Author Archives: vinaire

I am originally from India. I am settled in United States since 1969. I love mathematics, philosophy and clarity in thinking.

The 4th and 5th Dimensions

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A location has no dimensions. A location continually extended in a direction forms a line. A line continually extended in another direction forms a surface. A surface continually extended in still another direction forms a solid. A solid is a 3-dimensional object.

Now we have run out of new directions in what we know as space, but directions should not be limited to space. We can now extend a solid in a new direction known as time. This forms a history. A history of something would be a 4-dimensional object. We trace the history of a person from his birth to death. This will give us a 4-dimensional object.

What new direction can we think of now? We can take any object and conceptualize it and apply that concept in a much wider domain of abstraction. Mathematics and philosophy have been doing that for a long time. So, when we look at the existence of the object in the dimension of abstraction it gives us a 5-dimensional object.

When we consider the universe, it not only has an existence in physical space with a long history, but it also extends in the dimension of abstraction as well. The ultimate abstraction of the universe may be called God.

Thus God belongs to the dimension of abstraction.

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Do Schools Kill Creativity


Reference: Subject: Education

You may read the transcript here.

Here are the main points from this talk (Jun 2006):

(1) There is increasing display of creativity in the society. No idea how this may play out.

(2) Education is one of those things that goes deep with people. We have a huge vested interest in it, partly because it’s education that’s meant to take us into this future that we can’t grasp.

(3) Children have extraordinary capacities for innovation. We squander them pretty ruthlessly. Creativity now is as important in education as literacy, and we should treat it with the same status.

(4) If one is not prepared to be wrong, one will never come up with anything original. Kids are not frightened of being wrong. They will take a chance. If they don’t know, they’ll have a go. But, by the time they get to be adults, most kids have lost that capacity.

(5) We stigmatize mistakes. And we’re now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. It need not be this way.

(6) Every education system seems to have the same hierarchy of subjects. At the top are mathematics and languages, then the humanities, and the bottom are the arts. There’s a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. As children grow up, we start to educate them progressively from the waist up. And then we focus on their heads, and slightly to one side. It need not be this way.

(7) The whole purpose of public education throughout the world seems to be to produce people who live in their head, and slightly to one side. We shouldn’t hold them up as the high-water mark of all human achievement.

(8) Our education system is predicated on the idea of academic ability. The whole system was invented to meet the needs of industrialism. So the hierarchy is rooted on two ideas.

  • The most useful subjects are those that provide us with a job.
  • Academic ability is the measure of intelligence.

(9) Today, due to technology and its transformation effect on work, degrees aren’t worth anything. You need an MA where the previous job required a BA, and now you need a PhD for the other. The whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.

(10) We know three things about intelligence:

  • Intelligence is diverse. We think about the world in all the ways that we experience it.
  • Intelligence is dynamic and interactive. Creativity comes about through the interaction of different disciplinary ways of seeing things.
  • Intelligence is distinct.

(11) Our only hope for the future is to adopt a new conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children.

(12) The only way we’ll avert some of the dreadful scenarios of future is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. Our task is to educate our children’s whole being, so they can face this future. We may not see this future, but they will. And our job is to help them make something of it.

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KHTK Postulates for Metaphysics – Part 1 (old)

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Please see Course on Subject Clearing

I shall start these postulates with what Buddha declared.

KHTK Postulate M-0: The Absolute Truth is that there is nothing absolute in the world, that everything is relative, conditioned and impermanent, and that there is no unchanging, everlasting, absolute substance like Self, Soul, or Ātman within or without.

DEFINITION: Absolute means, “Viewed independently; not comparative or relative; ultimate; intrinsic.”

This postulate may appear self-contradictory to some, but it essentially says, “There are no absolute certainties.” This is reflected in one of the most ancient hymns, The Creation Hymn of Rig Veda.

All certainties are relative. This statement does not degrade any certainty we have. It simply means that one can always come up with a better certainty.

That is how science makes progress. Einstein declared the speed of light to be a universal constant. This is a certainty for now, but there may possibly be a wider context in which the speed of light is a special case.

Similarly, in the field of spirituality, we cannot be absolutely certain that self or soul is permanent. The phenomenon that is described as self or soul must be open to further investigation.

There is no progress possible for a person who believes his certainties to be absolute.

Reference: The Quest for Certainty

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KHTK Postulate M-1: Awareness is primordial disturbance.

Awareness is known to arise, change and disappear. It may be likened to a disturbance that arises, changes and disappears. We may assume some ground state, which when disturbed gives rise to awareness.

However, the ground state shall forever be unknowable and shall remain only theoretical because there is no awareness to go with it. Awareness arises only when this ground state is disturbed. Therefore, awareness is something relative and not absolute.

