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Trip like I do
[QUOTE=Rick,Sep 07, 11:59 AM]

Human intelligence is what drives invention (along with necessity, fun, etc.).


"The moving power of mathematical invention is not reasoning but imagination."

Quotations by Augustus De Morgan

It is easier to square the circle than to get round a mathematician.
Quoted in H Eves In Mathematical Circles (Boston 1969).

Every science that has thriven has thriven upon its own symbols: logic, the only science which is admitted to have made no improvements in century after century, is the only one which has grown no symbols.
Transactions Cambridge Philosophical Society, vol. X, 1864, p. 184.

[When asked about his age.] I was x years old in the year x2. In H. Eves In Mathematical Circles, Boston: Prindle, Weber and Schmidt, 1969.

I don't quite hear what you say, but I beg to differ entirely with you.

As to writing another book on geometry, the middle ages would have as soon thought of composing another New Testament.

The gambling reasoner is incorrigible; if he would but take to the squaring of the circle, what a load of misery would be saved.
Quoted in D MacHale, Comic Sections (Dublin 1993)
Trip like I do
Quotations by Lewis Fry Richardson

Another advantage of a mathematical statement is that it is so definite that it might be definitely wrong; and if it is found to be wrong, there is a plenteous choice of amendments ready in the mathematicians' stock of formulae. Some verbal statements have not this merit; they are so vague that they could hardly be wrong, and are correspondingly useless.

Mathematics of War and Foreign Politics.

Big whorls have little whorls,
That feed on their velocity;
And little whorls have lesser whorls,
And so on to viscosity.

[summarising his paper The supply of energy from and to Atmospheric Eddies 1920]

Trip like I do
Armstrong, Richard (1991). Al Held. New York: Rizzdi.

Barrow, John D. (1992). Pi in the Sky: Counting, Thinking, and Being. Oxford:
Glendon Press.

Barry, A.M.S. (1997). Visual Intelligence: Perception, Image, and Manipulation in
Visual Communication. New York: State University Press.

Banola, Roberto (1955). Non-Euclidean Geometry. New York: Dover Publications.

Cole, K.C. ( ? ). The Universe and the Teacup: The Mathematics of Truth and
Beauty. ( ? ).

Crone, Rainer (1991). Kazimer Malevich: The Climax Disclosure. Chicago: The
University of Chicago Press.

Douglas, Charlotte (1980). Swans of Other Worlds: Kazimer Malevich and the
Origins of Abstraction in Russia. Michigan: UMI Research Press.

Guggenheim, Solomon R. Foundation (1992). The Great Utopia. The Russian And
Soviet Avant-Garde 1915-1932. New York: Guggenheim Museum Publications.

Kueppers, Harold (1982). Colour Atlas “A practical Guide for Colour Mixing”. New
York: Barron’s.

Kino, Carol. “Bridget Riley: The Pleasure of Pure Seeing.” Art in America (April,
2001): 112-119.

Lorimer, Peter (1990). The Special Theory of Relativity for Mathematical Students.
Singapore: World Scientific Publishing.

Mckee, Sharon (1991). Malevich. Moscow: Avant-Garde.

Meschkowski, H. (1964). Non-Euclidean Geometry. Germany: The Free University
of Berlin.

Milner, John (1996). Kazimer Malevich and the Art of Geometry. London: Yale
University Press.

Morgan, Robert C. “The Globalized Artist in the New Millennium.” Sculpture
(October, 2000): 32-37.

Moszynska, Anna (1990). Abstract Art. London: Thames and Hudson Ltd.

Nerlich, Graham (1994). The Shape of Space 2nd Ed. New York: Cambridge
University Press.

Robinson, Gilbert (1959). The Foundations of Geometry. Toronto: University of
Toronto Press.

Sachs, R.K. (1977). General Relativity for Mathematics. New York: Springer Verlag.

Sedgwick Jr., John P., Ph.D. (1959). Art Appreciation Made Simple. New York:
Doubleday & Company, Inc.

Shlain, Leonard (1991). Art & Physics: Parallel Visions in Space, Time, and Light.
New York: Quill William Morrow.

