Online research in philosophy

A survey of current evidence available concerning Wittgenstein's attitude toward, and knowledge of, Gödel's first incompleteness theorem, including his discussions with Turing, Watson and others in 1937–1939, and later testimony of Goodstein and Kreisel; 2) Discussion of the philosophical and historical importance of Wittgenstein's attitude toward Gödel's and other theorems in mathematical logic, contrasting this attitude with that of, e.g., Penrose; 3) Replies to an instructive criticism of my 1995 paper by Mark Steiner which assesses the importance of Tarski's semantical work, both for our understanding of Wittgenstein's remarks on Gödel, and our understanding of Gödel's theorem itself.

Remarks on the Foundations of Mathematics, Wittgenstein, despite his official 'mathematical nonrevisionism', slips into attempting to refute Gödel's theorem. Actually, Wittgenstein could have used Gödel's theorem to good effect, to support his view that proof, and even truth, are 'family resemblance' concepts. The reason that Wittgenstein did not see all this is that Gödel's theorem had become an icon of mathematical realism, and he was blinded by his own ideology. The essay is a reply to Juliet Floyd's work on Gödel: what she says Wittgenstein said, I say he should have said, but didn't (couldn't).

It might seem that three of Godel’s results - the Completeness and the First and Second Incompleteness Theorems - assume so little that they are reasonably indisputable. A version of the Completeness Theorem, for instance, can be proven in RCA0, which is the weakest system studied extensively in Simpson’s encyclopaedic Subsystems of Second Order Arithmetic. And it often seems that the minimum requirements for a system just to express the Incompleteness Theorems are sufficient to prove them. However, it will be shown that a particular sub-system of Peano Arithmetic is powerful enough to express assertions about syntax, provability, consistency, and models, while being too weak to allow the standard proofs of the theorems to go through. An alternative proof is available for the First Incompleteness Theorem, but is of such a different nature that the import of the theorem changes. And there are no alternative proofs for (certainly) the Completeness and (apparently) the Second Incompleteness Theorems. It is therefore perfectly rational for someone to be skeptical about Godel’s results.

Informal statements of Gödel's Second Incompleteness Theorem, referred to here as Informal Second Incompleteness, are simple and dramatic. However, current versions of Formal Second Incompleteness are complicated and awkward. We present new versions of Formal Second Incompleteness that are simple, and informally imply Informal Second Incompleteness. These results rest on the isolation of simple formal properties shared by consistency statements. Here we do not address any issues concerning proofs of Second Incompleteness.

Gödel's first incompleteness theorem shows that no axiomatic theory can prove all mathematical truths, while Gödel's second incompleteness theorem shows that a specific mathematical result is unprovable. A famous mathematician of the time, David Hilbert, had asked for a proof that an important axiomatic theory was consistent, and Godel showed that such a proof could not be carried out within the axiomatic theory itself, and presumably could therefore not be established in a convincing way outside of the theory either.

We prove that any 1-closed (see def 1.1) model of the Π 2 consequences of PA satisfies ¬Cons PA which gives a proof of the second Godel incompleteness theorem without the use of the Godel diagonal lemma. We prove a few other theorems by the same method.

Edgar Morin proposed that knowledge construction is best enacted via a complex and circular approach between both the part and the whole, while never enacting a strictly reductionistic or strictly holistic approach. It is the ability to connect and unite the parts within the whole via a dynamic circular process between the parts and whole that frees us from fragmented knowledge and helps us to bridge the gap between our seemingly disparate-competing nursing paradigms. This article examines the benefits of utilizing Morin's complexity theory, the dialogical, and circular processes in creating a liberating structural framework or paradigm for nursing education.

Gödel began his 1951 Gibbs Lecture by stating: “Research in the foundations of mathematics during the past few decades has produced some results which seem to me of interest, not only in themselves, but also with regard to their implications for the traditional philosophical problems about the nature of mathematics.” (Gödel 1951) Gödel is referring here especially to his own incompleteness theorems (Gödel 1931). Gödel’s first incompleteness theorem (as improved by Rosser (1936)) says that for any consistent formalized system F, which contains elementary arithmetic, there exists a sentence GF of the language of the system which is true but unprovable in that system. Gödel’s second incompleteness theorem states that no consistent formal system can prove its own consistency.

We give a new proof for Godel's second incompleteness theorem, based on Kolmogorov complexity, Chaitin's incompleteness theorem, and an argument that resembles the surprise examination paradox. We then go the other way around and suggest that the second incompleteness theorem gives a possible resolution of the surprise examination paradox. Roughly speaking, we argue that the flaw in the derivation of the paradox is that it contains a hidden assumption that one can prove the consistency of the mathematical theory in which the derivation is done; which is impossible by the second incompleteness theorem.