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  1. Bishop's Mathematics: a Philosophical Perspective.Laura Crosilla - forthcoming - In Handbook of Bishop's Mathematics. CUP.
    Errett Bishop's work in constructive mathematics is overwhelmingly regarded as a turning point for mathematics based on intuitionistic logic. It brought new life to this form of mathematics and prompted the development of new areas of research that witness today's depth and breadth of constructive mathematics. Surprisingly, notwithstanding the extensive mathematical progress since the publication in 1967 of Errett Bishop's Foundations of Constructive Analysis, there has been no corresponding advances in the philosophy of constructive mathematics Bishop style. The aim of (...)
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  • Proofs and Retributions, Or: Why Sarah Can’t Take Limits.Vladimir Kanovei, Karin U. Katz, Mikhail G. Katz & Mary Schaps - 2015 - Foundations of Science 20 (1):1-25.
    The small, the tiny, and the infinitesimal have been the object of both fascination and vilification for millenia. One of the most vitriolic reviews in mathematics was that written by Errett Bishop about Keisler’s book Elementary Calculus: an Infinitesimal Approach. In this skit we investigate both the argument itself, and some of its roots in Bishop George Berkeley’s criticism of Leibnizian and Newtonian Calculus. We also explore some of the consequences to students for whom the infinitesimal approach is congenial. The (...)
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  • A Burgessian Critique of Nominalistic Tendencies in Contemporary Mathematics and its Historiography.Karin Usadi Katz & Mikhail G. Katz - 2012 - Foundations of Science 17 (1):51-89.
    We analyze the developments in mathematical rigor from the viewpoint of a Burgessian critique of nominalistic reconstructions. We apply such a critique to the reconstruction of infinitesimal analysis accomplished through the efforts of Cantor, Dedekind, and Weierstrass; to the reconstruction of Cauchy’s foundational work associated with the work of Boyer and Grabiner; and to Bishop’s constructivist reconstruction of classical analysis. We examine the effects of a nominalist disposition on historiography, teaching, and research.
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