Reference: The Ultimate Reality

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KHTK Postulate M-2: Consciousness (self-awareness) is primordial light.

Awareness is aware by its very nature. This self-awareness is called consciousness.

Since awareness seems to be disturbance, and science recognizes light (electromagnetic wave) as the most basic form of disturbance in nature, there is some justification in associating consciousness with light. It appears that this association of consciousness with light has been made on an intuitive basis since ancient times.

Consciousness may be regarded as something spiritual as opposed to physical. But spiritual and physical states are neither absolute nor independent. This is similar to the case with space and time which are found by the scientific investigation to be neither absolute nor independent.

For a long time space and time were regarded as absolute concepts in themselves. Newtonian mechanics built on that consideration is still very successful but in a limited scope on earth. Einstein’s Theory of Relativity, when considering a cosmic scale, finds space and time to be relative. Similarly, Abrahamic religions have long regarded spiritual and physical states to be absolute in themselves. This has been adequate for a limited understanding of human consciousness. But to understand consciousness on cosmic scale we need to consider spiritual and physical states to be relative. A spiritual state will have physical form, no matter how subtle. And a physical state will have some spiritual characteristics, no matter how subdued.

Thus, we may say with some confidence that self-awareness, or consciousness, has the basic form of light, which represents a disturbance of nearly infinite wave-length of practically zero frequency. Being timeless, its velocity is infinite. Since awareness is relative, consciousness is also relative.

This is a very raw level of consciousness. Soul, self, energy, matter, etc., come later.

Reference: Awareness and Light

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KHTK Postulate M-3: Awareness, as a disturbance, is a back and forth conversion between perception and knowledge.

As disturbance occurs, there is perception. Perception then acquires meaning. This is knowledge. Knowledge then prompts perception, which then acquires meaning, and so on.

When I am looking at a tiled floor, I perceive a tiled floor because I know it is a tiled floor. It is almost like a tautology. It is a back and forth conversion of perception and knowledge of a tiled floor.

This is the form awareness as a disturbance – a back and forth conversion between perception and knowledge. This parallels light as a disturbance – a back and forth conversion between electric and magnetic fields.

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KHTK Postulate M-4: Awareness expands and consciousness grows as the frequency of perception/knowledge interchange increases.

Knowledge gives meaning to incoming perception, whereas perception strengthens the knowledge with meaningful patterns. There is a finite frequency, wavelength and period to this interchange. As the frequency of this disturbance increases, more complex awareness comes about, and all that meaning molds consciousness.

The most fundamental level of consciousness (self-awareness) is the primordial light. As frequency increases, the light acquires new characteristics, and capabilities for new interactions. These characteristics express the inherent knowledge, and the interactions express the inherent perceptions.

The answers to questions like, “How this disturbance does come about?” or “How does its frequency increase?” shall have to wait. But we know that awareness seems to grow with intuition, and this intuition is somehow linked to the frequency of perception/knowledge interchange. That is why mindfulness is effective. Mindfulness is essentially seeing things as they are. As one perceives things continually without interfering with them, intuitions come about.

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KHTK Postulate M-5: The range of frequencies of perception/knowledge interchange generates a spectrum of consciousness.

The increasing frequency of perception/knowledge interchange may be characterized by Disturbance levels. The basic level of disturbance may be defined as having a frequency of 1 (20). At this level the wavelength of the disturbance is practically infinite and the period is non-existent. The basic consciousness would appear as primordial light without characteristics. We may refer to this level as DL0 (Disturbance Level 0).

The subsequent disturbance levels, DL1, DL2, DL3, etc., may be defined in terms of doubling of frequency, such as, 2 (21), 4 (22), 8 (23), etc. Disturbance Level ‘n’ (DLn) will have a frequency of 2n. As disturbance levels increase, the wave-length of light shrinks to create the dimensions of space. The period is manifested to create the dimension of time. These dimensions become manifested with the formation of finite forms.

Please note that Consciousness consists of both spiritual and physical characteristics througout this spectrum.

Disturbance Levels

The graph above presents the disturbance levels as a function of frequency of perception/knowledge interchange. The frequencies are plotted along the x-axis, and the disturbance levels are plotted along the y-axis. It can be seen from this graph that negative disturbance levels may be postulated with the halving of frequency. The frequency never reaches the zero of the theoretical ground level.

The disturbance level of zero occurs at the frequency of 1. The disturbance is manifested as consciousness that has both spiritual and physical characteristics.

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Next: 

KHTK Postulates for Metaphysics – Part 2

KHTK Postulates for Physics

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Einstein 1938: The Evolution of Physics

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e-book: The Evolution of Physics

I am currently studying this book by Einstein to get an insight into his thinking. This book was originally published in 1938 by Cambridge University Press. It was a popular success, and was featured in a Time magazine cover story.

