. (E.g: a lecture listed as “M. 10” will start on Mondays at 10.05am, and finish at 10.55am.) - Students registered on Philosophy courses, and Faculty members, will need their University card to enter the Philosophy Centre at Radcliffe Humanities. Visitors should use the intercom on the front door to ask for access. - There are several rooms used as lecture/class spaces at Radcliffe Humanities. The main rooms are: the Ryle Room (1st floor), the Lecture Room (2nd floor), and the Seminar Room (3rd floor). Other rooms sometimes used are the Colin Matthew Room (ground floor) and Meeting Room 4 (ground floor). - There is lift and stair access to all floors. A list of rooms is found by the stairwell and lift on each floor. - “Schools” refers to the Examination Schools (75 – 81 High Street), one of the main lecturing facilities in the University. -
Philosophy of Mathematics and Its Logic: Introduction
Philosophy of Mathematics and Its Logic: Introduction Oxford Handbooks Online Philosophy of Mathematics and Its Logic: Introduction Stewart Shapiro The Oxford Handbook of Philosophy of Mathematics and Logic Edited by Stewart Shapiro Print Publication Date: Jun Subject: Philosophy, Philosophy of Mathematics and Logic 2007 Online Publication Date: Sep DOI: 10.1093/oxfordhb/9780195325928.003.0001 2009 Abstract and Keywords Mathematics plays an important role in virtually every scientific effort, no matter what part of the world it is aimed at. There is scarcely a natural or a social science that does not have substantial mathematics prerequisites. The burden on any complete philosophy of mathematics is to show how mathematics is applied to the material world, and to show how the methodology of mathematics (whatever it may be) fits into the methodology of the sciences (whatever it may be). In addition to its role in science, mathematics itself seems to be a knowledge-gathering activity. The philosophy of mathematics is, at least in part, a branch of epistemology. However, mathematics is at least prima facie different from other epistemic endeavors. Keywords: mathematics, philosophy of mathematics, methodology of mathematics, epistemology, material world, logic 1. Motivation, or What We Are Up to From the beginning, Western philosophy has had a fascination with mathematics. The entrance to Plato's Academy is said to have been marked with the words “Let no one ignorant of geometry enter here.” Some major historical mathematicians, such as René Descartes, Gottfried Leibniz, and Blaise Pascal, were also major philosophers. In more recent times, there are Bernard Bolzano, Alfred North Whitehead, David Hilbert, Gottlob Frege, Alonzo Church, Kurt Gödel, and Alfred Tarski. -
Frege's Rationalist Epistemology
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographicaily in this copy. Higher quality 6” x 9* black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced withwith permission permission of of the the copyright copyright owner. owner. Further Further reproduction reproduction prohibited prohibited without without permission. -
An International Perspecti.Ve
DOCUMENT RESUME ED 378 042 SE 055 587 AUTHOR Ernest, Paul, Ed. TITLE Mathematics, Education, and Philosophy: An International Perspecti.ve. Studies in Mathematics Education Series: 3. REPORT NO ISBN-0-7507-0290-7 PUB DATE 94 NOTE 258p.; For the companion volume, "Constructing Mathematical Knowledge," see SE 055 588. AVAILABLE FROMFalmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS *Cognitive Structures; *Cultural Context; Elementary Secondary Education; *Mathematics Education; Modernism; *Philosophy IDENTIFIERS *Postmodernism; *Poststructuralism ABSTRACT This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Reconceptualizing the Philosophy of Mathematics," contains the following chapters:(1) "Fresh Breezes in the Philosophy of Mathematics" (R. Hersh);(2) What Can the Sociologist of Knowledge Say About 2 2 = 4?" (D. Bloor);(3) "The Dialogical Nature of Mathematics" (P. Ernest); and (4) "Structuralism and Post-modernism in the Philosophy of Mathematics" (T. Tymoczko). Part 2, "Post-modernist and Post-structuralist Approaches," contains: (5) "Reasoning in a Post-modern Age" (V. Walkerdine); (6) "Mathematical Writing, Thinking, and Virtual Reality" (B. Rotman); (7) "Mathematics: The Problematical Notion of Closure" (A. Tsatsaroni & J. Evans);(8) "On the Ecologies of Mathematical Language and the Rhythms of the Earth" (D. W. Jardine); (9) "Discursive Saturation and SchoA. Mathematics Texts: A Strand from a Language of Description" (P. Dowling);(10) "The Dominance of Structure in 'Post-structural' Critiques of Mathematics Education" (J. Vass); ana (11) "Describing the Mathematics You Are Part Of: A Post-structuralist Account of Mathematical Learning" (T. -
Introduction
Notes Introduction 1 . Much ink has been spilled trying to assess the validity of these terms (were Carnap and Wittgenstein not born on ‘the continent’?), to define the essential traits of the two traditions (argumentative style and logical clarity vs. oblique prose and historical consciousness?) and to trace the origin of the parting of ways (Carnap vs. Heidegger? Brentano’s legacy? Frege’s revolution in logic?). These are worthy enterprises, but it seems to me that more often than not the earnest focus on ‘reconciliation’ gets in the way of the more pragmatic strategy of acknowledging the socio-institutional division whilst rejecting its philosophical meaning. Hence my use of the word neglect . My sincere hope is to see, in a few decades, a new generation of philosophers taking over, having been educated by teachers who thoroughly neglect this division. For these young scholars the labels ‘continental’ and ‘analytic’ will be mere objects of historical curiosity, and they will look down upon those hard-headed philoso- phers still proudly self-identifying as ‘analytic’ or ‘continental’ as quaint, and somewhat amusing, relics of a bygone era. 2 . I borrow this useful term, indicating proficiency in both continental and analytic methods and vocabularies, from Rorty (in Prado 2003). 3 . By my reckoning, Moore is an exemplar synoptic philosopher, defining himself as a ‘philosophical generalist’ (2012: xviii–xix), and lamenting that ‘the narrowness of focus that we see nowadays within philosophy poses a threat to its being pursued at all, in any meaningfully integrated way’ (2012: xix). 4 . Throughout this book I shall prefer the term ‘universe’ to ‘world’ or ‘external reality’.