Jean Paul Van Bendegem

An international group of distinguished scholars brings a variety of resources to bear on the major issues in the study and teaching of mathematics, and on the problem of understanding mathematics as a cultural and social phenomenon. All are guided by the notion that our understanding of mathematical knowledge must be grounded in and reflect the realities of mathematical practice. Chapters on the philosophy of mathematics illustrate the growing influence of a pragmatic view in a field traditionally dominated by platonic perspectives. In a section on mathematics, politics, and pedagogy, the emphasis is on politics and values in mathematics education. Issues addressed include gender and mathematics, applied mathematics and social concerns, and the reflective and dialogical nature of mathematical knowledge. The concluding section deals with the history and sociology of mathematics, and with mathematics and social change. Contributors include Philip J. Davis, Helga Jungwirth, Nel Noddings, Yehuda Rav, Michael D. Resnik, Ole Skovsmose, and Thomas Tymoczko

It is a generally accepted idea that strict finitism is a rather marginal view within the community of philosophers of mathematics. If one therefore wants to defend such a position (as the present author does), then it is useful to search for as many different arguments as possible in support of strict finitism. Sometimes, as will be the case in this paper, the argument consists of, what one might call, a “rearrangement” of known materials. The novelty lies precisely in the rearrangement, hence on the formal-axiomatic level most of the results presented here are not new. In fact, the basic results are inspired by and based on Mycielski (1981)

How do scientists approach science? Scientists, sociologists and philosophers were asked to write on this intriguing problem and to display their results at the International Congress `Einstein Meets Magritte'. The outcome of their effort can be found in this rather unique book, presenting all kinds of different views on science. Quantum mechanics is a discipline which deserves and receives special attention in this book, mainly because it is fascinating and, hence, appeals to the general public. This book not only contains articles on the introductory level, it also provides new insights and bold, even provocative proposals. That way, the reader gets acquainted with `science in the making', sitting in the front row. The contributions have been written for a broad interdisciplinary audience of scholars and students.

Kurt Gödel’s incompleteness theorems and the limits of knowledge In this paper a presentation is given of Kurt Gödel’s pathbreaking results on the incompleteness of formal arithmetic. Some biographical details are provided but the main focus is on the analysis of the theorems themselves. An intermediate level between informal and formal has been sought that allows the reader to get a sufficient taste of the technicalities involved and not lose sight of the philosophical importance of the results. Connections are established with the work of Alan Turing and Hao Wang to show the present-day relevance of Gödel’s research and how it relates to the limitations of human knowledge, mathematical knowledge in particular.

In current philosophical research, there is a rather one-sided focus on the foundations of proof. A full picture of mathematical practice should however additionally involve considerations about various methodological aspects. A number of these is identified, from large-scale to small-scale ones. After that, naturalism, a philosophical school concerned with scientific practice, is looked at, as far as the translations of its epistemic principles to mathematics is concerned. Finally, we call for intensifying the interaction between both dimensions of practice and epistemology.

Philosophy of mathematics today has transformed into a very complex network of diverse ideas, viewpoints, and theories. Sometimes the emphasis is on the "classical" foundational work (often connected with the use of formal logical methods), sometimes on the sociological dimension of the mathematical research community and the "products" it produces, then again on the education of future mathematicians and the problem of how knowledge is or should be transmitted from one generation to the next. The editors of this book felt the urge, first of all, to bring together the widest variety of authors from these different domains and, secondly, to show that this diversity does not exclude a sufficient number of common elements to be present. In the eyes of the editors, this book will be considered a success if it can convince its readers of the following: that it is warranted to dream of a realistic and full-fledged theory of mathematical practices, in the plural. If such a theory is possible, it would mean that a number of presently existing fierce oppositions between philosophers, sociologists, educators, and other parties involved, are in fact illusory.

It has been observed many times before that, as yet, there are no encompassing, integrated theories of mathematical practice available.To witness, as we currently do, a variety of schools in this field elaborating their philosophical frameworks, and trying to sort out their differences in the course of doing so, is also to be constantly reminded of the fact that a lot of epistemic aspects, extremely relevant to this task, remain dramatically underexamined. This volume wants to contribute to the stock of studies filling this perceived lacuna. It contains papers by established, upcoming, as well as beginning scholars, covering general, metaphilosophical themes such as naturalism, semiotics, pragmaticism, or empiricism, next to more specific topics including the unity of mathematical theories, thruth-flow in mathematics, diagrammatic reasoning, erroneous argumentation, or numerical analysis.

The development of the philosophy of science in the twentieth century has created a framework where issues concerning funding dynamics can be easily accommodated. It combines the historical-philosophical approach of Thomas Kuhn. The University of Chicago Press, Chicago, [1962] ) with the sociological approach of Robert K. Merton The sociology of science. Theoretical and empirical investigations. The University of Chicago Press, Chicago, pp 267–278, [1942] ), linking the ‘exact’ sciences to economy and politics. Out of this came a new domain, namely the study of scientific practices : Science as practice and culture. The University of Chicago Press, Chicago, 1992). Given this broad theoretical framework, we will specify by looking at the case of STEM education and its variant Science, Technology, Engineering and Mathematics with Art education as an example par excellence. Without going into the technical details of the financial support of the projects, we prefer to open a philosophical debate on the way how policies on academic subjects influence a whole society and the personal life of both researchers and people/pupils involved in education.