No description available.

Thesis (Ph.D.) -- McMaster University, 1996. / Includes bibliographical references (leaves 207-233). Also available via World Wide Web.

Thèse (M.A.)--Université Laval, 2002. / Bibliogr.: f. [105]-107. Publ. aussi en version électronique.

<p> This dissertation consists of a scholarly edition of Bertrand Russell's letters to Helen Thomas Flexner and Lucy Martin Donnelly. Although Russell's reputation as a writer of voluminous letters is well-known, to date there are no collected editions of his personal correspondence. As an editorial project this thesis is very much concerned with the problematic and often controversial methods of editorial procedure. Another major concern is the assessment of a set of letters that span nearly half a century of riveting social upheaval.</p> <p>Russell's letters to Helen Flexner and Lucy Donnelly convey the personal and public sides of his life. The correspondence with them provides biographical information for the reader who is unfamiliar with Russell's life and thought as well as for the specialist. The letters, however, represent more than just an account of one man's life. As historical documents they recount major world events such as the Great War and discuss significant issues such as political elections and women's suffrage. Thus, in its scope, this thesis embraces various disciplines that reflect the multifarious aspects of Russell's activities and writings.</p> <p> Undoubtedly, the editor's role in the preparation and transformation of private documents to public ones is a crucial part of any editorial undertaking. The strategies employed in this edition involve techniques of selecting and presenting annotative material in the most comprehensive manner. The purpose of such notes is to provide the reader with a sense of the historical, sociological and literary themes in Russell's correspondence.</p> / Thesis / Doctor of Philosophy (PhD)

O propósito do presente estudo consiste em construir uma relação entre as teorizações de Bertrand Russell matemático e filósofo de expressão no século XX e as preocupações mais recentes de matemáticos e educadores matemáticos contemporâneos, nomeadamente por meio das linhas de pesquisa emergentes nas últimas décadas, dentre as quais destaco a Etnomatemática, conforme a concebe Ubiratan DAmbrosio. Isto porque muito do debate acerca dos princípios e das motivações da educação matemática apresenta convergências muito relevantes com as mais importantes críticas russellianas aos modos de pensar e sentir da humanidade no século passado. Para isto, apoio-me no conceito de crise proposto em Hannah Arendt como um momento em que as respostas consolidadas pela tradição não respondem mais às questões emergentes da atualidade e, por isso, devemos reler os autores do passado como se ninguém jamais os houvesse lido antes. Afinal, afirma-se quase que consensualmente que a educação matemática encontra-se em crise e, inspirando-me em Arendt, sinto-me impelido à releitura de Russell para encontrar interpretações que colaborem para o enfrentamento das problemáticas em que nos debatemos. Remeto-me assiduamente à obra de Paulo Freire para fundamentar a perspectiva política da educação que também ocorre a Russell e a DAmbrosio. E daí decorre a elaboração de uma relação entre a obra russelliana e as quatro dimensões da paz propostas por DAmbrosio, que evidencia a atualidade da obra do filósofo. Considero este trabalho, efetivamente, uma construção em Filosofia da Educação Matemática que retoma em Russell aquilo que recentemente retornou ao centro das preocupações sociais, inclusive da perspectiva da educação matemática: nossas crises sociopolíticas, econômicas e ambientais. Trata-se, portanto, de um exame, inspirado em Russell, de nossas responsabilidades, como matemáticos e educadores matemáticos, com a paz em suas múltiplas dimensões algo que demanda insubordinações permanentes. / The purpose of this study is to build a relationship between the theories of Bertrand Russell mathematician and philosopher of expression in the twentieth century and the latest concerns of mathematicians and mathematics educators contemporaries, notably through emerging research areas in recent decades, among which highlight the Ethnomatematics, as conceived by Ubiratan D\'Ambrosio. This is because much of the debate about the principles and motivations of mathematics education has very relevant convergence with the most important russellian critics of the ways of thinking and feeling of humanity in the past century. For this, I support the concept of crisis proposed in Hannah Arendt as a time when the answers consolidated by tradition no longer respond to emerging issues of the day, and so we should reread the authors of the past as if no one had ever read them before. After all, it is said almost consensus that education mathematics is in crisis and, according to Arendt, I feel compelled to Russell rereading to find interpretations that collaborate to confront the problem in which we struggle. I refer myself assiduously to the work of Paulo Freire to support the political perspective of education that also occurs to Russell and D\'Ambrosio. And it follows the development of a relationship between Russell\'s work and the four dimensions of peace proposed by D\'Ambrosio, highlighting the relevance of the work of the philosopher. This is effectively a text in Mathematics Education Philosophy which takes in what Russell recently returned to the center of social concerns, including the perspective of mathematics education: our socio-political, economic and environmental crises. It is, therefore, an examination, inspired by Russell, of our responsibilities, as mathematicians and mathematics educators, with peace in their multiple dimensions something that demands permanent insubordination.

