The Logic of Truth

Logic of Universe

Truth, as perceived, is never absolute. Truth is perceived from one logical state to the next logical state in a relative manner only. The smooth transition of truth from one step to the next is the harmony that qualifies the truth.

The harmony of truth reflects in the consistency of observations from one moment to the next. When the consistency is missing in observation then there is probably some truth hidden somewhere.

One may have no idea of what the absolute truth is; but one can definitely spot inconsistency when it is present. There is a built-in sense within us that flags inconsistencies.

When we are searching for truth it does not really matter whether that truth is absolute or relative. We just want to discover the missing step, which is causing the inconsistency in one’s observation. When we find that missing piece of truth, the consistency in observation is restored.

Looking for absolute truth may be an impossible task. But looking for consistency in observation is feasible.

Maybe if we start seeking consistency in everything, we may ultimately reach the absolute truth. That is a hope and not certainty.

There may be many levels of consistency in what we observe. Once we have achieved a certain level of consistency, we may know intuitively that there must also be consistency at a deeper level of abstraction. We may now become aware of new inconsistencies at deeper levels. And so we look for deeper truth to attain deeper harmony within ourselves.

Thus, truth is not just one-dimensional affair. Truth is probably two-dimensional, or even multi-dimensional. This may point to the universe having a multi-dimensional logical structure as we see in the subjects of mathematics and philosophy.

The whole logical structure of the universe may be looked upon as one single truth. That truth may be absolute, or maybe not, but it can definitely provide a context in which the relativity and interconnection of all other truth could be seen.

Knowing this overall logical structure of the universe may lead us to the absolute truth.

The absolute truth may be a moving target, but the strategy outlined here, at least, gives us a workable approach toward it.

Also See: The Quest for Certainty

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Disturbance, Inertia, Matter and Gravity

 

Electron

 [NOTE: I am celebrating my 5th anniversary of blogging at WordPress.com with this article.]

To have the awareness of velocity there should be at least two objects. In a one dimensional space the two objects will either be approaching each other or moving away from each other. If the objects have mass then there will also be gravitational attraction between them, and therefore, there will be acceleration. There will be velocity but it will not be constant.

Let’s consider a 3D-space, which is made up of at least four non-planar objects with mass. The objects are moving in this space. There has to be gravitational attraction among them. They all will be accelerating one way or another, if not linearly then in terms of changing direction. There shall always be acceleration no matter how imperceptible it is. It seems that constant velocity will be a rare phenomenon in this universe.

We observe that as long as objects have mass they can never be free of acceleration. That means there is always some force acting on an object in this universe. If it is not direct push or pull it will be some sort of reaction due to gravitational force, friction, etc.

Mass is a form of inertia that generates gravitational force. And the force generates acceleration. There is no constant velocity.

Inertia, force and acceleration seem to be different stages of the same thing.

Constant velocity may exist only for inertia-less particle. A photon is massless and it may come closest to being inertia-less depending on its frequency.

“Inertia-less-ness” acquires inertia by acquiring frequency. This gives us a photon. As the photon increases in frequency, its inertia increases also. This is evidenced by light bending near heavy cosmic objects.

The frequency is basically a disturbance. When frequency of the photon reaches the region of gamma rays, the photon becomes unstable under the influence of its own inertia. The high frequency photon, instead of propagating linearly, seems to converge on itself when shocked in some way.

An electron has a “mass” that corresponds to the frequency of gamma rays per Einstein equations: E = mc^2 = hf. An electron may be described as the stable state resulting from the shocked convergence of gamma photons. The surface of the electron shall consist of something similar to a shock wave. The frequency within an electron is likely to increase along its radius. The maximum frequency shall appear at the center of the electron.

Mass may be a phenomenon resulting from shocked convergence of high frequency photons.

The next stable particle that we get after an electron is a hydrogen atom. Here a lot more has converged because of some cosmic reaction. The outer shell is still like an electron, but in addition, there is an inner solid core. The high frequency center seems to have undergone another shocked convergence. The surface of the nucleus shall also consist of something similar to a shock wave.

A hydrogen atom is very likely to be a single particle that breaks into an electron and a proton during atomic reactions. There is a succession of stable particles beyond the hydrogen atom that gives us the periodic table. They happen to have near integral multiples of the atomic mass of the hydrogen atom. They also break into electrons, protons, and other particles during atomic reactions.

