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  3. Lectures in Logic and Set Theory
  • Cited by 5
      • Volume 2: Set Theory
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    • Publisher:
      Cambridge University Press
      Publication date:
      January 2010
      February 2003
      ISBN:
      9780511615566
      9780521753746
      9780521168489
      DOI:
      https://doi.org/10.1017/CBO9780511615566
      Dimensions:
      (228 x 152 mm)
      Weight & Pages:
      0.88kg, 592 Pages
      Dimensions:
      (229 x 152 mm)
      Weight & Pages:
      0.86kg, 592 Pages
      • Subjects:
      Mathematics (general), Mathematics, Algorithmics, Complexity, Computer Algebra, Computational Geometry, Logic, Categories and Sets, Computer Science
      Series:
      Cambridge Studies in Advanced Mathematics (83)
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    • Selected: Digital
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    Subjects:
    Mathematics (general), Mathematics, Algorithmics, Complexity, Computer Algebra, Computational Geometry, Logic, Categories and Sets, Computer Science
    Series:
    Cambridge Studies in Advanced Mathematics (83)
    Information

    Book description

    This two-volume work bridges the gap between introductory expositions of logic or set theory on one hand, and the research literature on the other. It can be used as a text in an advanced undergraduate or beginning graduate course in mathematics, computer science, or philosophy. The volumes are written in a user-friendly conversational lecture style that makes them equally effective for self-study or class use. Volume II, on formal (ZFC) set theory, incorporates a self-contained 'chapter 0' on proof techniques so that it is based on formal logic, in the style of Bourbaki. The emphasis on basic techniques will provide the reader with a solid foundation in set theory and provides a context for the presentation of advanced topics such as absoluteness, relative consistency results, two expositions of Godel's constructible universe, numerous ways of viewing recursion, and a chapter on Cohen forcing.

    Reviews

    "many readers, especially those with a philosophical bent, will find this book a good choice for the classroom." - Richard E. Hodel, Duke University

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