Walther, Ingo F. et al (1993). Vincent Van Gogh: The Complete Paintings, Volume I
& II. Italy: Benedikt Taschen Verlag GmbH.

Wei Lilly. “Al Held at Robert Miller.” Art in America (July, 2001): 96-97.


rhymer
Slightly off-topic but nonetheless interesting, I write of a few things I have managed to do that surprised me.

I opened a house door with a yale lock using the wrong key.
When I first tried the key, it didn't work.
I quickly realised that I had the wromg key and could not easily obtain the correct key quickly. I had a serious need to enter the property at the time!
I decided that the key would work - just a mental construct. I inserted the key and boldly turned it as if it was the right key. It worked! I was unable to repeat this procedure having tried about a 100 times, having completed my task within the property. I coiuld not understand it and still do not to this day!

I was passed many electrical goods for repair.
Quite often I could not find anything wrong with them, and was able to exclude the possibility of intermittent faults - they never came back for further repair!

One day on returning to my car there was a dent with paint scrape damage to one of the doors. My passengers all expressed disgust and concern, but I just said "don't worry, it will come out easily", even though I suspected a quite detailed repair would be necessary.
I left it for several days and then simply washed the door and used some polish on the paint damaged area.
To my surprise the dent had gone and the paintwork looked as good as new!


Trip like I do
Some useful and helpful terms and definitions:

· Vestige – a trace structure, which has been reduced as a result of adaptation.

· Variety – the use of opposing, contrasting, elaborating, or diversifying elements in a composition to add individualism and interest.

· Unity – the total effect of a work of art that results from the interrelationships of all its component parts, with the appropriate ratio between harmony and variety giving a sense of oneness.

· Turbid – muddy, not clear.

` Top-down processing – a progression from the whole to the elements; formulate perceptual hypothesis about the nature of the stimulus as a whole, select and examine features to check hypothesis, and recognize stimulus.

· Theory – the science or rules of an art; the philosophical explanation of
phenomena; a supposition explaining something.

· Symmetrical balance – a form of balance achieved by using identical units placed in mirror like repetition on either side of a central axis.

· Subjective contours – involve the perception of contours where there are none.

· Subjective – relating to, proceeding from, or taking place within an individual’s mind, emotions, etc.; influenced by one’s personal interests.

· Saturation – to soak or imbue thoroughly; to fill. Impregnate, or charge (a substance or material) to its full capacity; very intense; deep; said of colours.

· Rhythm – a continuance, a flow, or a feeling of movement achieved by repetition of regulated visual units.

· Reversible figure – a drawing that is compatible with two different interpretations that can shift back and forth; the same visual input can result in radically different perceptions; this is a principal reason that people’s experience of the world is subjective.

· Representational – serving to represent; a style of art that seeks to represent objects realistically.

· Repetition – the use of the same visual effect a number of times in the same composition. Repetition may produce the dominance of one visual idea, a feeling of harmonious relationship, an obviously planned pattern, or a rhythmic movement.

· Recessive space – going back.

· Psychic Automatism – the more radical surrealist techniques in which doodles were used as a liberating device to outwit the conscious mind.

· Positive areas – the art elements, or their combination, that produce the imagery in an artwork. Positive shapes may suggest recognizable objects, or they may merely be planned, non-representational shapes.

· Plethora – a state of excessive fullness.

· Planar space – without elevation or depression; even; level.

· Picture plane – the actual flat surface on which the artist executes a pictorial image. In some cases the picture plane acts merely as a transparent plane of reference to establish the illusion of forms existing in a three-dimensional space.

· Picture frame – the outermost limits or boundary of the picture plane.

· Pattern – the distinctive use of an element or groups of elements (usually fairly closely knit) that, through repetition, becomes a featured part of a composition.

· Parallax – the apparent change of position of an object relative to other objects when viewed from different places.

· Paradox – contrary to received opinion; a statement, which seems at variance with common sense, or to contradict some previously ascertained truth, though when properly investigated it may be perfectly well founded.

· Objective – free from personal feelings, opinions, prejudice, etc.; unbiased; pertaining to what is external to or independent of the mind; real; opposed to subjective.

