Undergrad Detail of Diagonalization Lemma

Click For Summary
The discussion focuses on the clarification of the diagonalization lemma as presented in C. Smorynski's work. It highlights the distinction between a coded term and its corresponding name, emphasizing that they are not necessarily the same. An example illustrates this difference, where the coded term "1" represents a value, while the name "1" refers to the symbol denoting that value. The inquiry seeks to understand if the name of a coded term is equivalent to the coded term itself. This nuanced understanding is crucial for grasping the implications of the diagonalization lemma in modal logic.
nomadreid
Gold Member
Messages
1,762
Reaction score
248
TL;DR
Is the name of a codification the same as the codification?
The following is more or less taken from page 6 of C. Smorynski's "Self-Reference and Modal Logic". (Springer, 1985)
(I couldn't get raised brackets to indicate codification (Gödel numbering), so I use a box.
The overline is assigning a name.

1756204018859.webp

The detail I would like clarification on is in the second step in the last line, where we have an m-overlined, and we substitute the expression for m. Are we saying that the name of a coded term is the same as the coded term?

Thanks in advance.
 
Physics news on Phys.org
nomadreid said:
The detail I would like clarification on is in the second step in the last line, where we have an m-overlined, and we substitute the expression for m. Are we saying that the name of a coded term is the same as the coded term?

Thanks in advance.
The question is more general than it looks and there is a difference between the coded term and the name of the coded term.

For example,
The coded term is 1.
The name of the coded term is 1.
In the first case 1 presents the coded term while in the second case 1 presents the symbol which is used to denote the coded term.
 
First trick I learned this one a long time ago and have used it to entertain and amuse young kids. Ask your friend to write down a three-digit number without showing it to you. Then ask him or her to rearrange the digits to form a new three-digit number. After that, write whichever is the larger number above the other number, and then subtract the smaller from the larger, making sure that you don't see any of the numbers. Then ask the young "victim" to tell you any two of the digits of the...

Similar threads

  • · Replies 5 ·
Replies
5
Views
5K
  • · Replies 1 ·
Replies
1
Views
3K
  • · Replies 1 ·
Replies
1
Views
2K
  • · Replies 6 ·
Replies
6
Views
5K
  • · Replies 20 ·
Replies
20
Views
5K
  • · Replies 7 ·
Replies
7
Views
3K
  • · Replies 9 ·
Replies
9
Views
4K
  • · Replies 20 ·
Replies
20
Views
5K
  • · Replies 1 ·
Replies
1
Views
3K
  • · Replies 1 ·
Replies
1
Views
3K