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  1. Studying Galileo at secondary school: A reconstruction of his 'jumping-hill'experiment and the process of discovery.Jürgen Teichmann - 1999 - Science & Education 8 (2):121-136.
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  • On the Development of the Notion of a Cardinal Number.Oliver Deiser - 2010 - History and Philosophy of Logic 31 (2):123-143.
    We discuss the concept of a cardinal number and its history, focussing on Cantor's work and its reception. J'ay fait icy peu pres comme Euclide, qui ne pouvant pas bien >faire< entendre absolument ce que c'est que raison prise dans le sens des Geometres, definit bien ce que c'est que memes raisons. (Leibniz) 1.
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  • How are Concepts of Infinity Acquired?Kazimierz Trzęsicki - 2015 - Studies in Logic, Grammar and Rhetoric 40 (1):179-217.
    Concepts of infinity have been subjects of dispute since antiquity. The main problems of this paper are: is the mind able to acquire a concept of infinity? and: how are concepts of infinity acquired? The aim of this paper is neither to say what the meanings of the word “infinity” are nor what infinity is and whether it exists. However, those questions will be mentioned, but only in necessary extent.
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  • From epistemology toGnoseology: Foundations of the knowledge industry. [REVIEW]F. Alonso-Amo, J. L. Maté, J. L. Morant & J. Pazos - 1992 - AI and Society 6 (2):140-165.
    In this paper, the foundations for setting up a knowledge industry are laid. Firstly, it is established that this industry constitutes the only way of making use of the huge amounts of knowledge produced as a result of the introduction of the Science-Technology binomial in postindustrial society. Then, the elements which will lead to such an industry are defined, that is, the resources and means. Under the ‘Means’ section, special emphasis is placed on the processes involved, in other words, inference (...)
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