· Object – anything that is visible or tangible and is stable in form; anything that may be apprehended intellectually; object of thought.

· Negative areas – the unoccupied or empty space left after the artist has created the imagery. However, when these areas have boundaries, they also function as design shapes in the total artistic structure.

· Motif – a visual element that, or combination of elements, that is repeated often enough in a composition to make it a significant feature of the artist’s expression; a design that is repeated within a larger design. Motif is similar to theme or melody in a musical composition.

· Matrix – that in which anything originates, develops, takes shape, or is contained; the womb; a mold in or from which anything is cast or shaped.

· Harmony – the related qualities of the visual elements of a composition. Harmony is achieved by repetition of characteristics that are the same or similar.

· Elements of art – line, shape, value, texture, and colour. These are the basic visual signs that the artist uses, separately or in combination, to produce artistic imagery. Their use produces the visual language of art.

Trip like I do
http://www.crcsite.org/numbers.htm

Perceptions of Numbers

by H. Peter Aleff


Modern questions about number

Numbers were and are astonishing entities, entirely intangible but more enduring and reliable than the fleeting reality that hides them to unaware minds. To appreciate what the ancients saw in them, it may be best to begin with the questions some modern thinkers are asking about their nature. For instance, the astronomer and cosmologist John D. Barrow muses:

“Why does the world dance to a mathematical tune? Why do things keep following the path mapped out by a sequence of numbers that issue from an equation on a piece of paper? Is there some secret connection between them; is it just a coincidence; or is there just no other way that things could be? (...) Down the centuries there have been those who saw in mathematics the closest approach we have to absolute truth (...). Its very structure forms a model for all other searches after absolute truth.”[1]

Comparably, the searcher-for-absolute-truth-mathematician yet occasionally inventive chronicler of mathematical history Eric Temple Bell discussed in his book on Pythagoras what numbers might be. He concluded that

“[Whether numbers were discovered or invented] is the oldest and the simplest of all questions regarding the nature of mathematical truths. History gives no universally accepted answer to it.” [2]

Bell was a gifted story-teller and went here for dramatic effect. The question may be simple, but old it is not.

Until the current century, people rarely, if ever, doubted the once universally accepted bedrock principle that numbers and mathematics were “out there” and not invented by humans. Here are some comments on this subject which the mathematician Bonnie Gold wrote recently in a review of two books on the philosophy of mathematics:

“In the early years of this century, Platonism (by which I mean the belief that mathematics is the science of certain mind-independent, non-physical objects with determinate properties) was dethroned as the dominant philosophy of mathematics.

Since then, there’s been a struggle to replace it with an alternative that avoids the philosophical problems of Platonism while accurately reflecting the working mathematician’s daily experiences of doing mathematical research. None of Platonism’s immediate successors -- logicism, formalism, intuitionism -- has proved satisfactory. (...) In the last 25 years, new candidates for philosophies of mathematics have become popular, including fictionalism, conventionalism, structuralism, and social constructivism.”[3]

Proponents of the last-named among these philosophies argue, for instance, that the equation 2 + 2 = 4 is only a convention our grade school teachers bullied us into accepting as a law of nature, and that mathematical objects are social entities in the same way as monetary systems or political institutions.[4]

They also propose that mathematical objects get constructed by the community of mathematicians and then only take on a sort of life on their own in the minds of its members.

This may of course all well be so, but it makes one wonder where these objects go to survive when the knowledge about say, the golden ratio and the pentagram, gets lost and then rediscovered. How long can these objects stay outside of minds, and do they get enough food, water, and air there to continue their life while waiting to snatch another mind as their new host?

Why would a different community living at a different time come up again with the very same mathematical objects that some other people had already created?

And why do we laugh about the lawgivers in Indiana who tried in 1896 to legislate a value of 3.2 for the circle constant pi since it would be easier to use than the longer and more complicated traditional number which was produced strictly by and for impractical mathematicians?[5]

Such modern thinkers may reject the Platonist belief in some abstract, non-physical and non-psychological realm of numbers and mathematics where constants and pentagrams and other such constructs exist by themselves and outside of minds.


