Analyticity in Mathematics

Deductionism assimilates nature to conceptual artifacts (models, equations), and tacitly holds that real physical systems are such artifacts. Some physical concepts represent properties of deductive systems rather than of nature. Properties of mathematical or deductive systems can thereby sometimes falsely be ascribed to natural systems.

I want to analyse the Quine-Carnap discussion on analyticity with regard to logical, mathematical and set-theoretical statements. In recent years, the renewed interest in Carnap’s work has shed a new light on the analytic-synthetic debate. If one fully appreciates Carnap’s conventionalism, one sees that there was not a metaphysical debate on whether there is an analytic-synthetic distinction, but rather a controversy on the expedience of drawing such a distinction. However, on this view, there can be no longer a single analytic-synthetic (...) distinction, because several kinds of statements could be regarded as analytic (L-determinate). L-equivalence between extra-logical linguistic predicates has already been heavily debated. The recent consensus states that Quine’s rejection of this analytic-synthetic is pragmatically grounded in his linguistic behaviorism. However, Carnap’s logical frameworks also contain other kinds of statements, and it is worthwhile to compare both Quine and Carnap’s grounds for considering these statements as analytic or not analytic. First, I will discuss logical statements. I will argue that Quine draws a very sharp distinction between first order logic and set theory, which should be regarded as a (pragmatic) analytic-synthetic distinction (as Quine admits in an interview, see Theoria, 40, 1994, p. 199). In fact, Quine’s major worry is whether identity statements are analytic. Second, I will discuss mathematical statements. In Carnap’s Foundations of Logic and Mathematics, it is clear that mathematical statements are analytic. For Quine, all mathematical statements are reducible to set-theoretical statements. Third, I discuss the analyticity of set-theoretical statements. For Quine, the membership predicate should be regarded as an interpreted extra-logical predicate. Quine’s work in set theory and his later philosophy of set theory naturally lead to the view that set-theoretical statements cannot be analytic. A major complication for the Quine-Carnap comparison is that Carnap has no elaborate reflections on set theory, while the influence of set theory on Quine’s views can hardly be underestimated. I conclude with some lessons for the contemporary debate on analyticity. (shrink)

The view that analytic propositions are those which are true in virtue of rules of use is basically correct. But there are many kinds of rules of use, and rules of some of these kinds do not generate truth. There is nothing like a grammatical analytic, though grammatical rules are rules of use. So, this rules-of-use view falls short of being an explanatory account. My problem is to find what it is that is special about those rules of use which (...) do generate truth. I shall argue that they are distinguished from others by their purpose rather than their content. Given their special purpose, one can explain how they generate truth. It will follow that linguistic regularities, considered apart from the purposes of those who use language, fail to provide a basis for understanding analyticity. On my account of it, analyticity turns out to be a less important characteristic of propositions than necessity. This is be- cause necessity, unlike analyticity, has its roots, not just in a contemporary system of usage, but in a wide family of systems of belief and usage. My efforts to deflate the philosophical value of the analytic will be summed up in the conclusion that analytic propositions can be contingent. I think this conclusion is behind the feeling that the propositions of logic and arithmetic are not merely analytic. For, if they were merely analytic, that is, true only in virtue of transitory conventions, then they would be contingent. Justice can be done to this feeling by the view that they are both analytic and necessary. (shrink)

A SUMMARY IN ENGLISH [by Editor]The problem is to find out whether mathematical propositions are analytical, and if so, or if not, to what extent.Kant defined the analyticity in terms of Cartesian res extensa, exemplified by “A body is extended”, while he considered, because of such examples, mathematical propositions to be synthetic. The recent studies in set theory by Gödel, P.J.Cohen, etc., indicate, however, that such a proposition as the continuum hypothesis is certainly not “analytic (tautological)” in the strict sense (...) of logicists. Rather a small portion, comparatively speaking, of mathematical propositions must therefore be considered analytic relative to the definitions of fundamental conrepts in logic. Axioms, for example, are per definitionem non-analytic. Other problems that demand reöxaminations are, for instance: 1. Why is there only one unique series of the natural numbers? 2. On which ground is the factual eminence of Euclidean geometry to be founded? etc. The two assertions that mathematical propositions are analytic and that they are synthetic a priori are thus not at all contradictory; they are, to begin with, not even mutually exclusive Possibilities. (shrink)

