Results for 'Hanan Hamamy'

105 found
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  1.  60
    The changing profile of consanguinity rates in Bahrain, 1990–2009.Shaikha Al-Arrayed & Hanan Hamamy - 2012 - Journal of Biosocial Science 44 (3):313.
  2.  66
    Understanding in mathematics: The case of mathematical proofs.Yacin Hamami & Rebecca Lea Morris - 2024 - Noûs 58 (4):1073-1106.
    Although understanding is the object of a growing literature in epistemology and the philosophy of science, only few studies have concerned understanding in mathematics. This essay offers an account of a fundamental form of mathematical understanding: proof understanding. The account builds on a simple idea, namely that understanding a proof amounts to rationally reconstructing its underlying plan. This characterization is fleshed out by specifying the relevant notion of plan and the associated process of rational reconstruction, building in part on Bratman's (...)
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  3.  27
    Machiavelli's critique of humanism and the ambivalences of modernity.Hanan Yoran - 2010 - History of Political Thought 31 (2):247-282.
    Contrary to most interpretations, the article argues that the scandalous dimensions of Machiavelli's thought are the outcome of his critical reflections on humanist discourse. Machiavelli drew the radical conclusions from the humanist rejection of the classical and medieval vision of man as a creature with an objective telos, within a rational order of Being. From this perspective the article accounts for Machiavelli's separation of politics from ethics, his anti-Christian stance as well as his appreciation of the social and political importance (...)
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  4.  14
    Agency in Mathematical Practice.Yacin Hamami - 2024 - In Bharath Sriraman, Handbook of the History and Philosophy of Mathematical Practice. Cham: Springer. pp. 2905-2923.
    A characteristic feature of the philosophy of mathematical practice is to attend to what people do when they do mathematics. But what does it mean to do mathematics? This question raises several issues regarding the nature of action, activity, and agency in mathematical practice. The present chapter reviews contributions in the field that have attempted to theorize about these notions. It begins with some motivations for taking agents seriously in the philosophical study of mathematical practice. The core of the chapter (...)
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  5.  35
    Geschichte der psychologischen Aesthetik.Hanan Bruen & Christian G. Allesch - 1989 - Journal of Aesthetic Education 23 (2):121.
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  6.  15
    Approaches to reading intercultural communication in the Qur’an and the politics of interpretation.Hanan Ibrahim - 2014 - Critical Research on Religion 2 (2):99-115.
    The Qur'an depicts fluctuating relations between Muslims and non-Muslims. While at times such relations can be conciliatory and harmonious, at others they are inimical, uneasy, or distant. Still, the Qur'an acknowledges the necessary ontological reality of the human difference. This is evidenced in many verses. Thus, I will argue that an “attentive” and “worldly” reading of the Qur'an is crucial to curb misunderstanding of the way ‘difference’ is perceived in Islam by Muslims and non-Muslims alike. A close reading is primarily (...)
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  7.  72
    Education and the sacred: Thomas green's educational formation of conscience.Hanan Alexander - 2000 - Journal of Philosophy of Education 34 (2):395–400.
    Book reviewed in this article:Thomas F. Green, Voices: The Educational Formation of Conscience.
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  8.  14
    Soutenir la parentalité dans un espace de rencontre : écueils et perspectives.Hanane Boumaiza & Claire Metz - 2023 - Dialogue: Families & Couples 241 (3):95-110.
    Les situations de séparation conflictuelle entre parents peuvent provoquer une rupture du lien entre l’enfant et un de ses parents. L’espace de rencontre ( er ), en mettant en place des droits de visite encadrés, est alors le dernier recours de ces parents pour retisser un lien. Dans l’ er dont il est question dans cet article, les visites concernent principalement le père, la mère étant alors le parent gardien. Dans ce cadre ont été rencontrés des enfants qui affichaient une (...)