Ancient status of NUMBER

On the other hand, people in the highly religious environment of the ancient Levant had their then unquestioned certitude: NUMBERs belonged to the divine domain. Obviously, they had to be the first things made to then serve as helpers or tools for the rest of creation. No animals with four legs or people with two of those and five toes on each foot could be shaped before those numbers existed to build them with.

We owe much of our pre-Platonic written documentation of that once common “Platonist” belief to the ancient Mesopotamians because their baked- clay tablets survived better than the parchments and papyri of their neighbors. Another source for ancient attitudes towards numbers are the traditions about the Greek Pythagoras (around 580 to 500 BCE) and his teachings because this founder of a number-venerating religion had acquired many if not all elements of his doctrine in Phoenicia, then above all in Egypt, and finally in Mesopotamia.

The apparent absence of direct evidence from Egypt or Canaan does not mean said neighbors did not share very similar basic beliefs even though they left us little or no written testimony to that effect.

All civilizations of the ancient Near East flourished on a common cultural ground from which they drew many shared ideas and core convictions. For instance, winged disks represented the sun as royal and/or divine emblem on Hittite palace portals, Egyptian stelae, and Canaanite seals, as well as in Assyrian and Babylonian art. The same image appears also in Bible verses such as Malachi 4:2:[6]

“the sun of righteousness shall rise with healing in his wings”.

Conceptions of number are rooted deeply in that same shared substratum of basic ideas beneath the superficial cultural differences. It seems therefore more likely than not that the Phoenician and Egyptian beliefs about the nature of the number world had grown on similar spiritual soil as those of the ancient Mesopotamians.


Mesopotamian number gods

In those Mesopotamian beliefs, numbers were the most basic concepts of existence. Each deity had and/or was his or her number, and numbers were gods. The names of the gods could even be written as numbers. For instance, a personal name from the Third Dynasty of Ur reads “My-god-is-50.”[7]

Mathematics was above all a priestly science, embedded in and driven by a culture of number mysticism. The historian of science André Pichot describes this once common attitude towards numbers:

“Just as Mesopotamian astronomy was inseparable from astrology, Mesopotamian mathematics was inseparable from number mysticism.

(...) Numbers do not present themselves to our senses as unequivocally as geometric figures do. They are by far more abstract and are not part of our perceivable environment. Yet these abstractions exist and, moreover, they have certain regular properties.

Numbers cannot be connected with the concrete reality the way geometry is, and so they easily slide into the supernatural. They are not in nature but determine its manifestations through certain ratios and relationships; from this follows that they rank above nature. (...)

On the other hand, these “super-natural” and “nature-ruling” numbers are also a means to understand that nature. (...) [The Mesopotamians sought not mathematical rules or proofs] but technical recipes as well as certain number ratios without any direct use; this quest and this knowledge belong more to the domain of magic than to that of science. We find therefore besides the mathematical role of the numbers also purely mythical aspects which are equally interwoven with their use. (...)

This number mysticism is not to be confused with another kind of mysticism: in Greek and Hebrew writing, the numbers are represented by letters and not by symbols of their own, so that each word, particularly names, has its number, obtained, for instance, by adding the numerical values of the individual letters. (...) This [gematria] is fundamentally different from the number mysticism in which the numbers represent supernatural and nature-dominating entities; the latter can be considered a precursor of mathematical physics and even of mathematical rationalism in its broadest sense.”[8]

Many modern scholars believe that this number mysticism was the major motivation behind the Mesopotamians’ deep and ancient interest in the manipulation of numbers. The ancient sages’ search for the relationships between these supernatural but predictable entities contributed greatly to their development of mathematical skills.

Their looking for patterns in the number world anticipates the modern “alternative philosophy of mathematics”[9] which defines its subject as “the science of pattern”[10] . The search is the same even though the ancients asked different questions and looked for different patterns, and even though they interpreted some of their results in mytho-logical instead of modern-logical terms.

