scholarly journals How We Understand Hilbert’s Thought of Infinity

2021 ◽  
Vol 4 (3) ◽  
pp. p17
Author(s):  
Zhang Hong ◽  
Zhou Hong Qiang

We know that Hilbert’s thought of infinity has profoundly influenced and changed the mathematical development of the 20th century, and yet there is inherent contradiction in his thought of infinity itself, building his understanding of infinity on Kant’s intuition and the principle of finalism. This paper analyzes his thought of infinity based on Hegel’s view of dialectical infinity, and points out the incompleteness of his understanding of infinity.

2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  

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