It was first published in 1952, some twenty years after the publication of Gadel's paper on the incompleteness of arithmetic, which marked, if not the beginning of modern logic, at least a turning point after which oenothing was ever the same. Kleene was an important figure in logic, and lived a long full life of scholarship and teaching. The 1930s was a time of creativity and ferment in the subject, when the notion of � oecomputable� moved from the realm of philosophical speculation to the realm of science. This was accomplished by the work of Kurt Gade1, Alan Turing, and Alonzo Church, who gave three apparently different precise definitions of � oecomputable� . When they all turned out to be equivalent, there was a collective realization that this was indeed the oeright notion. Kleene played a key role in this process. One could say that he was oethere at the beginning of modern logic. He showed the equivalence of lambda calculus with Turing machines and with Gadel's recursion equations, and developed the modern machinery of partial recursive functions. This textbook played an invaluable part in educating the logicians of the present. It played an important role in their own logical education.

    The second part examines theories of intentionality and discusses the relationship between different theories ofnaming and different accounts of belief.

    Notes taken in 1963 by the second author were the taught by him in 1966, revised extensively, and are presented here as an introduction to axiomatic set theory. Texts in set theory frequently develop the subject rapidly moving from key result to key result and suppressing many details. Advocates of the fast development claim at least two advantages. First, key results are highlighted, and second, the student who wishes to master the sub ject is compelled to develop the details on his own. However, an in structor using a "fast development" text must devote much class time to assisting his students in their efforts to bridge gaps in the text. We have chosen instead a development that is quite detailed and complete. For our slow development we claim the following advantages. The text is one from which a student can learn with little supervision and instruction. This enables the instructor to use class time for the presentation of alternative developments and supplementary material."