scholarly journals Kurt Gödel, 28 April 1906 - 14 January 1978

1980 ◽  
Vol 26 ◽  
pp. 148-224 ◽  

Kurt Gödel did not invent mathematical logic; his famous work in the thirties settled questions which had been clearly formulated in the preceding quarter of this century. Despite sensational presentations by crackpots, philosophers and journalists (or even in poems, for example, by H. M. Enzensberger, set to music by H. W. Henze), Gödel’s results have not revolutionized the silent majority’s conception of mathematics, let alone its practice; much less so than the internal development of the subject since then. Certainly, those results refuted most elegantly each of the grand foundational ‘theories’ current at the time, of which Hilbert’s, on the place of formal rules in mathematical reasoning, and those associated with Frege and Russell, on its reduction to universal systems like set theory, were most popular. (Gödel’s own and related results also deflate the particular ‘anti-formalist’ foundations of the time, Poincaré’s and Brouwer’s constructivist and Zermelo’s infinitistic schemes being extreme examples; they are taken up in the last sections of parts II-IV.) For obvious reasons, in his original publications Gödel made a point of formulating his work in terms acceptable to the theories mentioned, and to stress its bearing on them. But it is fair to say that they were suspect anyway, and—less trivially—that they can be refuted more convincingly by simple constatations rather than by (his) mathematical theorems as explained in more detail in part II. Further, as so often with very grand schemes, the refutations put nothing comparable in the place of the discredited foundational views which are, quite properly, simply ignored in current practice.

2019 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Hartono Hartono

<em>This study aims to determine the application of the learning model of blended learning in the subjects of Mathematical Logic and Reasoning. Specific objectives are Mathematics learning achievement after the learning model of blended learning was applied in the subjects of Mathematical Logic and Reasoning and the magnitude of the increase in mathematics learning achievement after the learning model of blended learning was applied in the subjects of Logic and Mathematical Reasoning. The research method used was experimental research with a pre-experimental design and one group pretest-posttest design. The results of this research are the application of learning model of blended learning in the subject of mathematical logic and reasoning giving an increase in student learning achievement. It can be concluded that student learning achievement before being given the learning model of blended learning is classified as less, namely 52. Student achievement after being given the learning model of blended learning is good, namely 72 The results of hypothesis testing also obtained an increase in student learning achievement after being given a model of blended learning in the subjects of mathematical logic and reasoning and increasing student learning achievement after being given a model of blended learning in the material of mathematical logic and reasoning of 1.132 which is high.</em>


2018 ◽  
Vol 11 (3) ◽  
pp. 77-82 ◽  
Author(s):  
A. I. Masterov

The paper discusses the use of the program-targeted budgeting methodology in the investment stimulation of business in the most problem sectors of the economy. The subject of the study is the dynamics of business activity in key economic sectors adversely affected by factors of the economic and geopolitical nature. The purposes of the study were to identify the key factors that have a negative impact on economic growth and seek options for investment stimulation of business activities in the most problem sectors of the economy using state budget funds. It is concluded that the current practice of budget investment is associated with significant risks and poor justification of investment decisions. Therefore, the American practice of the program budgeting in the implementation of large investment infrastructure projects using budget funds seems to be advantageous. Based on the research findings, methods for increasing the effectiveness of program-target budgeting tools under the Russian conditions are proposed.


10.1142/12456 ◽  
2022 ◽  
Author(s):  
Douglas Cenzer ◽  
Jean Larson ◽  
Christopher Porter ◽  
Jindrich Zapletal