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  9. ha-Matsav ha-posṭ-Tsiyoni.Ḥanan Ḥever - 2012 - In Gil Eyal, Arbaʻ Hartsaʼot ʻal Teʼoryah Biḳortit. Ha-Ḳibuts Ha-MeʼUḥad.
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  10. Poincaré and Prawitz on mathematical induction.Yacin Hamami - 2015 - In Pavel Arazim & Michal Dancak, The Logica Yearbook 2014. College Publications. pp. 149-164.
    Poincaré and Prawitz have both developed an account of how one can acquire knowledge through reasoning by mathematical induction. Surprisingly, their two accounts are very close to each other: both consider that what underlies reasoning by mathematical induction is a certain chain of inferences by modus ponens ‘moving along’, so to speak, the well-ordered structure of the natural numbers. Yet, Poincaré’s central point is that such a chain of inferences is not sufficient to account for the knowledge acquisition of the (...)
     
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  11.  37
    Perception of smile esthetics among dental and nondental students.Hanan Omar & YunTeng Tai - 2014 - Journal of Education and Ethics in Dentistry 4 (2):54.
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  12.  34
    Machiavelli, Humanism, and the Limits of Historical Knowledge.Hanan Yoran - 2021 - The European Legacy 26 (6):621-636.
    Machiavelli’s historical writings, notably the Discourses on Livy and the Florentine Histories, continued the tradition of the humanist historical enterprise. They were informed by th...
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  13.  40
    The role of first impression in operant learning.Hanan Shteingart, Tal Neiman & Yonatan Loewenstein - 2013 - Journal of Experimental Psychology: General 142 (2):476.
  14.  89
    Mathematical rigor and proof.Yacin Hamami - 2022 - Review of Symbolic Logic 15 (2):409-449.
    Mathematical proof is the primary form of justification for mathematical knowledge, but in order to count as a proper justification for a piece of mathematical knowl- edge, a mathematical proof must be rigorous. What does it mean then for a mathematical proof to be rigorous? According to what I shall call the standard view, a mathematical proof is rigorous if and only if it can be routinely translated into a formal proof. The standard view is almost an orthodoxy among contemporary (...)
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  15.  41
    Phronesis, dialogue, and hope: a response to Nicholas Burbules.Hanan A. Alexander - 2019 - Ethics and Education 14 (2):138-142.
    ABSTRACTIn this essay I agree with Nicholas Burbules that ‘Phronesis’ is an ethical and political category that grounds the possibility of intercultural communication in translation from one particular context to another rather than in the presumption of one or another account of universalism. After a brief review of the development of this idea in key milestones of Western philosophy, I argue that it requires an education in dialogue across difference that can foster hope for peaceful coexistence among diverse traditions and (...)
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  16.  19
    Feasibility of pre‐discharge training in the self‐management of oral anticoagulation.Hanan Goldberg, Lois Gordon, Yochi Ben David, Tuvia Baevsky & Mayer Brezis - 2010 - Journal of Evaluation in Clinical Practice 16 (3):661-664.
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  17.  21
    Islam in Zion? Yosef Yo’el Rivlin’s Translation of the Qur’an and Its Place Within the New Hebrew Culture.Hanan Harif - 2016 - Naharaim 10 (1):39-55.
    Name der Zeitschrift: Naharaim Jahrgang: 10 Heft: 1 Seiten: 39-55.
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  18. Ohev ṭehar lev: ʻal Mesilat yesharim la-Ramḥal = Ohev tehar lev: Mesilat Yesharim.Hanan Porat - 2021 - Yerushalayim: Sifriyat Bet-El. Edited by Moshe Ḥayyim Luzzatto.
     
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  19.  20
    A novel method to find the best path in SDN using firefly algorithm.Hanan Abbas Salman & Tameem Hameed Obaida - 2022 - Journal of Intelligent Systems 31 (1):902-914.