Here is some information on this book from Wikipedia:

Background of collaboration

Einstein agreed to write the book partly as a way to help Infeld financially. Infeld collaborated briefly in Cambridge with Max Born, before moving to Princeton, where he worked with Einstein at the Institute for Advanced Study. Einstein tried to get Infeld a permanent position there, but failed. Infeld came up with a plan to write a history of physics with Einstein, which was sure to be successful, and split the royalties. When he went to Einstein to pitch the idea, Infeld became incredibly tongue-tied, but he was finally able to stammer out his proposal. “This is not at all a stupid idea,” Einstein said. “Not stupid at all. We shall do it.”

Book’s point of view

In the book, Einstein pushed his realist approach to physics in defiance of much of quantum mechanics. Belief in an “objective reality,” the book argued, had led to great scientific advances throughout the ages, thus proving that it was a useful concept even if not provable. “Without the belief that it is possible to grasp reality with our theoretical constructions, without the belief in the inner harmony of our world, there could be no science,” the book declared. “This belief is and always will remain the fundamental motive for all scientific creation.”

In addition, Einstein used the text to defend the utility of field theories amid the advances of quantum mechanics. The best way to do that was to view particles not as independent objects but as a special manifestation of the field itself: “Could we not reject the concept of matter and build a pure field physics? We could regard matter as the regions in space where the field is extremely strong. A thrown stone is, from this point of view, a changing field in which the states of the greatest field intensity travel through space with the velocity of the stone.”

Contents

Preface

I. THE RISE OF THE MECHANICAL VIEW

  1. The great mystery story
  2. The first clue
  3. Vectors
  4. The riddle of motion
  5. One clue remains
  6. Is heat a substance?
  7. The switchback (roller-coaster)
  8. The rate of exchange
  9. The philosophical background
  10. The kinetic theory of matter

II. THE DECLINE OF THE MECHANICAL VIEW

  1. The two electric fluids
  2. The magnetic fluids
  3. The first serious difficulty
  4. The velocity of light
  5. Light as substance
  6. The riddle of colour
  7. What is a wave?
  8. The wave theory of light
  9. Longitudinal or transverse light waves?
  10. Ether and the mechanical view

III. FIELD, RELATIVITY

  1. The field as representation
  2. The two pillars of the field theory
  3. The reality of the field
  4. Field and ether
  5. The mechanical scaffold
  6. Ether and motion
  7. Time, distance, relativity
  8. Relativity and mechanics
  9. The time-space continuum
  10. General relativity
  11. Outside and inside the lift
  12. Geometry and experiment
  13. General relativity and its verification
  14. Field and matter

IV. QUANTA

  1. Continuity—Discontinuity
  2. Elementary quanta of matter and electricity
  3. The quanta of light
  4. Light spectra
  5. The waves of matter
  6. Probability waves
  7. Physics and reality

The third chapter (Field, Relativity) examines lines of force starting with gravitational fields (i.e., a physical collection of forces), moving on to descriptions of electric and magnetic fields. The authors explain that they are attempting to “translate familiar facts from the language of fluids…into the new language of fields.” They state that the Faraday, Maxwell, and Hertz experiments led to modern physics. They describe how “The change of an electric field produced by the motion of a charge is always accompanied by a magnetic field.”

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Grassroots Learning Revolution

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Reference: Subject: Education

I have a feeling that the stage is being set up for a grassroots revolution in the field of education. Bill Gates is backing Khan Academy to develop internet based course content that is relatively easy to grasp. Ivy League institutions like Harvard, M.I.T., Yale and Stanford are making their course materials available online.

However, a lot more needs to be done beyond just providing the course content on-line to get a revolution going in education. There are already reports like The Online Education Revolution Drifts Off Course. We need a learning revolution at the grassroots level.

The following factors are required for the success of such a revolution.

  1. Rapidly addressing past failures in one’s education.
  2. Generating a passion for learning in the young and old alike.
  3. Setting up the student to start learning on his or her own.
  4. Making course contents available that are easy to assimilate.
  5. Providing a path to researching new knowledge.

Most of these points can now be handled by applications provided at The Book of Subject Clearing. Easily graspable course content is already being made available on Internet. It is the product in (5) above that will ignite the learning revolution.

I am now retired. I can provide assistance to those who want to start on the course in Subject Clearing. I can communicate through the Comment Section of Vinaire’s Blog to answer questions regarding this course. I may even provide demonstrations by arranging upon request online Zoom sessions for Subject Clearing applications. As soon as some people start becoming efficient with these applications they can also join me in assisting new people starting on the Subject Clearing course. Once a passion for learning takes hold the progress will accelerate. Then only the sky will be the limit.

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