Author(s):  
Unai Martin Garro ◽  
Cristina Arriaga Sanz

Este trabajo pretende desvelar cuál es la percepción del profesorado acerca de la práctica educativa musical, así como describir la metodología que se utiliza en el aula, con el objetivo de identificar los factores que influencian la puesta en práctica de tendencias metodológicas actuales. La información se ha obtenido a través de entrevistas en profundidad tanto al profesorado de Música como a tutores. Se ha realizado un análisis de contenido con la ayuda de un sistema categorial. Los resultados muestran que la asignatura de Música está infravalorada con respecto a las demás y que el profesorado tiene dificultades para implementar las metodológicas actuales. Como conclusión se subraya que existe la necesidad de una implicación de la administración para ofrecer cursos formativos relacionados con este tipo de tendencias, tanto musicales como generales.ABSTRACTThis paper intends to reveal the teachers' perception about the current practice in musical education, and to describe the teaching methodologies used in classroom, with the aim of identifying the factors that influence the implementation of current methodological trends. Information was obtained through in-depth interviews with music teachers and tutors. Data have been classified according to a categories’ system, and a content analysis of these data was performed. The results show that the subject of Music is undervalued compared to other subjects. Also, teachers find difficult to implement current methodological trends. The main conclusion is that there is a need for educational administration’s involvement providing training courses on current trends in teaching methodologies. 


The first half of the twentieth century was marked by the simultaneous development of logic and mathematics. Logic offered the necessary means to justify the foundations of mathematics and to solve the crisis that arose in mathematics in the early twentieth century. In European science in the late nineteenth century, the ideas of symbolic logic, based on the works of J. Bull, S. Jevons and continued by C. Pierce in the United States and E. Schroeder in Germany were getting popular. The works by G. Frege and B. Russell should be considered more progressive towards the development of mathematical logic. The perspective of mathematical logic in solving the crisis of mathematics in Ukraine was noticed by Professor of Mathematics of Novorossiysk (Odesa) University Ivan Vladislavovich Sleshynsky. Sleshynsky (1854 –1931) is a Doctor of Mathematical Sciences (1893), Professor (1898) of Novorossiysk (Odesa) University. After studying at the University for two years he was a Fellow at the Department of Mathematics of Novorossiysk University, defended his master’s thesis and was sent to a scientific internship in Berlin (1881–1882), where he listened to the lectures by K. Weierstrass, L. Kronecker, E. Kummer, G. Bruns. Under the direction of K. Weierstrass he prepared a doctoral dissertation for defense. He returned to his native university in 1882, and at the same time he was a teacher of mathematics in the seminary (1882–1886), Odesa high schools (1882–1892), and taught mathematics at the Odesa Higher Women’s Courses. Having considerable achievements in the field of mathematics, in particular, Pringsheim’s Theorem (1889) proved by Sleshinsky on the conditions of convergence of continuous fractions, I. Sleshynsky drew attention to a new direction of logical science. The most significant work for the development of national mathematical logic is the translation by I. Sleshynsky from the French language “Algebra of Logic” by L. Couturat (1909). Among the most famous students of I. Sleshynsky, who studied and worked at Novorossiysk University and influenced the development of mathematical logic, one should mention E. Bunitsky and S. Shatunovsky. The second period of scientific work of I. Sleshynsky is connected with Poland. In 1911 he was invited to teach mathematical disciplines at Jagiellonian University and focused on mathematical logic. I. Sleshynsky’s report “On Traditional Logic”, delivered at the meeting of the Philosophical Society in Krakow. He developed the common belief among mathematicians that logic was not necessary for mathematics. His own experience of teaching one of the most difficult topics in higher mathematics – differential calculus, pushed him to explore logic, since the requirement of perfect mathematical proof required this. In one of his further works of this period, he noted the promising development of mathematical logic and its importance for mathematics. He claimed that for the mathematics of future he needed a new logic, which he saw in the “Principles of Mathematics” by A. Whitehead and B. Russell. Works on mathematical logic by I. Sleszynski prompted many of his students in Poland to undertake in-depth studies in this field, including T. Kotarbiński, S. Jaśkowski, V. Boreyko, and S. Zaremba. Thanks to S. Zaremba, I. Sleshynsky managed to complete the long-planned concept, a two-volume work “Theory of Proof” (1925–1929), the basis of which were lectures of Professor. The crisis period in mathematics of the early twentieth century, marked by the search for greater clarity in the very foundations of mathematical reasoning, led to the transition from the study of mathematical objects to the study of structures. The most successful means of doing this were proposed by mathematical logic. Thanks to Professor I. Sleshynsky, who succeeded in making Novorossiysk (Odesa) University a center of popularization of mathematical logic in the beginning of the twentieth century the ideas of mathematical logic in scientific environment became more popular. However, historical events prevented the ideas of mathematical logic in the domestic scientific space from the further development.


