36,058 research outputs found

    Hilbert's Program Then and Now

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    Hilbert's program was an ambitious and wide-ranging project in the philosophy and foundations of mathematics. In order to "dispose of the foundational questions in mathematics once and for all, "Hilbert proposed a two-pronged approach in 1921: first, classical mathematics should be formalized in axiomatic systems; second, using only restricted, "finitary" means, one should give proofs of the consistency of these axiomatic systems. Although Godel's incompleteness theorems show that the program as originally conceived cannot be carried out, it had many partial successes, and generated important advances in logical theory and meta-theory, both at the time and since. The article discusses the historical background and development of Hilbert's program, its philosophical underpinnings and consequences, and its subsequent development and influences since the 1930s.Comment: 43 page

    A Galois connection between classical and intuitionistic logics. I: Syntax

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    In a 1985 commentary to his collected works, Kolmogorov remarked that his 1932 paper "was written in hope that with time, the logic of solution of problems [i.e., intuitionistic logic] will become a permanent part of a [standard] course of logic. A unified logical apparatus was intended to be created, which would deal with objects of two types - propositions and problems." We construct such a formal system QHC, which is a conservative extension of both the intuitionistic predicate calculus QH and the classical predicate calculus QC. The only new connectives ? and ! of QHC induce a Galois connection (i.e., a pair of adjoint functors) between the Lindenbaum posets (i.e. the underlying posets of the Lindenbaum algebras) of QH and QC. Kolmogorov's double negation translation of propositions into problems extends to a retraction of QHC onto QH; whereas Goedel's provability translation of problems into modal propositions extends to a retraction of QHC onto its QC+(?!) fragment, identified with the modal logic QS4. The QH+(!?) fragment is an intuitionistic modal logic, whose modality !? is a strict lax modality in the sense of Aczel - and thus resembles the squash/bracket operation in intuitionistic type theories. The axioms of QHC attempt to give a fuller formalization (with respect to the axioms of intuitionistic logic) to the two best known contentual interpretations of intiuitionistic logic: Kolmogorov's problem interpretation (incorporating standard refinements by Heyting and Kreisel) and the proof interpretation by Orlov and Heyting (as clarified by G\"odel). While these two interpretations are often conflated, from the viewpoint of the axioms of QHC neither of them reduces to the other one, although they do overlap.Comment: 47 pages. The paper is rewritten in terms of a formal meta-logic (a simplified version of Isabelle's meta-logic

    Doing and Showing

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    The persisting gap between the formal and the informal mathematics is due to an inadequate notion of mathematical theory behind the current formalization techniques. I mean the (informal) notion of axiomatic theory according to which a mathematical theory consists of a set of axioms and further theorems deduced from these axioms according to certain rules of logical inference. Thus the usual notion of axiomatic method is inadequate and needs a replacement.Comment: 54 pages, 2 figure

    A Proof-Theoretic Approach to Scope Ambiguity in Compositional Vector Space Models

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    We investigate the extent to which compositional vector space models can be used to account for scope ambiguity in quantified sentences (of the form "Every man loves some woman"). Such sentences containing two quantifiers introduce two readings, a direct scope reading and an inverse scope reading. This ambiguity has been treated in a vector space model using bialgebras by (Hedges and Sadrzadeh, 2016) and (Sadrzadeh, 2016), though without an explanation of the mechanism by which the ambiguity arises. We combine a polarised focussed sequent calculus for the non-associative Lambek calculus NL, as described in (Moortgat and Moot, 2011), with the vector based approach to quantifier scope ambiguity. In particular, we establish a procedure for obtaining a vector space model for quantifier scope ambiguity in a derivational way.Comment: This is a preprint of a paper to appear in: Journal of Language Modelling, 201

    Hilbert's "Verunglueckter Beweis," the first epsilon theorem, and consistency proofs

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    In the 1920s, Ackermann and von Neumann, in pursuit of Hilbert's Programme, were working on consistency proofs for arithmetical systems. One proposed method of giving such proofs is Hilbert's epsilon-substitution method. There was, however, a second approach which was not reflected in the publications of the Hilbert school in the 1920s, and which is a direct precursor of Hilbert's first epsilon theorem and a certain 'general consistency result' due to Bernays. An analysis of the form of this so-called 'failed proof' sheds further light on an interpretation of Hilbert's Programme as an instrumentalist enterprise with the aim of showing that whenever a `real' proposition can be proved by 'ideal' means, it can also be proved by 'real', finitary means.Comment: 18 pages, final versio

    Open educational resources : conversations in cyberspace

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    172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni
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