Invited speakers include:

**Eric Brian**
(Paris)

**The General Rules of
Mathematical Specialty
**

The talk will deal with the issue: Is there a specific form of
sociology to be developed for mathematics or is it appropriate to
consider mathematics from the standpoint of general sociology?

Examples will be taken from history and sociology of analysis and the
calculus of probability.

**Juliet Floyd**
(Boston)

Proof and Purposiveness

I
shall explore some of the difficulties
surrounding talk of aesthetics (or taste) in mathematics. 1) Shall we take terms of
criticism, as they
occur within working mathematics, to be truly
“aesthetic”? 2) Can such factors,
if taken into consideration, be considered *epistemologically*
relevant? 3) How systematic do we take mathematicians’ uses
of such terms to
be? 4) How *important* is it to focus on the patter
surrounding proof –
supposing that at least some of the patter is ornamental? 5) What does
it mean
when we look at mathematical structures and objects as aesthetic
objects? I approach
these questions through discussion
of Kant’s and Wittgenstein’s contributions.

**Richard Heinrich**
(Vienna)

Teacher's
Pet? Philosophical Remarks on the
Specialty of Mathematics

**Volker Peckhaus**
(Paderborn)

The
Indispensability of Mathematical Reasoning

**Horst Struve**
(Cologne)

**Is Mathematics Special? -
That Depends on the Context.**

The answer to the question whether mathematics
is special depends on
what we take mathematics to be. Conceptions of mathematics are marked
by the
cultural and social contexts (mathematical practice) in which these
conceptions
are passed on and formed. This presentation will discuss two such
contexts: The
teaching of mathematics in schools and the context which brought about
the
modern, formalistic conception of mathematics.

In the first part, empirical investigations (in
the sense of Löwe &
Müller’s “Empirical Philosophy of
Mathematics”) will be used to show that
pupils acquire a largely empirical understanding of mathematics in
school.
Mathematical theories serve to describe and explain certain phenomena
of
reality. This conception of mathematics was also held by mathematicians
of past
centuries, explicitly for instance by M. Pasch. In the second part of
the
presentation the historical context of the issue is outlined, which
– starting
from this conception – has led to the modern Hilbertian
conception of
mathematics.

The answer to the question “Is
mathematics special?” depends on the area
the question refers to. Compared to the natural sciences, the
mathematics
taught in schools is not special; conversely, the modern formalistic
conception
is. One aim of this presentation is to shed light on the context in
which this
historical development has taken place. Modern mathematics is not
independent
of context, much rather it is its context that is
‘special’.

For the complete list of all speakers please see the PROGRAM.