TELAGA BAHASA ◽  
2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Ramis Rauf

This study wants to reveal the truth procedures in Ahmad Tohari's novel Orang-Orang Proyek, as a part of an event and a factor in the presence of a new subject. This research would answer the problem: how was the subjectification of Ahmad Tohari in Orang-Orang Proyek novel as truth procedures? This study used the set theory by Alain Badiou. The set theory explained that within a set there were members of "Existing" or Being and events as "Plural" members.  The results proved that the subjectivity between Tohari and New Order events produced literary works: Orang-Orang Proyek. This happened because there was a positive relationship between the author and the event as well as on the naming of the event. Not only as of the subject but also do a fidelity to what he believed to be a truth. The truth procedures or the void—originating from the New Order event—was in the history of the making of a bridge in a village in Java island, Indonesia during the New Order period that filled with corruption, collusion, and nepotism. Tohari then embodied it in his novel. By the presences of the novel, we could know the category of Tohari's presentation as a new subject such as faithful, reactive, and obscure.


2021 ◽  
Vol 23 (05) ◽  
pp. 319-324
Author(s):  
Mr. Balaji. N ◽  
◽  
Dr. Karthik Pai B H ◽  

Discrete mathematics is one of the significant part of K-11 and K-12 grade college classrooms. In this contribution, we discuss the usefulness of basic elementary, some of the intermediate discrete mathematics for K-11 and K-12 grade colleges. Then we formulate the targets and objectives of this education study. We introduced the discrete mathematics topics such as set theory and their representation, relations, functions, mathematical induction and proof techniques, counting and its underlying principle, probability and its theory and mathematical reasoning. Core of this contribution is proof techniques, counting and mathematical reasoning. Since all these three concepts of discrete mathematics is strongly connected and creates greater impact on students. Moreover, it is potentially useful in their life also out of the college study. We explain the importance, applications in computer science and the comments regarding introduction of such topics in discrete mathematics. Last part of this article provides the theoretical knowledge and practical usability will strengthen the made them understand easily.


2020 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Aprisal Aprisal ◽  
Sartika Arifin

This study is a survey research using quantitative approach. The subject in this study was eighth grade students with 132 students. Data in this study were collected using two instruments, namely mathematics reasoning ability tests and self-efficacy questionnaires. Analysis of the data in this study was divided into two parts, namely descriptive analysis and inferential analysis. Descriptive analysis described of mathematical reasoning ability and self-efficacy. Inferential analysis used Pearson product moment correlation test to find relationship between self-efficacy and mathematical reasoning ability. The results of the study showed that the students' self-efficacy was in high category and the strength aspect was the dimension of self-efficacy with the highest score. In mathematical reasoning ability, the ability of students to give correct and complete evidence of solutions has the highest score. The result of correlation test showed that there was relationship between self-efficacy and mathematical reasoning ability with a positive relationship


2005 ◽  
Vol 11 (2) ◽  
pp. 207-224 ◽  
Author(s):  
Donald A. Martin

Kurt Gödel is almost as famous—one might say “notorious”—for his extreme platonist views as he is famous for his mathematical theorems. Moreover his platonism is not a myth; it is well-documented in his writings. Here are two platonist declarations about set theory, the first from his paper about Bertrand Russell and the second from the revised version of his paper on the Continuum Hypotheses.Classes and concepts may, however, also be conceived as real objects, namely classes as “pluralities of things” or as structures consisting of a plurality of things and concepts as the properties and relations of things existing independently of our definitions and constructions.It seems to me that the assumption of such objects is quite as legitimate as the assumption of physical bodies and there is quite as much reason to believe in their existence.But, despite their remoteness from sense experience, we do have something like a perception also of the objects of set theory, as is seen from the fact that the axioms force themselves upon us as being true. I don't see any reason why we should have less confidence in this kind of perception, i.e., in mathematical intuition, than in sense perception.The first statement is a platonist declaration of a fairly standard sort concerning set theory. What is unusual in it is the inclusion of concepts among the objects of mathematics. This I will explain below. The second statement expresses what looks like a rather wild thesis.


Sign in / Sign up

Export Citation Format

Share Document