Here is how Pichot summarized his comments on the Mesopotamian number mysticism from which I quoted above:

"Just as the introduction of metalworking did not make chemistry any more rational but rather enriched magic by a few concepts and mythology by sundry smith gods, so the manipulation of numbers did not produce a unified corpus of rationally founded laws -- mathematics -- but remained a computing technique with a mystical background.

We should not expect rational explanations from this approach to numbers; its explanatory contribution is on the same level as that of alchemistic magic or of smith gods. It is moreover characteristic for this non-rational use of numbers and their relationships that each number is linked to a god and derives its value and position in the number system from the position of that god in the mythology. The structure of the number world corresponds therefore much more to a hierarchy of gods in heaven than to a system based on rational mathematical laws.”[11]


Pythagorean number veneration

The same ideas resonate also in the doctrine of Pythagoras where NUMBER had created and continued to rule the cosmic order. NUMBER was divine and functioned as “the principle, the source, and the root of all things”[12]. It permeated the world, intangible and unseen but as real and live to Pythagoreans as radio waves are to us.

NUMBER was even more essential to them than electromagnetic radiation is to us: electromagnetism is only one of currently four forces that hold our world together, whereas Pythagoreans held that NUMBER was the One and Only universal principle, the fabric of all there is and can be.

In Plato’s Pythagorean-influenced Timaeus, NUMBER was the World Soul from which the Demiurge had fashioned all of Creation. NUMBER wove together Form and Matter through its mathematical harmony and ruled everything, from the string lengths of musical instruments to the human emotions their sounds created and guided.

Even abstract concepts such as light and dark or good and bad were NUMBERS, and of course, so were the planetary motions that produced by their numerical ratios the famous though inaudible “Music of the Spheres”. NUMBER was the unchanging reality behind the illusion of the ever-changing phenomena we perceive.


Indo-European number rituals

The mystic status of numbers which led to this intense concern with their properties and relationships seems to have existed also, even before Sumerian times, in the beliefs of the neighboring Indo-Europeans.

Modern scholars interpret similarities between word roots as signs of deep and original connections, just as ancient sages had long done with similarities between the sounds of words, or between the ways to write them. Based on this principle, some of the moderns have shown that the religious view of numbers among speakers of Indo-European languages goes back to the prehistoric period when the words for their relationships formed.

Here is what David R. Fideler says about these early word roots in his introduction to Guthrie's “The Pythagorean Sourcebook and Library”:

“Cameron, in his important study of Pythagorean thought, observes that harmonia in Pythagorean thought inevitably possesses a religious dimension. He goes on to note that both harmonia -- there is no “h” in the Greek spelling -- and arithmos appear to be descended from the single root “ar”.

This seems to ‘indicate that somewhere in the unrecorded past, the Number religion, which dealt in concepts of harmony or attunement, made itself felt in Greek lands. And it is probable that the religious element belonged to the arithmos - harmonia combination in prehistoric times, for we find that ritus in Latin comes from the same Indo-European root’.”[13]

Such traces of early reverence for invisible but knowable Numbers suggest that if some ancient mathematicians were aware of the major constants, they might have ranked these mysterious “super-numbers” even higher than the natural numbers. They would have assigned them important religious and symbolic roles, and they would have explored their properties and permutations as a means to understand the relationships among the gods they represented or were.




Copyright © 2003 bv H. Peter Aleff

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Footnotes :

[1] John D. Barrow: “Pi in the Sky - Counting, Thinking, and Being”, Oxford University Press, Oxford, 1992, page 4.

[2] Erik Temple Bell: “The Magic of Numbers”, 1946 and 1974, edition consulted Dover, New York, 1991, pages 20 and 21.

[3]) Bonnie Gold: Review of “Social Constructivism as a Philosophy of Mathematics” by Paul Ernest and of “What is Mathematics, Really” by Reuben Hersh, The American Mathematical Monthly, April 1999, pages 373 to 380.

[4] For instance, Paul Ernest in: “Social Constructivism as a Philosophy of Mathematics”, State University of New York Press, 1998, per Bonnie Gold in the above review, page 375.

[5] Jan Gullberg: “Mathematics, From the Birth of Numbers”, W.W. Norton & Co., New York, 1997, pages 95 and 96.

