23 ideas
18781 | Inconsistency doesn't prevent us reasoning about some system [Mares] |
18789 | Intuitionist logic looks best as natural deduction [Mares] |
18790 | Intuitionism as natural deduction has no rule for negation [Mares] |
18787 | Three-valued logic is useful for a theory of presupposition [Mares] |
17884 | Mathematical set theory has many plausible stopping points, such as finitism, and predicativism [Koellner] |
17893 | 'Reflection principles' say the whole truth about sets can't be captured [Koellner] |
18793 | Material implication (and classical logic) considers nothing but truth values for implications [Mares] |
18784 | In classical logic the connectives can be related elegantly, as in De Morgan's laws [Mares] |
18786 | Excluded middle standardly implies bivalence; attacks use non-contradiction, De M 3, or double negation [Mares] |
18780 | Standard disjunction and negation force us to accept the principle of bivalence [Mares] |
18782 | The connectives are studied either through model theory or through proof theory [Mares] |
18783 | Many-valued logics lack a natural deduction system [Mares] |
18792 | Situation semantics for logics: not possible worlds, but information in situations [Mares] |
18785 | Consistency is semantic, but non-contradiction is syntactic [Mares] |
17894 | We have no argument to show a statement is absolutely undecidable [Koellner] |
17890 | There are at least eleven types of large cardinal, of increasing logical strength [Koellner] |
17887 | PA is consistent as far as we can accept, and we expand axioms to overcome limitations [Koellner] |
17891 | Arithmetical undecidability is always settled at the next stage up [Koellner] |
18788 | For intuitionists there are not numbers and sets, but processes of counting and collecting [Mares] |
18791 | In 'situation semantics' our main concepts are abstracted from situations [Mares] |
22370 | Big central government only exists as a focus for anger - not to act [Fisher] |
22368 | It is hard to imagine the end of capitalism [Fisher] |
22369 | Are students consumers or products of education? [Fisher] |