Here, Bob Hale and Crispin Wright assemble the key writings that lead to their distinctive neo-Fregean approach to the philosophy of mathematics. In addition to fourteen previously published papers, the volume features a new paper on the Julius Caesar problem; a substantial new introduction mapping out the program and the contributions made to it by the various papers; a section explaining which issues most require further attention; and bibliographies of references and further useful sources. It will be recognized as the (...) most powerful presentation yet of a neo-Fregean program. (shrink)

This paper investigates the relation between Carnap and Quine’s views on analyticity on the one hand, and their views on philosophical analysis or explication on the other. I argue that the stance each takes on what constitutes a successful explication largely dictates the view they take on analyticity. I show that although acknowledged by neither party (in fact Quine frequently expressed his agreement with Carnap on this subject) their views on explication are substantially different. I argue that this difference not (...) only explains their differences on the question of analyticity, but points to a Quinean way to answer a challenge that Quine posed to Carnap. The answer to this challenge leads to a Quinean view of analyticity such that arithmetical truths are analytic, according to Quine’s own remarks, and set theory is at least defensibly analytic. (shrink)

Much of The Reason’s Proper Study is devoted to defending the claim that simply by stipulating an abstraction principle for the “number-of” functor, we can simultaneously fix a meaning for this functor and acquire epistemic entitlement to the stipulated principle. In this paper, I argue that the semantic and epistemological principles Hale and Wright offer in defense of this claim may be too strong for their purposes. For if these principles are correct, it is hard to see why they do (...) not justify platonist strategies that are not in any way “neo-Fregean,” e.g. strategies that treat “the number of Fs” as a Russellian definite description rather than a singular term, or employ axioms that do not have the form of abstraction principles. (shrink)

Section 1 reviews Strawson’s logic of presuppositions. Strawson’s justification is critiqued and a new justification proposed. Section 2 extends the logic of presuppositions to cases when the subject class is necessarily empty, such as (x)((Px & ~Px) → Qx) . The strong similarity of the resulting logic with Richard Diaz’s truth-relevant logic is pointed out. Section 3 further extends the logic of presuppositions to sentences with many variables, and a certain valuation is proposed. It is noted that, given this valuation, (...) Gödel’s sentence becomes neither true nor false. The similarity of this outcome with Goldstein and Gaifman’s solution of the Liar paradox, which is discussed in section 4, is emphasized. Section 5 returns to the definition of meaningfulness; the meaninglessness of certain sentences with empty subjects and of the Liar sentence is discussed. The objective of this paper is to show how all of the above-mentioned concepts are interrelated. (shrink)

Minimal Type Theory (MTT) is based on type theory in that it is agnostic about Predicate Logic level and expressly disallows the evaluation of incompatible types. It is called Minimal because it has the fewest possible number of fundamental types, and has all of its syntax expressed entirely as the connections in a directed acyclic graph.

In a recent article in this journal Phil. Math., II, v.4 (1989), n.2, pp.? ?] J. Fang argues that we must not be fooled by A.J. Ayer (God rest his soul!) and his cohorts into believing that mathematical knowledge has an analytic a priori status. Even computers, he reminds us, take some amount of time to perform their calculations. The simplicity of Kant's infamous example of a mathematical proposition (7+5=12) is "partly to blame" for "mislead[ing] scholars in the direction of (...) neglecting the temporal element"; yet a brief instant of time is required to grasp even this simple truth. If Kant were alive today, "and if he had had a little more mathematical savvy", Fang explains, he could have used the latest example of the largest prime number (391,581 x 2 216,193 - 1) as a better example of the "synthetic a priori" character of mathematics. The reason Fang is so intent upon emphasizing the temporal character of mathematics is that he wishes to avoid "the uncritical mixing of ... a theology and a philosophy of mathematics." For "in the light of the Computer Age today: finitism is king!" Although Kant's aim was explicitly "to study the 'human' ... faculty", Fang claims that even he did not adequatley emphasize "the clearly and concretely distinguishable line of demarcation between the human and divine faculties.". (shrink)

