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Oil the axiom of abstraction and Russel's paradox, 1960
No full textMathematics is one of the most interesting and challeng-ing subjects known to mankind. This is due primarily to the fact that it involves logic. Logic as a science was developed by Aristotle (384-322 B. C.) and the scholastic philosophers of the Middle Ages. Aristotle was considered more as a logician than a mathematician because of his great interest in logic and his attempt to systematize classical logic. Probably because of the development of logic by philosophers, many leading colleges and universities have traditionally taught it in the philosophy department of the school. It has in recent years, come more and more to be included in mathematics courses. This is due largely to its usefulness to the subject.The inclusion of logic as a phase of mathematics has been a slow process. However, much progress has been made in recent years as a result of the combined efforts of logicians and mathematicians. Leibniz was the first to attempt to create a symbolic logic. This was between 1666 and 1690.Little was done to continue this development of symbolic logic until the latter part of the nineteenth century when interest in mathematical logic was renewed
A resource unit on language arts designed for educable mentally retarded children on the intermediate level, 1966
Get PDFThe basic philosophy underlying the education of the mentally retarded is no different from that recognized for all children. The fundamental aim of all education is to teach children to live wisely and well in the environment in which they may find themselves. The realization of this fundamental aim of education as applied to retarded children requires that in curriculum adjustment emphasis be placed upon: (a) Education in keeping with the capacities, limitations and interests of each child; (b) education for some participation in the world's work; (c) education for healthful living and wholesome social experiences. The application of these principles demand that specific objectives be formulated for the mentally retarded that are of a much simpler and more practical nature than those which can be used with normal pupils. Physical efficiency, happy social relationships, wise use of leisure time, earning capacity, ability to spend wisely, and acceptance of home and community responsibilities are of major importance. These should all be interpreted in the light of the limited sphere of activities which most retarded children will experience in adult life. The need of educating each child in keeping with his capacities, limitations, and interests is almost axiomatic. While this philosophy applies to all children, it becomes more imperative in dealing with the mentally retarded pupils because their limitations are greater and their interests are less varied and less extensive than those of normal children. It is unfortunate to see the mentally retarded child drilled repeatedly on matters in which he has no interest, on matters which are beyond his capacity to understand, and on matters with which he has little if any prospect of ready association in ordinary life
Strengthening the solidarity of the black southern rural community through the political process, 1973
Get PDFMisconceptions about the Black community have colored and distorted the general picture of how Blacks fulfill the Instrumental and expressive-needs of family members. In reality, the Black community is influenced by a. number of institutions of wider society, e. g. schools, churches, neighborhood organizations, business operations, etc. Blacks have been systematically excluded by white society from the supports and resources of these major institutions which heavily influence community life. This lack of support and necessity of resources has had a remarkable effect on the Black community
A study of humanism in selected poems of Robert Frost, 1977
Get PDFThe purpose of this thesis is to show that humanism exists in the poetry of Robert Frost. First, a brief summary of the poet's life will be given. The study includes a working definition of the term humanism. It also includes selected poems that illustrate humanistic elements. The thesis also treats Frost's reputation as a humanist. In the past, many critics and scholars have written biographical studies and have also written widely, either directly or indirectly, on the major themes of Robert Frost. However, very few studies include specific discussions of his humanism and how it is treated in his major poetry. Thus, this study aims to broaden our view of humanism as it exists in a vital group of Frost's poems. The main sources of information have been the actual poetical works of Robert Frost, but I have, of course, consulted articles and books written by other critics that were pertinent to the study I have attempted to present