O propósito do presente estudo consiste em construir uma relação entre as teorizações de Bertrand Russell matemático e filósofo de expressão no século XX e as preocupações mais recentes de matemáticos e educadores matemáticos contemporâneos, nomeadamente por meio das linhas de pesquisa emergentes nas últimas décadas, dentre as quais destaco a Etnomatemática, conforme a concebe Ubiratan DAmbrosio. Isto porque muito do debate acerca dos princípios e das motivações da educação matemática apresenta convergências muito relevantes com as mais importantes críticas russellianas aos modos de pensar e sentir da humanidade no século passado. Para isto, apoio-me no conceito de crise proposto em Hannah Arendt como um momento em que as respostas consolidadas pela tradição não respondem mais às questões emergentes da atualidade e, por isso, devemos reler os autores do passado como se ninguém jamais os houvesse lido antes. Afinal, afirma-se quase que consensualmente que a educação matemática encontra-se em crise e, inspirando-me em Arendt, sinto-me impelido à releitura de Russell para encontrar interpretações que colaborem para o enfrentamento das problemáticas em que nos debatemos. Remeto-me assiduamente à obra de Paulo Freire para fundamentar a perspectiva política da educação que também ocorre a Russell e a DAmbrosio. E daí decorre a elaboração de uma relação entre a obra russelliana e as quatro dimensões da paz propostas por DAmbrosio, que evidencia a atualidade da obra do filósofo. Considero este trabalho, efetivamente, uma construção em Filosofia da Educação Matemática que retoma em Russell aquilo que recentemente retornou ao centro das preocupações sociais, inclusive da perspectiva da educação matemática: nossas crises sociopolíticas, econômicas e ambientais. Trata-se, portanto, de um exame, inspirado em Russell, de nossas responsabilidades, como matemáticos e educadores matemáticos, com a paz em suas múltiplas dimensões algo que demanda insubordinações permanentes. / The purpose of this study is to build a relationship between the theories of Bertrand Russell mathematician and philosopher of expression in the twentieth century and the latest concerns of mathematicians and mathematics educators contemporaries, notably through emerging research areas in recent decades, among which highlight the Ethnomatematics, as conceived by Ubiratan D\'Ambrosio. This is because much of the debate about the principles and motivations of mathematics education has very relevant convergence with the most important russellian critics of the ways of thinking and feeling of humanity in the past century. For this, I support the concept of crisis proposed in Hannah Arendt as a time when the answers consolidated by tradition no longer respond to emerging issues of the day, and so we should reread the authors of the past as if no one had ever read them before. After all, it is said almost consensus that education mathematics is in crisis and, according to Arendt, I feel compelled to Russell rereading to find interpretations that collaborate to confront the problem in which we struggle. I refer myself assiduously to the work of Paulo Freire to support the political perspective of education that also occurs to Russell and D\'Ambrosio. And it follows the development of a relationship between Russell\'s work and the four dimensions of peace proposed by D\'Ambrosio, highlighting the relevance of the work of the philosopher. This is effectively a text in Mathematics Education Philosophy which takes in what Russell recently returned to the center of social concerns, including the perspective of mathematics education: our socio-political, economic and environmental crises. It is, therefore, an examination, inspired by Russell, of our responsibilities, as mathematicians and mathematics educators, with peace in their multiple dimensions something that demands permanent insubordination.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 391-403). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 391-403). Also available on the Internet.

This thesis is an examination of Bertrand Russell's realist "bundle theory of particulars". In Russell's earlier work, the need to explain the unity and individuality of objects compelled him to accept particulars as well as universals as ultimate kinds of reality. Nevertheless, in carrying out his efforts to economize his ontology, he discovered he could not reduce properties to particulars, because there are some relations that resist nominalistic explanation, but particulars could be reduced to bundles of qualities. In this thesis, I show that the realist 'bundle theory' not only reduces the kinds of ultimate reality to one, i.e., to universal qualities, but also serves all of the purposes for which bare particulars were originally required. Specifically. I examine what I take to be the major criticisms leveled against the realist 'bundle theory': the problem of individuation, the problem of necessity, and the problem of analyticity. I defend the strength and consistency of Russell's theory and argue that it can answer to the objections. / Thesis / Doctor of Philosophy (PhD)

