Logic, Sets, and Proofs David A
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Dialetheists' Lies About the Liar
PRINCIPIA 22(1): 59–85 (2018) doi: 10.5007/1808-1711.2018v22n1p59 Published by NEL — Epistemology and Logic Research Group, Federal University of Santa Catarina (UFSC), Brazil. DIALETHEISTS’LIES ABOUT THE LIAR JONAS R. BECKER ARENHART Departamento de Filosofia, Universidade Federal de Santa Catarina, BRAZIL [email protected] EDERSON SAFRA MELO Departamento de Filosofia, Universidade Federal do Maranhão, BRAZIL [email protected] Abstract. Liar-like paradoxes are typically arguments that, by using very intuitive resources of natural language, end up in contradiction. Consistent solutions to those paradoxes usually have difficulties either because they restrict the expressive power of the language, orelse because they fall prey to extended versions of the paradox. Dialetheists, like Graham Priest, propose that we should take the Liar at face value and accept the contradictory conclusion as true. A logical treatment of such contradictions is also put forward, with the Logic of Para- dox (LP), which should account for the manifestations of the Liar. In this paper we shall argue that such a formal approach, as advanced by Priest, is unsatisfactory. In order to make contradictions acceptable, Priest has to distinguish between two kinds of contradictions, in- ternal and external, corresponding, respectively, to the conclusions of the simple and of the extended Liar. Given that, we argue that while the natural interpretation of LP was intended to account for true and false sentences, dealing with internal contradictions, it lacks the re- sources to tame external contradictions. Also, the negation sign of LP is unable to represent internal contradictions adequately, precisely because of its allowance of sentences that may be true and false. -
Reasoning About Equations Using Equality
Mathematics Instructional Plan – Grade 4 Reasoning About Equations Using Equality Strand: Patterns, Functions, Algebra Topic: Using reasoning to assess the equality in closed and open arithmetic equations Primary SOL: 4.16 The student will recognize and demonstrate the meaning of equality in an equation. Related SOL: 4.4a Materials: Partners Explore Equality and Equations activity sheet (attached) Vocabulary equal symbol (=), equality, equation, expression, not equal symbol (≠), number sentence, open number sentence, reasoning Student/Teacher Actions: What should students be doing? What should teachers be doing? 1. Activate students’ prior knowledge about the equal sign. Formally assess what students already know and what misconceptions they have. Ask students to open their notebooks to a clean sheet of paper and draw lines to divide the sheet into thirds as shown below. Create a poster of the same graphic organizer for the room. This activity should take no more than 10 minutes; it is not a teaching opportunity but simply a data- collection activity. Equality and the Equal Sign (=) I know that- I wonder if- I learned that- 1 1 1 a. Let students know they will be creating a graphic organizer about equality and the equal sign; that is, what it means and how it is used. The organizer is to help them keep track of what they know, what they wonder, and what they learn. The “I know that” column is where they can write things they are pretty sure are correct. The “I wonder if” column is where they can write things they have questions about and also where they can put things they think may be true but they are not sure. -
Logic in Action: Wittgenstein's Logical Pragmatism and the Impotence of Scepticism
This is the final, pre-publication draft. Please cite only from published paper in Philosophical Investigations 26:2 (April 2003), 125-48. LOGIC IN ACTION: WITTGENSTEIN'S LOGICAL PRAGMATISM AND THE IMPOTENCE OF SCEPTICISM DANIÈLE MOYAL-SHARROCK UNIVERSITY OF GENEVA 1. The Many Faces of Certainty: Wittgenstein's Logical Pragmatism So I am trying to say something that sounds like pragmatism. (OC 422) In his struggle to uncover the nature of our basic beliefs, Wittgenstein depicts them variously in On Certainty: he thinks of them in propositional terms, in pictorial terms and in terms of acting. As propositions, they would be of a peculiar sort – a hybrid between a logical and an empirical proposition (OC 136, 309). These are the so-called 'hinge propositions' of On Certainty (OC 341). Wittgenstein also thinks of these beliefs as forming a picture, a World-picture – or Weltbild (OC 167). This is a step in the right (nonpropositional) direction, but not the ultimate step. Wittgenstein's ultimate and crucial depiction of our basic beliefs is in terms of a know-how, an attitude, a way of acting (OC 204). Here, he treads on pragmatist ground. But can Wittgenstein be labelled a pragmatist, having himself rejected the affiliation because of its utility implication? But you aren't a pragmatist? No. For I am not saying that a proposition is true if it is useful. (RPP I, 266) Wittgenstein resists affiliation with pragmatism because he does not want his use of use to be confused with the utility use of use. For him, it is not that a proposition is true if it is useful, but that use gives the proposition its sense. -