[6] See, for instance, the biblical king Hezekiah’s stamp on jar handles mentioned in Frank Moore Cross: “King Hezekiah’s Seal Bears Phoenician Imagery”, Biblical Archaeology Review, March/April 1999, pages 42 to 45 and 60, see page 45 left.

[7] Simo Parpola: “The Assyrian Tree of Life: Tracing the Origins of Jewish Monotheism and Greek Philosophy”, Journal of Near Eastern Studies, Volume 52, July 1993, Number 3, pages 161-208. see page 182 left and note 87.

[8] André Pichot: “La naissance de la science”, Gallimard, Paris, 1991, edition consulted “The Birth of Science -- from the Babylonians to the early Greeks”, Wissenschaftliche Buchgesellschaft, Darmstadt, 1995, pages 92 to 94. (In German, my translation)

[9] so dubbed by Bonnie Gold, in the above review, American Mathematical Monthly, April 1999, page 379.

[10] as promoted in another book title by “Making the Invisible Visible” author Keith Devlin: “Mathematics: The Science of Pattern: The Search for Order in Life, Mind, and the Universe”, Scientific American Library, 1997.

[11] André Pichot: “The Birth of Science ...”, page 92. (in German, my translation)

[12]) David R. Fideler, in his “Introduction” to Kenneth Sylvan Guthrie, compiler and translator: “The Pythagorean Sourcebook and Library”, Phanes Press, Grand Rapids, Michigan, 1988, page 21 bottom, quoting Theon of Smyrna.

[13] David R. Fideler: “Introduction” to Kenneth Sylvan Guthrie: “The Pythagorean Sourcebook and Library”, Phanes Press, Grand Rapids, Michigan, 1987, citing Alister Cameron: “The Pythagorean Background of Recollection”, see note 30 on page 51 middle.
Trip like I do
http://www.laetusinpraesens.org/docs/mathord.php

Is the House of Mathematics in Order?

- are there vital insights from its design


Introduction

This paper emerges from the concern that the world of mathematics may hold insights of critical relevance to wider society, but that these insights are effectively withheld because of the nature of that knowledge, the values and dynamics of mathematicians, and their preferences in ordering those insights.

The point is often made that mathematics has many highly specialized branches and few of the people associated with any particular one have any interest in other branches or in mathematics as a whole. Pure mathematicians are proud of the irrelevance of their discoveries to wider society -- although ironically it is also the case that it is the US Department of Defense that employs the majority of professional mathematicans in that country.

This paper is therefore necessarily a naive exploration of a vast terrain to discover whether it holds any insightful answers to questions that maybe of critical importance to wider society.

Problems and Solutions

Mathematicians may be described as being concerned with certain kinds of "problems" to which they endeavour to discover "solutions". Periodically they produce papers that identify "unsolved problems". A good point of departure is therefore to understand better what constitutes a mathematical problem -- a problem for mathematicians. Why is it a problem? How does it acquire that status?

A problem for a methematician seems to have something to do with identification of a relatively complex pattern for which there is no explanation in simpler terms. Problems, like puzzles, conceal the way of seeing a pattern of relationships -- or being certain of that pattern. Mathematicians experience a sense of irritation when faced with such inexplicable patterns -- especially when, from the seeming relative simplicity of the pattern, it appears that an explanation should be easily forthcoming. Like mountaineers, they may then explore the problem "because it is there".

To the external observer it then appears that mathematicians select problems that are "interesting" and offer a chance of being "soluble". How are these problems selected? What is "interesting"?Again to the outside observer, mathematicians seem to select problems in a somewhat unsystematic way, possibly in an area that to which they are attracted. What can be said, in terms meaningful to a mathematician, about the attraction of a mathematician to one area rather than to another?

As with mountaineers the problems are then chosen because they are challenging and/or accessible. Strangely however, once conquered by the first to do so, they remain a challenge to other mathematicians. Like climbing routes, later generations of mathematicians can attempt the same proof -- or pioneer alternative, and better, routes. These routes may be distinguished by the special skills they require or by the brute force nature of the enterprise required for success. As with mountaineers, there may be concern at those mathematicians who favour heavy use of (computer) technology over solutions relying primarily on personal skill. As with stages in team efforts to climb mountains like Everest, major problems may call for a staged array of provisional steps to solve intermediary problems, .