    Over the previous three decades, the area of computer networks has progressed significantly, from traditional static networks to dynamically designed architecture. The primary purpose of software-defined networking is to create an open, programmable network. Conventional network devices, such as routers and switches, may make routing decisions and forward packets; however, SDN divides these components into the Data plane and the Control plane by splitting distinct features away. As a result, switches can only forward packets and cannot make routing decisions; the (...)
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  20.  16
    Comparing the use of CSs by high and low proficient Spanish learners´ of English: Storytelling and Interview Tasks.Hanane Benali Taouis - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (6):1-10.
    This research suggests a comparison between two tasks to evaluate oral communication strategies (CSs) through storytelling and interview and to compare the use of CSs between high and low proficient students. The results of the storytelling and oral interview are compared to check if CSs vary with the task and what tasks are better for each of the selected CSs. A number of 60 Spanish learners of English participated in this investigation, and a total of 232 protocols were analysed to (...)
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  21.  52
    Florentine civic humanism and the emergence of modern ideology.Hanan Yoran - 2007 - History and Theory 46 (3):326–344.
    This article revisits the question of the modernity of the Renaissance by examining the political language of Florentine civic humanism and by critically analyzing the debate over Hans Baron’s interpretation of the movement. It engages two debates that are usually conducted separately: one concerning the originality of civic humanism in comparison to medieval thought, and the other concerning the political and social function of the civic humanists’ political republicanism in fifteenth-century Florence. The article’s main contention is that humanist political discourse (...)
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  22.  38
    Glory, Passions and Money in Alberti’s Della famiglia: A Humanist Reflects on the Foundations of Society.Hanan Yoran - 2015 - The European Legacy 20 (5):527-542.
    The article examines Alberti’s dialogue Della famiglia as a reflection on the foundations of ethics and politics from the perspective of humanist discourse. The polyphonic work presents and critically examines several views. The authorial voice of the text rehearses the traditional philosophical view the humanists inherited, according to which humans are sociable by nature. However, some of the interlocutors reject this convenient view, implying that it cannot be squared with the humanist critique of the premises of mainstream classical and medieval (...)
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  23.  66
    Between Utopia and Dystopia: Erasmus, Thomas More, and the Humanist Republic of Letters.Hanan Yoran - 2010 - Lexington Books.
    The figure of the intellectual looms large in modern history, and yet his or her social place has always been full of ambiguity and ironies. Between Utopia and Dystopia is a study of the movement that created the identity of the universal intellectual: Erasmian humanism. Focusing on the writings of Erasmus and Thomas More, Hanan Yoran argues that, in contrast to other groups of humanists, Erasmus and the circle gathered around him generated the social space—the Erasmian Republic of Letters—that (...)
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  24.  29
    The semiotics of the untold story in the novel “The Crow’s Leg” by Yahya Amqasem.Hanan Alharthi - 2020 - Perseitas 9:31.
    A través de nuestro estudio sobre el argumento de la semiótica de la historia no contada en la novela «The Crow’s Leg», pretendíamos mostrar la imagen de las prohibiciones religiosas, morales y políticas mediante la interacción de discursos con los niveles sociales y culturales destacados por el contexto semántico en el discurso. El estudio utilizó el planteamiento semiótico que señala los mecanismos del discurso narrativo que intervienen en las dimensiones semióticas y el significado de la historia no contada a través (...)
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  25.  11
    Where’s the Rhetoric? Imagining a Unified Field.Joshua Hanan - 2024 - Philosophy and Rhetoric 57 (2):218-225.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Where's the Rhetoric? Imagining a Unified Field by S. Scott GrahamJoshua HananWhere's the Rhetoric? Imagining a Unified Field. By S. Scott Graham. Columbus: Ohio State University Press, 2020. 194 pp. Paperback $29.95. ISBN: 978-0-8142-5771-5.The proliferation of materialist perspectives in rhetorical studies has generated feelings of disciplinary crisis and fragmentation. Early materialist formulations of rhetoric, such as those put forward by Michael Calvin McGee and Raymie McKerrow, conceptualized materiality (...)
