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Articles 1 - 6 of 6
Full-Text Articles in Entire DC Network
Sylvester: Ushering In The Modern Era Of Research On Odd Perfect Numbers, Steven Gimbel, John Jaroma
Sylvester: Ushering In The Modern Era Of Research On Odd Perfect Numbers, Steven Gimbel, John Jaroma
Philosophy Faculty Publications
In 1888, James Joseph Sylvester (1814-1897) published a series of papers that he hoped would pave the way for a general proof of the nonexistence of an odd perfect number (OPN). Seemingly unaware that more than fifty years earlier Benjamin Peirce had proved that an odd perfect number must have at least four distinct prime divisors, Sylvester began his fundamental assault on the problem by establishing the same result. Later that same year, he strengthened his conclusion to five. These findings would help to mark the beginning of the modern era of research on odd perfect numbers. Sylvester's bound stood …
Developing Into Series And Returning From Series: A Note On The Foundations Of Eighteenth-Century Analysis, Giovanni Ferraro, Marco Panza
Developing Into Series And Returning From Series: A Note On The Foundations Of Eighteenth-Century Analysis, Giovanni Ferraro, Marco Panza
MPP Published Research
In this paper we investigate two problems concerning the theory of power series in 18th-century mathematics: the development of a given function into a power series and the inverse problem, the return from a given power series to the function of which this power series is the development. The way of conceiving and solving these problems closely depended on the notion of function and in particular on the conception of a series as the result of a formal transformation of a function. After describing the procedures considered acceptable by 18th-century mathematicians, we examine in detail the different strategies—both direct and …
Peirce's "Diagrammatic Reasoning" As A Solution Of The Learning Paradox, Michael H.G. Hoffmann
Peirce's "Diagrammatic Reasoning" As A Solution Of The Learning Paradox, Michael H.G. Hoffmann
Michael H.G. Hoffmann
How can we reach “new” levels of knowledge if “new” means that there is something “evolved” that cannot be generated simply by deduction or by induction from what has been given before. The paper’s first goal is to show that two paradigmatic attempts at solving this so-called “learning paradox,” Plato’s apriorism and Aristotle’s inductivism, form two horns of a dilemma: While the inductivist cannot justify any representation of data without assuming a priori given hypotheses, the apriorist cannot justify why a certain application of given ideas is correct without being caught in an infinite regress. The second goal is to …
Lernende Lernen Abduktiv: Eine Methodologie Kreativen Denkens, Michael H.G. Hoffmann
Lernende Lernen Abduktiv: Eine Methodologie Kreativen Denkens, Michael H.G. Hoffmann
Michael H.G. Hoffmann
No abstract provided.
Against The "Ordinary Summing" Test For Convergence, G. C. Goddu
Against The "Ordinary Summing" Test For Convergence, G. C. Goddu
Philosophy Faculty Publications
One popular test for distinguishing linked and convergent argument structures is Robert Yanal's Ordinary Summing Test. Douglas Walton, in his comprehensive survey of possible candidates for the linked/convergent distinction, advocates a particular version of Yanal's test. In a recent article, Alexander Tyaglo proposes to generalize and verify Yanal's algorithm for convergent arguments, the basis for Yanal's Ordinary Summing Test. In this paper I will argue that Yanal's ordinary summing equation does not demarcate convergence and so his Ordinary Summing Test fails. Hence, despite Walton's recommendation or Tyaglo's generalization, the Ordinary Summing Test should not be used for distinguishing linked argument …
Strukturationen Der Interaktivität, Rudolf Kaehr