L'objectiu principal del nostre estudi ha estat, en primer lloc, fer una "història de la lògica" que abastés el període que va aproximadament des de mitjans del segle XIX, època en què Boole i De Morgan renoven la lògica tradicional, fins als anys vint del segle passat, quan la lògica de primer ordre es consolida com el llenguatge lògic "par excellence" i la concepció model-teorètica s'obre camí de forma inexorable. Segonament, el nostre objectiu ha estat fer un estudi comparatiu de les contribucions del corrent algèbric i logicista a la gènesi i desenvolupament de la lògica contemporània, particularment de la lògica de primer ordre i de la concepció model-teorètica predominant avui en dia. Al nostre parer, el naixement i desenvolupament de la lògica contemporània ha anat de bracet amb les recerques sobre els fonaments de les matemàtiques dutes a terme en el període estudiat, per la qual cosa el nostre objectiu ha estat finalment fer-nos ressó de l'estret lligam entre els problemes relatius a la fonamentació de les matemàtiques i les recerques lògiques pròpiament dites. D'acord amb tot l'anterior, hem dividit la nostra memòria en tres parts. Les dues primeres parts les hem dedicades respectivament a l'estudi del desenvolupament de la tradició algèbrica i logicista i estan dividides en diferents capítols, dedicat cada un d'ells als autors més representatius d'aquestes dos corrents: Boole, Peirce i Schröder, d'una banda, i Dedekind, Frege i Russell de l'altra. Finalment, la tercera part l'hem dedicada als desenvolupaments més importants que seguiren la publicació de l'obra de Whitehead i Russell Principia Mathematica (1910-1913) i que més influència tingueren, des del nostre punt de vista, en el desenvolupament posterior de la lògica, a saber, les recerques de Hilbert i la seva escola sobre l'aplicació del mètode axiomàtic a les diferents branques de les matemàtiques i, en particular, a la lògica, i les recerques model-teorètiques de Löwenheim i Skolem sobre el fragment de primer ordre de la lògica de relatius. Aquestes recerques tingueren efectivament una influència cabdal en la gènesi i desenvolupament de la lògica de primer ordre i la concepció model-teorètica predominant avui en dia, per la qual cosa el seu estudi presenta un indubtable interès històric i dóna, a més, una bona mesura de les contribucions de les tradicions algèbrica i logicista a la lògica contemporània i, en particular, de les limitacions que presenten en aquest sentit ambdues tradicions. Entre les contribucions més destacades del nostre estudi per tal de determinar quines han estat les aportacions dels diferents autors estudiats a la gènesi i desenvolupament de la lògica contemporània i la moderna concepció semàntica de la mateixa cal destacar, entre d'altres, l'estudi realitzat sobre l'evolució de la lògica de relatius i la lògica quantificacional -de primer i segon ordre- en l'obra de Peirce, l'estudi sobre les definicions dels principals conceptes semàntics -interpretació, conseqüència lògica, independència, etc.- en l'obra de Schröder, l'estudi sobre la gènesi i evolució del logicisme fregeà a partir de la seva tesi de doctorat (1873) i la seva Habilitationschrift (1874), una interpretació de la teoria ramificada de tipus de Russell que no és l'habitual en la historiografia clàssica (Copi, Quine, Kneale i Kneale et alia), l'estudi de la connexió de la problemàtica tractada en els escrits de Löwenheim i Skolem amb el programa de recerca iniciat per Peirce i Schröder i, finalment, l'estudi de l'evolució en el si de l'escola de Hilbert d'algunes de les idees bàsiques de la lògica contemporània i la moderna concepció model-teorètica de la mateixa a partir de l'estudi de les lliçons (inèdites) impartides per Hilbert a Göttingen els cursos de 1905 i 1917-18. / As its title indicates, this work intends to make a historical itinerary by some of the main developments that took place in the field of logic and the foundations of the mathematics between the second half of the 19th century and the first fourth of the 20th century approximately. Moreover, it pretends also to make a comparative study of the development of the algebraic and logicist traditions in this period that allows to gauge the contributions of each one of them to the genesis and development of contemporary logic and the modern model-theoretic conception of it. With this aim, the most highlighted contributions of our work are, among others, the study carried out about the evolution and relationship of the logic of relatives and quantificational logic -of first and second order- in Peirce's work, the research into the definitions of the main semantic concepts -interpretation, logical consequence, independence, etc- in Schröder's work, the study of the genesis and evolution of fregean logicism from his doctorate thesis (1873) and his "Habilitationschrift" (1874), an interpretation of Russell's theory of types which it is unusual in the classical historiography, the research into the connection of the problems treated in Löwenheim and Skolem writings with the program of research pioneered by Peirce and Schröder and, finally, the study of the evolution in the bosom of Hilbert's school of some of the main ideas of contemporary logic and metalogic from the study of the lessons (unedited) imparted by Hilbert in Göttingen in the courses of 1905 and 1917-18.