Conclusion

Summary

In the Introduction, I presented the question of how arithmetical knowledge can be acquired as the most fundamental question in the epistemology arithmetic. In Part I, I have presented an answer to this question in terms of individual ontogeny. Arithmetical knowledge can be acquired by individuals through a process of enculturation in which they employ their proto-arithmetical abilities. However, this answer is incomplete. I noted that, in addition to ontogeny, we need an account of the development of arithmetical knowledge in terms of phylogeny and cultural history. In Part II, I provided an outline of such an account.