1 Elementary Set Theory
1 Elementary Set Theory Notation: fg enclose a set. f1; 2; 3g = f3; 2; 2; 1; 3g because a set is not defined by order or multiplicity. f0; 2; 4;:::g = fxjx is an even natural numberg because two ways of writing a set are equivalent. ; is the empty set. x 2 A denotes x is an element of A. N = f0; 1; 2;:::g are the natural numbers. Z = f:::; −2; −1; 0; 1; 2;:::g are the integers. m Q = f n jm; n 2 Z and n 6= 0g are the rational numbers. R are the real numbers. Axiom 1.1. Axiom of Extensionality Let A; B be sets. If (8x)x 2 A iff x 2 B then A = B. Definition 1.1 (Subset). Let A; B be sets. Then A is a subset of B, written A ⊆ B iff (8x) if x 2 A then x 2 B. Theorem 1.1. If A ⊆ B and B ⊆ A then A = B. Proof. Let x be arbitrary. Because A ⊆ B if x 2 A then x 2 B Because B ⊆ A if x 2 B then x 2 A Hence, x 2 A iff x 2 B, thus A = B. Definition 1.2 (Union). Let A; B be sets. The Union A [ B of A and B is defined by x 2 A [ B if x 2 A or x 2 B. Theorem 1.2. A [ (B [ C) = (A [ B) [ C Proof. Let x be arbitrary. x 2 A [ (B [ C) iff x 2 A or x 2 B [ C iff x 2 A or (x 2 B or x 2 C) iff x 2 A or x 2 B or x 2 C iff (x 2 A or x 2 B) or x 2 C iff x 2 A [ B or x 2 C iff x 2 (A [ B) [ C Definition 1.3 (Intersection). -
Chapter 5: Methods of Proof for Boolean Logic
Chapter 5: Methods of Proof for Boolean Logic § 5.1 Valid inference steps Conjunction elimination Sometimes called simplification. From a conjunction, infer any of the conjuncts. • From P ∧ Q, infer P (or infer Q). Conjunction introduction Sometimes called conjunction. From a pair of sentences, infer their conjunction. • From P and Q, infer P ∧ Q. § 5.2 Proof by cases This is another valid inference step (it will form the rule of disjunction elimination in our formal deductive system and in Fitch), but it is also a powerful proof strategy. In a proof by cases, one begins with a disjunction (as a premise, or as an intermediate conclusion already proved). One then shows that a certain consequence may be deduced from each of the disjuncts taken separately. One concludes that that same sentence is a consequence of the entire disjunction. • From P ∨ Q, and from the fact that S follows from P and S also follows from Q, infer S. The general proof strategy looks like this: if you have a disjunction, then you know that at least one of the disjuncts is true—you just don’t know which one. So you consider the individual “cases” (i.e., disjuncts), one at a time. You assume the first disjunct, and then derive your conclusion from it. You repeat this process for each disjunct. So it doesn’t matter which disjunct is true—you get the same conclusion in any case. Hence you may infer that it follows from the entire disjunction. In practice, this method of proof requires the use of “subproofs”—we will take these up in the next chapter when we look at formal proofs. -
Chapter 18 Negation
Chapter 18 Negation Jong-Bok Kim Kyung Hee University, Seoul Each language has a way to express (sentential) negation that reverses the truth value of a certain sentence, but employs language-particular expressions and gram- matical strategies. There are four main types of negatives in expressing sentential negation: the adverbial negative, the morphological negative, the negative auxil- iary verb, and the preverbal negative. This chapter discusses HPSG analyses for these four strategies in marking sentential negation. 1 Modes of expressing negation There are four main types of negative markers in expressing negation in lan- guages: the morphological negative, the negative auxiliary verb, the adverbial negative, and the clitic-like preverbal negative (see Dahl 1979; Payne 1985; Zanut- tini 2001; Dryer 2005).1 Each of these types is illustrated in the following: (1) a. Ali elmalar-i ser-me-di-;. (Turkish) Ali apples-ACC like-NEG-PST-3SG ‘Ali didn’t like apples.’ b. sensayng-nim-i o-ci anh-usi-ess-ta. (Korean) teacher-HON-NOM come-CONN NEG-HON-PST-DECL ‘The teacher didn’t come.’ c. Dominique (n’) écrivait pas de lettre. (French) Dominique NEG wrote NEG of letter ‘Dominique did not write a letter.’ 1The term negator or negative marker is a cover term for any linguistic expression functioning as sentential negation. Jong-Bok Kim. 2021. Negation. In Stefan Müller, Anne Abeillé, Robert D. Borsley & Jean- Pierre Koenig (eds.), Head-Driven Phrase Structure Grammar: The handbook. Prepublished version. Berlin: Language Science Press. [Pre- liminary page numbering] Jong-Bok Kim d. Gianni non legge articoli di sintassi. (Italian) Gianni NEG reads articles of syntax ‘Gianni doesn’t read syntax articles.’ As shown in (1a), languages like Turkish have typical examples of morphological negatives where negation is expressed by an inflectional category realized on the verb by affixation. -
