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In Chapter 8, I deal with the threat that the present account strips arithmetical knowledge of all the important characteristics traditionally associated with it: apriority, objectivity, necessity and universality. I argue that apriority can be saved in the strong sense of arithmetical knowledge being contextually a priori in the context set by our cognitive and physical capacities. Objectivity can be saved in the sense of maximal inter-subjectivity, while necessity can be saved in the sense of arithmetical theorems being true in all possible worlds where cognitive agents with proto-arithmetical abilities have developed. Finally, universality of arithmetical truths is saved through arithmetic being universally applicable and shared by all members of cultures that develop arithmetic based on proto-arithmetical abilities.
In Chapter 7, I focus on the ‘conventionalist threat’ against the account presented in this book. I present Warren’s conventionalist account of mathematics and discuss Wittgenstein’s philosophy of mathematics and its debated conventionalism. I identify strict conventionalism according to which mathematical truths are fundamentally arbitrary as the main threat against the present account. I then show that, due to arithmetic’s foundations in the evolutionarily developed proto-arithmetical abilities, my account survives the conventionalist threat. Arithmetical knowledge, under the present understanding, is maximally inter-subjective, which is enough to deal with the threat of arbitrariness. I then discuss the nature of mathematical conventions further, pointing out their importance without succumbing to the view that arithmetic is fundamentally based only on conventions.
Arithmetic is one of the foundations of our educational systems, but what exactly is it? Numbers are everywhere in our modern societies, but what is our knowledge of numbers really about? This book provides a philosophical account of arithmetical knowledge that is based on the state-of-the-art empirical studies of numerical cognition. It explains how humans have developed arithmetic from humble origins to its modern status as an almost universally possessed knowledge and skill. Central to the account is the realisation that, while arithmetic is a human creation, the development of arithmetic is constrained by our evolutionarily developed cognitive architecture. Arithmetic is a sophisticated cultural development, but it is ultimately based on abilities with numerosities that we already possess as infants and share with many non-human animals. Therefore, arithmetic is not purely conventional, an arbitrary game akin to chess. Instead, arithmetic is deeply connected to our basic cognitive capacities.
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