Mathematical realism asserts that mathematical objects exist in the abstract world, and that a mathematical sentence is true or false, depending on whether the abstract world is as the mathematical sentence says it is. I raise two objections against mathematical realism. First, the abstract world is queer in that it allows for contradictory states of affairs. Second, mathematical realism does not have a theoretical resource to explain why a sentence about a tricle is true or false. A tricle is an (...) object that changes its shape from a triangle to a circle, and then back to a triangle with every second. (shrink)

Indispensablists argue that when our belief system conflicts with our experiences, we can negate a mathematical belief but we do not because if we do, we would have to make an excessive revision of our belief system. Thus, we retain a mathematical belief not because we have good evidence for it but because it is convenient to do so. I call this view ‘ mathematical convenientism.’ I argue that mathematical convenientism commits the consequential fallacy and that it demolishes the Quine-Putnam (...) indispensability argument and Baker’s enhanced indispensability argument. (shrink)

In this paper, I introduce and defend a notion of analyticity for formal languages. I first uncover a crucial flaw in Timothy Williamson’s famous argument template against analyticity, when it is applied to sentences of formal mathematical languages. Williamson’s argument targets the popular idea that a necessary condition for analyticity is that whoever understands an analytic sentence assents to it. Williamson argues that for any given candidate analytic sentence, there can be people who understand that sentence and yet who fail (...) to assent to it. I argue that, on the most natural understanding of the notion of assent when it is applied to sentences of formal mathematical languages, Williamson’s argument fails. Formal analyticity is the notion of analyticity that is based on this natural understanding of assent. I go on to develop the notion of formal analyticity and defend the claim that there are formally analytic sentences and rules of inference. I conclude by showing the potential payoffs of recognizing formal analyticity. (shrink)

Michael Friedman maintains that Carnap did not fully appreciate the impact of Gödel's first incompleteness theorem on the prospect for a purely syntactic definition of analyticity that would render arithmetic analytically true. This paper argues against this claim. It also challenges a common presumption on the part of defenders of Carnap, in their diagnosis of the force of Gödel's own critique of Carnap in his Gibbs Lecture. The author is grateful to Michael Friedman for valuable comments. Part of the research (...) towards this paper was carried out while the author was a Visiting Fellow at the Center for Philosophy of Science at the University of Pittsburgh. The paper was presented to the Center's Fellowship Reunion Conference in Athens in 1992. It was committed for publication in the Proceedings of that conference, but those Proceedings never appeared. By the time it became evident that they would never appear, both the hard copy and the source file had been mislaid. The hard copy re-surfaced in 2007. The literature on this topic since 1992 appears to leave some space for the ideas and arguments presented here. Although the paper has been updated in light of the more recent literature, its basic thesis, presented in 1992, remains the same. Only 3 is new, questioning a basic presumption made by more recent commentators in their presentation of Gödel's criticism of Carnap in his Gibbs Lecture. For helpful comments on the current version, the author is indebted to Robert Kraut, Stewart Shapiro, and Adam Podlaskowski. CiteULike Connotea Del.icio.us What's this? (shrink)

The main task in this paper is to detail and investigate Carnap’s conception of a “linguistic framework”. On this basis, we will see whether Carnap’s dichotomies, such as the analytic-synthetic distinction, are to be construed as absolute/fundamental dichotomies or merely as relative dichotomies. I argue for a novel interpretation of Carnap’s conception of a LF and, on that basis, will show that, according to Carnap, all the dichotomies to be discussed are relative dichotomies; they depend on conventional decisions concerning the (...) logical syntax of LF. Thus, all of the dichotomies directly hinge on the conception of the LF. The LF’s logical structure, in turn, is an immediate consequence of adopting the linguistic doctrine of logical truths. As we will see, no appeal to any of these distinctions is necessary in establishing a LF and all of its components. I will also draw attention to the differences between what Carnap labels a “way of speaking”, “language”, and “artificial language”. Consequently, I will briefly conclude that none of Quine’s major objections address the main points of Carnap’s theory. (shrink)

This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject (...) matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function. (shrink)