(Check web moutineering mathematics)

As with mountaineering again, the community of mathematicians is fond of associating the names of its pioneers with particular problems or their solutions. Within that community, there is much pressure to be a pioneer and problems may well be chosen because of the fame to which they lead. "Trivial" problems are disparaged. "Important" problems are a focus of collective attention. Some are seen as "too difficult" for present expertise. But even partial success with them may well be appreciated.

Mathematical order

The world of mathematics is typically described in terms of its "branches". Is there a "tree" of mathematical knowledge resulting from the explorations described above? Can these explorations be seen as somewhat like mathematicians climbing along particular branches searching for fruit on the tree?

The question that is the focus of this paper is whether this body of knowledge has any structure that emerges from the mathematical insights obtained. Or, alternatively, in its entirety is it only to be understood as a tree -- one of the simplest structures in mathematical terms -- of some value only to librarians of mathematical institutes. To what extent are such librarians acquiring responsibility for the pattern of hyperlinks extending from particular papers, especially to other branches?

(Godel?)

Any solution of a problem acquires considerable additional significance to the extent that it opens connections to other branches of mathematics. Such "connections" are most interesting when they break the tree pattern. The solution becomes a new kind of nexus. But what is the order that then emerges? Presumably, as with citation analysis, this order can be described with the tools of graph theory -- connectedness becomes a measure of importance.

But are there more interesting ways of describing the order of the mathematical universe? Does each "branch" of mathematics potentially offer insights into alternative orderings of the mathematical universe? In which case with what framework can these alternative orderings most insightfully be related? How is this framework to be described and understood?

Shifting status of problems and solutions

As with mountaineering, one of the intriguing features of mathematical problems is that the capacity to solve them can be effectively lost. A pioneer may climb the mountain, or claim to have climbed it, but others may not be immediately able to replicate this or determine what was actually achieved. This is the case with Mallory on Everest and with Fermat's claim with regard to his Last Theorem.

An already solved mathematical problem may be repeatedly presented as exercises to student mathematicians (or those from another branch of mathematics) who may or may not be able to solve it without assistance. If the paper reporting the solution is lost, or the mathematician who understood it dies, the problem may effectively revert to its initial status of being unsolved. It may even disappear from the awareness of the mathematical community (cf the Diophantine xxx). A variant of this is experienced in the life of every mathematician when, tragically, they age to the point of losing their skills to solve problems or follow papers reporting on their solution -- including those they themselves pioneered. Like mountaineers, a significant number of mathematicians fall over edges into some form of insanity -- carrying with them insights into what they have explored byt been unable to publish.

With the vast numbers of solved problems presented in mathematical papers each year -- far beyond the capacity of any mathematician to digest -- the question is to what extent the body of mathematical knowledge can actually be carried from generation to generation. Whilst solutions may be published, understanding those solutions may be a problem in its own right, whether or not they can be replicated. It is one thing to know that a mountain has been climbed, or even to know the route, it is quite another to be able to follow that route successfully. Even knowledge of the existence of the mountain may also be lost.

Also intriguing is that the proof that a problem is solved may be so complex that it may require an inaccessible level of expertise to validate it (cf the case of of the proof of Fermat's Last Theorem). In the absence of that expertise the proof may be considered worthless by those unable to appreciate it and who question whether the problem may be soluble. Mountains may be climbed without it being possible to prove that they have been climbed, or that they existed, or even that they were worth climbing (cf attitudes to Cantor's work on transfinite numbers)

For a mountaineer, climbing the mountain is the problem which is resolved by reaching the summit -- the solution. Like the mountaineer, the mathematician can usually see the objective -- the summit -- without necessarily knowing at first how to get there from the present level of knowledge. For both, once the objective is achieved a new vista may open up. The relationship of the mountain to other mountains becomes evident, just as the relation of the solution to other solutions becomes evident for a mathematician

The question of whether a problem is rated "trivial" or "important" may change over time with the fashions of the mathematical community.

