Online research in philosophy

One recent trend in the philosophy of mathematics has been to approach the central epistemological and metaphysical issues concerning mathematics from the perspective of the applications of mathematics to describing the world, especially within the context of empirical science. A second area of activity is where philosophy of mathematics intersects with foundational issues in mathematics, including debates over the choice of set-theoretic axioms, and over whether category theory, for example, may provide an alternative foundation for mathematics. My central claim is that these latter issues are of direct relevance to philosophical arguments connected to the applicability of mathematics. In particular, the possibility of there being distinct alternative foundations for mathematics blocks the standard argument from the indispensable role of mathematics in science to the existence of specific mathematical objects.

The purpose of this note is to examine the relationship between the practice of mathematics and the philosophy of mathematics, ontology in particular. One conclusion is that the enterprises are (or should be) closely related, with neither one dominating the other. One cannot 'read off' the correct way to do mathematics from the true ontology, for example, nor can one ‘read off’ the true ontology from mathematics as practiced.

This edited volume, aimed at both students and researchers in philosophy, mathematics and history of science, highlights leading developments in the overlapping areas of philosophy and the history of modern mathematics. It is a coherent, wide ranging account of how a number of topics in the philosophy of mathematics must be reconsidered in the light of the latest historical research and how a number of historical accounts can be deepened by embracing philosophical questions.

This unique book by Stewart Shapiro looks at a range of philosophical issues and positions concerning mathematics in four comprehensive sections. Part I describes questions and issues about mathematics that have motivated philosophers since the beginning of intellectual history. Part II is an historical survey, discussing the role of mathematics in the thought of such philosophers as Plato, Aristotle, Kant, and Mill. Part III covers the three major positions held throughout the twentieth century: the idea that mathematics is logic (logicism), the view that the essence of mathematics is the rule-governed manipulation of characters (formalism), and a revisionist philosophy that focuses on the mental activity of mathematics (intuitionism). Finally, Part IV brings the reader up-to-date with a look at contemporary developments within the discipline. This sweeping introductory guide to the philosophy of mathematics makes these fascinating concepts accessible to those with little background in either mathematics or philosophy.

Thirteen up-and-coming researchers in the philosophy of mathematics have been invited to write on what they take to be the right philosophical account of mathematics, examining along the way where they think the philosophy of mathematics is and ought to be going. A rich and diverse picture emerges. Some broader tendencies can nevertheless be detected: there is increasing attention to the practice, language and psychology of mathematics, a move to reassess the orthodoxy, as well as inspiration from philosophical logic.

The author focuses on the tension "realism - idealism" in the philosophy of mathematics, but he does that from the perspective of a theoretical physicist. It is not only that one's standpoint in the philosophy of mathematics determines our understanding of the effectiveness of mathematics in physics, but also the fact that mathematics is so effective in physical sciences tells us something about the nature of mathematics.

It is argued that the philosophical and epistemological beliefs about the nature of mathematics have a significant influence on the way mathematics is taught at school. In this paper, the philosophy of mathematics of the NCTM's Standards is investigated by examining is explicit assumptions regarding the teaching and learning of school mathematics. The main conceptual tool used for this purpose is the model of two dichotomous philosophies of mathematics-absolutist versus- fallibilist and their relation to mathematics pedagogy. The main conclusion is that a fallibilist view of mathematics is assumed in the Standards and that most of its pedagogical assumptions and approaches are based on this philosophy.

This paper contains answers to the following Five questions, posed by the editors are answered: (1) Why were you initially drawn to the foundations of mathematics and/or the philosophy of mathematics? (2) What example(s) from your work (or the work of others) illustrates the use of mathematics for philosophy? (3) What is the proper role of philosophy of mathematics in relation to logic, foundations of mathematics, the traditional core areas of mathematics, and science? (4) What do you consider the most neglected topics and/or contributions in late 20th century philosophy of mathematics? (5) What are the most important open problems in the philosophy of mathematics and what are the prospects for progress?

Most contemporary philosophy of mathematics focuses on a small segment of mathematics, mainly the natural numbers and foundational disciplines like set theory. While there are good reasons for this approach, in this paper I will examine the philosophical problems associated with the area of mathematics known as applied mathematics. Here mathematicians pursue mathematical theories that are closely connected to the use of mathematics in the sciences and engineering. This area of mathematics seems to proceed using different methods and standards when compared to much of mathematics. I argue that applied mathematics can contribute to the philosophy of mathematics and our understanding of mathematics as a whole.