Daniel King (BS, Lafayette College. MS, PhD, University of Virginia) is a mathematics scholar with special interests in mathematics education, game theory, history and philosophy of mathematics, and the outreach of mathematics to the social sciences and the humanities. He currently teaches an undergraduate course, Game Theory: The Study of Strategy and Conflict.
In this talk, King will focus on two particularly intriguing “games:” Newcomb’s Problem and the Prisoners’ Dilemma. The analysis of both games leads us to a curious paradox of sorts. Fascinating and perplexing, these games and the paradoxes they unleash serve to challenge some of our most cherished beliefs and philosophical viewpoints. No prior knowledge of game theory (or advanced-level mathematics) is required in order to enjoy and fully engage with the ideas we explore in this talk.
This event is sponsored by Friends of Sarah Lawrence College and is open to the public.
To register for this event, or for more information on the Friends of Sarah Lawrence College, please e-mail friends@sarahlawrence.edu or call 914.323.6154.
Well-known ties between arithmetical proof and intuitionistic logic make it natural to think of provability in terms of intuitionistic logic and hence absolute provability in terms of one of its extensions. For this reason, we propose Intuitionistic Tense Logic, or tINT, to study absolute provability. We delineate tINT models and a Hilbert-style system, and then prove soundness and completeness. We then use the tINT framework to discuss and compare ideas of absolute provability of authors in the literature.
The Saul Kripke Center is pleased to announce that Vincent A. Peluce (PhD student, Philosophy, CUNY Graduate Center) will deliver the fourth Saul Kripke Center Young Scholars Series talk on Thursday, December 5, 2019, from 2:00 to 4:00 in room 9206 of the CUNY Graduate Center.
The workshop is funded by the National Science Foundation (SES-1921688) and is aimed at bringing together academics who study the notion of mathematical explanation from philosophical and from educational/psychological perspectives. The idea is to bring together philosophers of mathematics, epistemologists, psychologists, and mathematics educators, to discuss how developments in their own fields could meaningfully contribute to the work on mathematical explanation where their fields intersect. In particular, we want to explore the ways in which mathematical explanation engenders understanding, by focusing on (1) the relationship between different types of philosophical accounts of mathematical explanation, (2) educational approaches to the characterization of effective explanations in the mathematics classroom, and (3) work at the intersection of these two perspectives.
All speakers:
Mark Colyvan
University of Sydney
Matthew Inglis
Loughborough University
Marc Lange
University of North Carolina, Chapel Hill
Tania Lombrozo
Princeton University
Alexander Renkl
University of Freiburg
Keith Weber
Rutgers University – New Brunswick
Orit Zaslavsky
New York University