Imagining the structure of mathematical knowledge

Can the body of mathematical knowledge as a whole be imagined to have any structure, shape or dimensionality -- other than that implied by a branching "tree" structure? Where "area" is preferred to "branch" as the appropriate metaphor, what can be said of the set of such areas, whether as a volume or a terrain -- ranges of mountains??

What might then be some of the questions and criteria to be considered in envisaging this structure?

Is it reasonable to ask how many problems there are in the universe of mathematics? Can anything be said about the number of such problems in relation to the properties of the space in which they are encountered -- or the perspective of the explorer in encountering them? Can problems be usefully thought of as points whose relationship to a contextual array is determined by the solution?

If the problems cannot be understood as mathematical objects, can the solutions? Is the number of problems/solutions constrained or characterized in any way? Does the notion of a "branch" of mathematics lend itself to any kind of formal definition which might constrain the numbers of problems/solutions to be found within it?

How are "interesting" or significant problems/solutions to be distinguished in this global ordering -- notably in relation to "trivial" problems/solutions? What makes a problem fundamental within that framework? Does such importance emerge from characteristic formal properties?

Is there anything characteristic of the way that significant connections emerge between distant problems/solutions? How can these best be represented and understood? Web hyperlinks would be one way to hold these links, irrespective of the ways in which papers are ordered by mathematical librarians. This was done for physicists in the earliest development of document hyperlinking at CERN.

Can the ordering of mathematical knowledge be approached and/or achieved in different ways? Or is there only one sequence through which understanding of it can be achieved? Is there anything useful that might be said about the properties of the global ordering of mathematical knowledge? What are the characteristics of a Theory of Everything?

Does the ordering in any way predict the stages in which its degrees of order can be understood? Expressed otherwise, is it to be expected that the body of mathematics as a whole will be understood differently in 1,000, 10,000, or 100,000 years? Or again, how does it provide for partial glimpses which tantalizingly suggest the existence of an organized whole? Or again, with what partial insights does a mathematical neophyte approach this ordering -- and is this relevant to the process of mathematical education? At what points in this exploration do "vistas" open up to sustain further exploration by any neophyte?

Suppose there were only say 10 mathematical problems. With what priority would problems be attributed to that number? And if there were only 50, 100, 500, 1,000, 10,000, etc? Can problems be ordered meaningfully in any way?
Unknown
where did the 4/3 come from in the formula for volume of a sphere?
Rick
The volume is obtained using integral calculus, and the ratio comes from the integral formula.
Rick
QUOTE (rhymer @ Sep 11, 04:25 PM)
Slightly off-topic but nonetheless interesting, I write of a few things I have managed to do that surprised me.

I opened a house door with a yale lock using the wrong key.
When I first tried the key, it didn't work.
I quickly realised that I had the wromg key and could not easily obtain the correct key quickly. I had a serious need to enter the property at the time!
I decided that the key would work - just a mental construct. I inserted the key and boldly turned it as if it was the right key. It worked! I was unable to repeat this procedure having tried about a 100 times, having completed my task within the property. I coiuld not understand it and still do not to this day!

I was passed many electrical goods for repair.
Quite often I could not find anything wrong with them, and was able to exclude the possibility of intermittent faults - they never came back for further repair!

One day on returning to my car there was a dent with paint scrape damage to one of the doors. My passengers all expressed disgust and concern, but I just said "don't worry, it will come out easily", even though I suspected a quite detailed repair would be necessary.
I left it for several days and then simply washed the door and used some polish on the paint damaged area.
To my surprise the dent had gone and the paintwork looked as good as new!

Next time I need some locksmithing or autobody work, I'll send you an email.
rhymer
I didn't see your response till just now Rick!

I was surprised that nobody did respond when I wrote this true information.

I don't have the faintest idea what went on and claim no powers from above!

The key feature (lol) in each of the events was either a deep involvement in what I was doing (with total anticipation of a successful outcome) or a faith in succeeding.
And I being one with no faith in the normal sense of the word!

I must admit that my grandmother was apparently a psychic, though I am not aware of that ability within myself.

So, I will need the email!
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