In Defence of Constructive Empiricism: Metaphysics Versus Science
To appear in Journal for General Philosophy of Science (2004) In Defence of Constructive Empiricism: Metaphysics versus Science F.A. Muller Institute for the History and Philosophy of Science and Mathematics Utrecht University, P.O. Box 80.000 3508 TA Utrecht, The Netherlands E-mail: [email protected] August 2003 Summary Over the past years, in books and journals (this journal included), N. Maxwell launched a ferocious attack on B.C. van Fraassen's view of science called Con- structive Empiricism (CE). This attack has been totally ignored. Must we con- clude from this silence that no defence is possible against the attack and that a fortiori Maxwell has buried CE once and for all, or is the attack too obviously flawed as not to merit exposure? We believe that neither is the case and hope that a careful dissection of Maxwell's reasoning will make this clear. This dis- section includes an analysis of Maxwell's `aberrance-argument' (omnipresent in his many writings) for the contentious claim that science implicitly and per- manently accepts a substantial, metaphysical thesis about the universe. This claim generally has been ignored too, for more than a quarter of a century. Our con- clusions will be that, first, Maxwell's attacks on CE can be beaten off; secondly, his `aberrance-arguments' do not establish what Maxwell believes they estab- lish; but, thirdly, we can draw a number of valuable lessons from these attacks about the nature of science and of the libertarian nature of CE. Table of Contents on other side −! Contents 1 Exordium: What is Maxwell's Argument? 1 2 Does Science Implicitly Accept Metaphysics? 3 2.1 Aberrant Theories . -
Logic Model Workbook
Logic Model Workbook INNOVATION NETWORK, INC. www.innonet.org • [email protected] Logic Model Workbook Table of Contents Page Introduction - How to Use this Workbook .....................................................................2 Before You Begin .................................................................................................................3 Developing a Logic Model .................................................................................................4 Purposes of a Logic Model ............................................................................................... 5 The Logic Model’s Role in Evaluation ............................................................................ 6 Logic Model Components – Step by Step ....................................................................... 6 Problem Statement: What problem does your program address? ......................... 6 Goal: What is the overall purpose of your program? .............................................. 7 Rationale and Assumptions: What are some implicit underlying dynamics? ....8 Resources: What do you have to work with? ......................................................... 9 Activities: What will you do with your resources? ................................................ 11 Outputs: What are the tangible products of your activities? ................................. 13 Outcomes: What changes do you expect to occur as a result of your work?.......... 14 Outcomes Chain ...................................................................................... -
CSE Yet, Please Do Well! Logical Connectives
administrivia Course web: http://www.cs.washington.edu/311 Office hours: 12 office hours each week Me/James: MW 10:30-11:30/2:30-3:30pm or by appointment TA Section: Start next week Call me: Shayan Don’t: Actually call me. Homework #1: Will be posted today, due next Friday by midnight (Oct 9th) Gradescope! (stay tuned) Extra credit: Not required to get a 4.0. Counts separately. In total, may raise grade by ~0.1 Don’t be shy (raise your hand in the back)! Do space out your participation. If you are not CSE yet, please do well! logical connectives p q p q p p T T T T F T F F F T F T F NOT F F F AND p q p q p q p q T T T T T F T F T T F T F T T F T T F F F F F F OR XOR 푝 → 푞 • “If p, then q” is a promise: p q p q F F T • Whenever p is true, then q is true F T T • Ask “has the promise been broken” T F F T T T If it’s raining, then I have my umbrella. related implications • Implication: p q • Converse: q p • Contrapositive: q p • Inverse: p q How do these relate to each other? How to see this? 푝 ↔ 푞 • p iff q • p is equivalent to q • p implies q and q implies p p q p q Let’s think about fruits A fruit is an apple only if it is either red or green and a fruit is not red and green. -
Conditional Statement/Implication Converse and Contrapositive