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  26. Philosophy of mathematical practice: A primer for mathematics educators.Yacin Hamami & Rebecca Morris - 2020 - ZDM Mathematics Education 52:1113–1126.
    In recent years, philosophical work directly concerned with the practice of mathematics has intensified, giving rise to a movement known as the philosophy of mathematical practice . In this paper we offer a survey of this movement aimed at mathematics educators. We first describe the core questions philosophers of mathematical practice investigate as well as the philosophical methods they use to tackle them. We then provide a selective overview of work in the philosophy of mathematical practice covering topics including the (...)
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  27.  56
    Cross-cultural perspectives on intelligent assistive technology in dementia care: comparing Israeli and German experts’ attitudes.Hanan AboJabel, Johannes Welsch & Silke Schicktanz - 2024 - BMC Medical Ethics 25 (1):1-13.
    Background Despite the great benefits of intelligent assistive technology (IAT) for dementia care – for example, the enhanced safety and increased independence of people with dementia and their caregivers – its practical adoption is still limited. The social and ethical issues pertaining to IAT in dementia care, shaped by factors such as culture, may explain these limitations. However, most studies have focused on understanding these issues within one cultural setting only. Therefore, the aim of this study was to explore and (...)
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  28. What is new materialism?Christopher N. Gamble, Joshua S. Hanan & Thomas Nail - 2019 - Angelaki 24 (6):111-134.
    New materialism is one of the most important emerging trends in the humanities and social sciences, but it is also one of the least understood. This is because, as a term of ongoing contest...
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  29. Plans and planning in mathematical proofs.Yacin Hamami & Rebecca Lea Morris - 2020 - Review of Symbolic Logic 14 (4):1030-1065.
    In practice, mathematical proofs are most often the result of careful planning by the agents who produced them. As a consequence, each mathematical proof inherits a plan in virtue of the way it is produced, a plan which underlies its “architecture” or “unity”. This paper provides an account of plans and planning in the context of mathematical proofs. The approach adopted here consists in looking for these notions not in mathematical proofs themselves, but in the agents who produced them. The (...)
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  30.  17
    The Judaic Tradition.Hanan A. Alexander & Shmuel Glick - 2003 - In Randall Curren, A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 33–49.
    This chapter contains sections titled: Sources of Jewish Tradition Education in Biblical and Rabbinic Thought The Study of Sacred Texts.
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  31.  57
    A Tragic Reversal.Hanan Ashrawi - 2001 - Radical Philosophy Review 3 (2):122-124.
    In this short but pointed “Open Letter,” Ashrawi lists a number of aggressions perpetrated by Israeli troops and armed settlers against Palestinian civilians in the Occupied Territories, to redress the ”converse version of reality” promoted by U.S. Secretary of State Madeleine Albright, who claims that the U.S. seeks to be “an even-handed peace broker,” yet presents Israel as a victimized, besieged country, rather than an occupying force guilty of grievous UN-recognized crimes against humanity.
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  32.  41
    Report from Israel. International Society for Polyaesthetic Education.Hanan Bruen - 1985 - The Journal of Aesthetic Education 19 (3):108.
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  33.  35
    Is the H-Y antigen a malefactor?Hanan Costeff - 1985 - Behavioral and Brain Sciences 8 (3):446-447.
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  34.  54
    A dynamic logic of interrogative inquiry.Yacin Hamami - 2015 - In Can Başkent, Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions. Cham, Switzerland: Springer. pp. 129-161.
    We propose a dynamic-epistemic analysis of the different epistemic operations constitutive of the process of interrogative inquiry, as described by Hintikka’s Interrogative Model of Inquiry (IMI). We develop a dynamic logic of questions for representing interrogative steps, based on Hintikka’s treatment of questions in the IMI, along with a dynamic logic of inferences for representing deductive steps, based on the tableau method. We then merge these two systems into a dynamic logic of interrogative inquiry which articulates a joint treatment of (...)
