The more one becomes mature in his development as a homo sapient animal, the more he comes to realize one difference between him and animals: the desire to worship something called God. I call it something because so many cultures and periods of history have it, they have God, but the representation is various and conflicting.
Science cannot replicate that desire, neither can the cloning laboratory produce it in us, when cloning does come commercial.
So what is this desire. Why can it not be destroyed, annihilated, suppressed? Why?
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WHAT THE MATHEMATICS HAS TAUGHT ME SO FAR.
I feel awed by the beauty of maths and its insightful lessons about our daily lives and how we could live it better than I decided to share the above title in my post.
1. That to solve an chronic problem, you have to simplify your life.
When you simplify your life, you remove the layers of dirt and dense lies that you have been trying to live to justify why you cannot solve that problem.
2. Anxiety and multitasking are two twins of the same belly.
Doing maths has taught me that I should not just talk about doing one thing at a time, but that is the way of wisdom and healthiness. In our technologically driven age, multitasking tasks the resources and nerves in unknown ways that bring about uncalled for emotional friction.
3. The inbuilt desire to love solving problems.
We all claim to love solving problems. But how many persons love getting down to the dirty and cleaning the toilet when it has to be done? It is a task we prefer the maid or houseboy preoccupy himself with; yet, that is the stuff problems are made of. Problems are the dirts that clog our lifestream. Maths has helped me to see solving them as not a task but as a necessary part of life.
4. Classification of things.
Maths has taught me that the differences between things and their similarities could be the reason for my prejudices, whether hidden or expressed. Repeated filtering of objects into their similarities and differences has helped me and can also help you too to flesh out your prejudices.
5. Building the linker concept.
This is what I call the linker concept: after simplifying everything and resolving them, you eventually realize that everything and everyone is related to everyone and everything somehow. The linker concept makes me conscious of this fact. I am also conscious of the fact that nothing happens by chance; there is always a linker for anything. In maths, this concept could be called the relation or functions that connects variables.
So do you think I’d recommend a reading in maths for anyone? I would surely.
By the way, I just started teaching Advanced mathematics at a local institute in my neighborhood. Thinking of buying a digital camera so I can share the pictures. Also, I intend writing a book on how mathematics can help one when you are feeling depressed and frustrated in life. It helped me. I’d be opening a blog dedicated to my mathematical endeavors and through the blog collect ideas for the book.
Mathematics a day can keep the psychiatrist away.
Chiao.
David.
1. That to solve an chronic problem, you have to simplify your life.
When you simplify your life, you remove the layers of dirt and dense lies that you have been trying to live to justify why you cannot solve that problem.
2. Anxiety and multitasking are two twins of the same belly.
Doing maths has taught me that I should not just talk about doing one thing at a time, but that is the way of wisdom and healthiness. In our technologically driven age, multitasking tasks the resources and nerves in unknown ways that bring about uncalled for emotional friction.
3. The inbuilt desire to love solving problems.
We all claim to love solving problems. But how many persons love getting down to the dirty and cleaning the toilet when it has to be done? It is a task we prefer the maid or houseboy preoccupy himself with; yet, that is the stuff problems are made of. Problems are the dirts that clog our lifestream. Maths has helped me to see solving them as not a task but as a necessary part of life.
4. Classification of things.
Maths has taught me that the differences between things and their similarities could be the reason for my prejudices, whether hidden or expressed. Repeated filtering of objects into their similarities and differences has helped me and can also help you too to flesh out your prejudices.
5. Building the linker concept.
This is what I call the linker concept: after simplifying everything and resolving them, you eventually realize that everything and everyone is related to everyone and everything somehow. The linker concept makes me conscious of this fact. I am also conscious of the fact that nothing happens by chance; there is always a linker for anything. In maths, this concept could be called the relation or functions that connects variables.
So do you think I’d recommend a reading in maths for anyone? I would surely.
By the way, I just started teaching Advanced mathematics at a local institute in my neighborhood. Thinking of buying a digital camera so I can share the pictures. Also, I intend writing a book on how mathematics can help one when you are feeling depressed and frustrated in life. It helped me. I’d be opening a blog dedicated to my mathematical endeavors and through the blog collect ideas for the book.
Mathematics a day can keep the psychiatrist away.
Chiao.
David.
If you Believe me, I’m not going to Examine you
This blog is just a reflection of one of Francis Bacon’s words I stumbled across in one of my readings.
For as knowledges are now delivered, there is a kind of contract of
error between the deliverer and the receiver; for he that delivereth
knowledge desireth to deliver it in such a form as may be best be-
lieved, and not as may be best examined; and he that receiveth
knowledge desireth rather present satisfaction than expectant in-
quiry.
Francis Bacon
I was helping a young student solve Jamb past Questions, the one of April 2010. I made a nasty mistake on a simple multiplication. I never realized the mistake until some hours later, after the student left. As I was teaching some students a day after that on Further Mathematics, or what some call Advanced Mathematics, I nearly stumbled on making the same mistake again!
That mistake gave me a pique of conscience. I looked at the class and made them believe me that I was supposed to be their teacher but not a fumbling professor. They had to believe my capabilities and not leave the class with wry faces, wondering if their examination of my mistake would make them return to my class. I thought I should be their teacher in a formal class (this was just a tutorial class). I would have maintained a moral ground, hunched my shoulders and pronounce to all and sundry: “There will be a test tomorrow!” Yes, that fear of a test, which teachers fall to as a recourse and to threaten students would have helped me hide the mistake, keeping their young brains busy.
I smiled. I thought Francis Bacon would have been wondering what was making me smile. Yes, if I was not going to satisfy the students, I should put them on their guard, covering their arses! That is what my teachers made me believe while in my youth; that was why I took to self-study, skipping classes most times.
I didn’t have to fall to the same cycle, did I?
For as knowledges are now delivered, there is a kind of contract of
error between the deliverer and the receiver; for he that delivereth
knowledge desireth to deliver it in such a form as may be best be-
lieved, and not as may be best examined; and he that receiveth
knowledge desireth rather present satisfaction than expectant in-
quiry.
Francis Bacon
I was helping a young student solve Jamb past Questions, the one of April 2010. I made a nasty mistake on a simple multiplication. I never realized the mistake until some hours later, after the student left. As I was teaching some students a day after that on Further Mathematics, or what some call Advanced Mathematics, I nearly stumbled on making the same mistake again!
That mistake gave me a pique of conscience. I looked at the class and made them believe me that I was supposed to be their teacher but not a fumbling professor. They had to believe my capabilities and not leave the class with wry faces, wondering if their examination of my mistake would make them return to my class. I thought I should be their teacher in a formal class (this was just a tutorial class). I would have maintained a moral ground, hunched my shoulders and pronounce to all and sundry: “There will be a test tomorrow!” Yes, that fear of a test, which teachers fall to as a recourse and to threaten students would have helped me hide the mistake, keeping their young brains busy.
I smiled. I thought Francis Bacon would have been wondering what was making me smile. Yes, if I was not going to satisfy the students, I should put them on their guard, covering their arses! That is what my teachers made me believe while in my youth; that was why I took to self-study, skipping classes most times.
I didn’t have to fall to the same cycle, did I?
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