Conditional Statement/Implication CSCI 1900 Discrete Structures •"ifp then q" • Denoted p ⇒ q – p is called the antecedent or hypothesis Conditional Statements – q is called the consequent or conclusion Reading: Kolman, Section 2.2 • Example: – p: I am hungry q: I will eat – p: It is snowing q: 3+5 = 8 CSCI 1900 – Discrete Structures Conditional Statements – Page 1 CSCI 1900 – Discrete Structures Conditional Statements – Page 2 Conditional Statement/Implication Truth Table Representing Implication (continued) • In English, we would assume a cause- • If viewed as a logic operation, p ⇒ q can only be and-effect relationship, i.e., the fact that p evaluated as false if p is true and q is false is true would force q to be true. • This does not say that p causes q • If “it is snowing,” then “3+5=8” is • Truth table meaningless in this regard since p has no p q p ⇒ q effect at all on q T T T • At this point it may be easiest to view the T F F operator “⇒” as a logic operationsimilar to F T T AND or OR (conjunction or disjunction). F F T CSCI 1900 – Discrete Structures Conditional Statements – Page 3 CSCI 1900 – Discrete Structures Conditional Statements – Page 4 Examples where p ⇒ q is viewed Converse and contrapositive as a logic operation •Ifp is false, then any q supports p ⇒ q is • The converse of p ⇒ q is the implication true. that q ⇒ p – False ⇒ True = True • The contrapositive of p ⇒ q is the –False⇒ False = True implication that ~q ⇒ ~p • If “2+2=5” then “I am the king of England” is true CSCI 1900 – Discrete Structures Conditional Statements – Page 5 CSCI 1900 – Discrete Structures Conditional Statements – Page 6 1 Converse and Contrapositive Equivalence or biconditional Example Example: What is the converse and •Ifp and q are statements, the compound contrapositive of p: "it is raining" and q: I statement p if and only if q is called an get wet? equivalence or biconditional – Implication: If it is raining, then I get wet. -
The Sources of International Law: an Introduction
The Sources of International Law : An Introduction Samantha Besson, Jean d’Aspremont To cite this version: Samantha Besson, Jean d’Aspremont. The Sources of International Law : An Introduction. Besson, Samantha and d’Aspremont, Jean. The Oxford Handbook of the Sources of International Law, Oxford University Press, pp.1–39, 2017, 978-0-19-186026-3. hal-02516183 HAL Id: hal-02516183 https://hal.archives-ouvertes.fr/hal-02516183 Submitted on 28 Apr 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THE SOURCES OF INTERNATIONAL LAW AN INTRODUCTION Samantha Besson and Jean D’Aspremont* I. Introduction The sources of international law constitute one of the most central patterns around which international legal discourses and legal claims are built. It is not contested that speaking like an international lawyer entails, first and foremost, the ability to deploy the categories put in place by the sources of international law. It is against the backdrop of the pivotal role of the sources of international law in international discourse that this introduction sets the stage for discussions con- ducted in this volume. It starts by shedding light on the centrality of the sources of international law in theory and practice (II: The Centrality of the Sources of International Law in Theory and Practice). -
Truth-Bearers and Truth Value*
Truth-Bearers and Truth Value* I. Introduction The purpose of this document is to explain the following concepts and the relationships between them: statements, propositions, and truth value. In what follows each of these will be discussed in turn. II. Language and Truth-Bearers A. Statements 1. Introduction For present purposes, we will define the term “statement” as follows. Statement: A meaningful declarative sentence.1 It is useful to make sure that the definition of “statement” is clearly understood. 2. Sentences in General To begin with, a statement is a kind of sentence. Obviously, not every string of words is a sentence. Consider: “John store.” Here we have two nouns with a period after them—there is no verb. Grammatically, this is not a sentence—it is just a collection of words with a dot after them. Consider: “If I went to the store.” This isn’t a sentence either. “I went to the store.” is a sentence. However, using the word “if” transforms this string of words into a mere clause that requires another clause to complete it. For example, the following is a sentence: “If I went to the store, I would buy milk.” This issue is not merely one of conforming to arbitrary rules. Remember, a grammatically correct sentence expresses a complete thought.2 The construction “If I went to the store.” does not do this. One wants to By Dr. Robert Tierney. This document is being used by Dr. Tierney for teaching purposes and is not intended for use or publication in any other manner. 1 More precisely, a statement is a meaningful declarative sentence-type.