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  35.  16
    A holistic–integrative approach of the Muhammadiyah education system in Indonesia.Tasman Hamami & Zalik Nuryana - 2022 - HTS Theological Studies 78 (4):10.
    The Islamic education curriculum in Indonesia tends to be partial and dichotomous. However, Muhammadiyah has reformed the holistic–integrative curriculum as a solution for the sustainability of education. This study aims to reveal a special curriculum reform in the holistic–integrative Muhammadiyah education system to solve the dichotomous problems and the inadequacy in the Islamic education curriculum in Indonesia. Furthermore, the study describes a specific curriculum model that includes all aspects of students’ personality and integrates science and technology with Islamic values. Data (...)
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  36. Mathematical Inference and Logical Inference.Yacin Hamami - 2018 - Review of Symbolic Logic 11 (4):665-704.
    The deviation of mathematical proof—proof in mathematical practice—from the ideal of formal proof—proof in formal logic—has led many philosophers of mathematics to reconsider the commonly accepted view according to which the notion of formal proof provides an accurate descriptive account of mathematical proof. This, in turn, has motivated a search for alternative accounts of mathematical proof purporting to be more faithful to the reality of mathematical practice. Yet, in order to develop and evaluate such alternative accounts, it appears as a (...)
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  37.  78
    Counterexample Search in Diagram‐Based Geometric Reasoning.Yacin Hamami, John Mumma & Marie Amalric - 2021 - Cognitive Science 45 (4):e12959.
    Topological relations such as inside, outside, or intersection are ubiquitous to our spatial thinking. Here, we examined how people reason deductively with topological relations between points, lines, and circles in geometric diagrams. We hypothesized in particular that a counterexample search generally underlies this type of reasoning. We first verified that educated adults without specific math training were able to produce correct diagrammatic representations contained in the premisses of an inference. Our first experiment then revealed that subjects who correctly judged an (...)
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  38.  26
    The Root of Femininity: A Merleau-Pontian Approach to Iris Marion Young.Hanan Alkhalaf - 2024 - Phenomenology and Mind 26 (26):178.
    In On Female Body Experience: “Throwing Like A Girl” and Other Essays, Iris Marion Young examines the feminine modalities representing women in contemporary industrial and commercial society. She reveals the “root” of these modalities, which she refers to as the state of “self-reference.” The main task of the present paper is to extend Young’s understanding of femininity by arguing that this state of “self-reference” is rooted in the state of “reversibility.” Such rootedness is essential to Young’s concept of femininity, as (...)
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  39.  39
    The postsecular moment in education: toward pedagogies of difference.Hanan A. Alexander - 2018 - Educational Philosophy and Theory 50 (14):1644-1645.
  40.  77
    (1 other version)What is common about common schooling? Rational autonomy and moral agency in liberal democratic education.Hanan Alexander - 2007 - Journal of Philosophy of Education 41 (4):609–624.
    In this essay I critique two influential accounts of rational autonomy in common schooling that conceive liberalism as an ideal form of life, and I offer an alternative approach to democratic education that views liberal theory as concerned with coexistence among rival ways of living. This view places moral agency, not rational autonomy, at the heart of schooling in liberal societies—a moral agency grounded in initiation into dynamic traditions that enable self-definition and are accompanied by exposure to life-paths other than (...)
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  41.  28
    New Emphases on Integrative Conceptions and Polyaesthetic Activities in Central Europe.Hanan Bruen - 1987 - The Journal of Aesthetic Education 21 (3):110.
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  42.  33
    Wagner in Israel: A Conflict among Aesthetic, Historical, Psychological, and Social Considerations.Hanan Bruen - 1993 - The Journal of Aesthetic Education 27 (1):99.
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  43.  71
    The interrogative model of inquiry meets dynamic epistemic logics.Yacin Hamami - 2015 - Synthese 192 (6):1609-1642.
    The Interrogative Model of Inquiry and Dynamic Epistemic Logics are two central paradigms in formal epistemology. This paper is motivated by the observation of a significant complementarity between them: on the one hand, the IMI provides a framework for investigating inquiry represented as an idealized game between an Inquirer and Nature, along with an account of the interaction between questions and inferences in information-seeking processes, but is lacking a formulation in the multi-agent case; on the other hand, DELs model various (...)
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  44.  85
    Assessing virtue: measurement in moral education at home and abroad.Hanan A. Alexander - 2016 - Ethics and Education 11 (3):310-325.
    How should we assess programs dedicated to education in virtue? One influential answer draws on quantitative research designs. By measuring the inputs and processes that produce the highest levels of virtue among participants according to some reasonable criterion, in this view, we can determine which programs engender the most desired results. Although many outcomes of character education can undoubtedly be assessed in this way, taken on its own, this approach may support favorable judgments about programs that indoctrinate rather than educate, (...)
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  45. A view from somewhere: Explaining the paradigms of educational research.Hanan A. Alexander - 2006 - Journal of Philosophy of Education 40 (2):205–221.
    In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...)
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  46.  89
    Education in Religion and Spirituality.Hanan Alexander & Terence H. McLaughlin - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish, The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 356–373.
    This chapter contains sections titled: Religion Spirituality Education.
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  47.  40
    Rationality in Mathematical Proofs.Yacin Hamami & Rebecca Lea Morris - 2023 - Australasian Journal of Philosophy 101 (4):793-808.
    Mathematical proofs are not sequences of arbitrary deductive steps—each deductive step is, to some extent, rational. This paper aims to identify and characterize the particular form of rationality at play in mathematical proofs. The approach adopted consists in viewing mathematical proofs as reports of proof activities—that is, sequences of deductive inferences—and in characterizing the rationality of the former in terms of that of the latter. It is argued that proof activities are governed by specific norms of rational planning agency, and (...)
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  48.  71
    Proofs, Reliable Processes, and Justification in Mathematics.Yacin Hamami - 2021 - British Journal for the Philosophy of Science 74 (4):1027-1045.
    Although there exist today a variety of non-deductive reliable processes able to determine the truth of certain mathematical propositions, proof remains the only form of justification accepted in mathematical practice. Some philosophers and mathematicians have contested this commonly accepted epistemic superiority of proof on the ground that mathematicians are fallible: when the deductive method is carried out by a fallible agent, then it comes with its own level of reliability, and so might happen to be equally or even less reliable (...)
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  49. Probabilistic Proofs, Lottery Propositions, and Mathematical Knowledge.Yacin Hamami - 2021 - Philosophical Quarterly 72 (1):77-89.
    In mathematics, any form of probabilistic proof obtained through the application of a probabilistic method is not considered as a legitimate way of gaining mathematical knowledge. In a series of papers, Don Fallis has defended the thesis that there are no epistemic reasons justifying mathematicians’ rejection of probabilistic proofs. This paper identifies such an epistemic reason. More specifically, it is argued here that if one adopts a conception of mathematical knowledge in which an epistemic subject can know a mathematical proposition (...)
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  50. Prolegomena to a cognitive investigation of Euclidean diagrammatic reasoning.Yacin Hamami & John Mumma - 2013 - Journal of Logic, Language and Information 22 (4):421-448.
    Euclidean diagrammatic reasoning refers to the diagrammatic inferential practice that originated in the geometrical proofs of Euclid’s Elements. A seminal philosophical analysis of this practice by Manders (‘The Euclidean diagram’, 2008) has revealed that a systematic method of reasoning underlies the use of diagrams in Euclid’s proofs, leading in turn to a logical analysis aiming to capture this method formally via proof systems. The central premise of this paper is that our understanding of Euclidean diagrammatic reasoning can be fruitfully advanced (...)
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