We assume that these integer values of atomic mass mean that a number of electrons, protons and other particles exist within an atom, but that may not necessarily be the case. Each atom could just be a single particle, and the integral values may appear due to resonances observed due to wave mechanics.

Once we have “mass” in the nucleus, we have particles of large inertia. And so we have matter, material objects, gravity, force and acceleration, which we are most familiar with.

Inertia (frequency and mass), force (gravity) and acceleration are simply the different stages of cosmic disturbance.

This is a simple model of how the universe logically may be at its core.

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The Future of Education

Dropout

Reference: The Book of Subject Clearing

The Situation

A person drops out of High School because he is faced with confusion in his schooling that seems to be increasing exponentially. He feels hopeless about learning. He can’t see any benefit from continuing in school. So he drops out.

What underlies that confusion are the holes in his understanding. There may be just a few holes in Kindergarten that, if not resolved, become significant by the end of the elementary school. Then, if they are still not addressed, they multiply and become substantial by the end of the middle school. Still not handled, these holes increase exponentially during the high school years until the student starts to drown in the resulting confusion.

The student’s attention is so fixed on the debilitating confusion that the underlying holes become invisible to him. He finds that the teachers and the after-school help are unable to help him with his confusion. All those lessons in the class he attends, just seem to add more to his confusion. He finds himself fighting a losing battle.

The student, and others trying to help him, focus on such holes “horizontally” at his grade level (see the graph above). But the solution does not lie in that direction. It lies in the direction of earlier grades. As you move down toward earlier education, the holes seem to merge into fewer holes. Thus, it becomes possible to trace all that confusion at the top to just a few holes at the bottom.

The cause of the massive confusion of a high school dropout is traceable to just a few holes in his early exposure to the subject.

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The Difficulty

Will it be helpful if the student can make this logical connection between the confusion at the top to the holes at the bottom? Will he experience relief? That is the theory.

But, in general, the student is so overwhelmed by his present confusion that the holes from his early schooling are not visible to him. You cannot ask him to review the early parts of his schooling. This is unacceptable to him.

Yes, the cause of the confusion “at the top” can be traced to the holes “at the bottom,” but there is no way to trace it without the cooperation of the student. The path of confusion along which to trace the holes is locked inside the student. The student cannot access those holes on his own. One-on-one troubleshooting works but it takes time, and it is a hit and miss affair.

The student is so confused that he cannot trace the path from his confusions to the underlying holes in his earlier education.

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The Possibility

All subjects start from some fundamental premise. From that premise a subject develops along logical lines. A good example is the subject of mathematics. Mathematics starts with counting, adding is “counting together,” subtraction is “reverse addition,” multiplication is “repeated addition,” division is “reverse multiplication,” and so it continues. When one talks about holes in understanding, one is really talking about missing grasp of a step in the logical structure of a subject.

A high school dropout cannot even describe what he needs help with, because he is pretty much confused about everything. When he needs help he cannot even put together his questions properly. He needs some firm context within which to formulate his questions. Maybe he can spot what he is missing if we present the outline of the subject to him in a logical sequence from its earliest premise.

The logical structure of a subject allows us to develop a context using which the student can discover the holes in his earlier education.

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The Experiment

A series of lectures were designed to provide the student with a proper context so he could formulate his questions. The lectures, very simply, introduced the broad purpose and scope of mathematics. They described various parts of mathematics. Then within that context the common area of trouble was identified as fractions. The subject of fractions was then approached by defining the fractions broadly. Simple exercises were provided that focused on the logical structure of fractions. 

This had an interesting effect on the students. They started to formulate questions about what was not clear to them. This was the start of a wonderful dialog that provided direction for subsequent lectures. The lectures followed the logical structure of mathematics while answering questions. From fractions, the lectures continued on division, factors, prime numbers, etc., and the interest of the students kept increasing and the questions kept coming. 

As lectures continued on this journey of discovery the hopelessness of the students started to diminish. They were more interested. Actually, this increasing interest was the indicator that the lectures were tracing the confusion correctly. This led to the following solution.

The way to trace back the confusion is to generate a “Q &A” dialog that closely follows the logical structure of the subject.

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The Proposal

The proposed solution is simple. Restructure the study materials at primary and middle school level such that they follow the logical structure of the subject. This was done for the subject of mathematics. Please see The Book of Mathematics.

So far these materials have been used in a private tutoring environment to handle student’s confusions at primary and middle school levels. The results have been fascinating. Not only the confusions of the students gets handled rapidly, they also become more interested in the subject of mathematics.

The approach used to develop these materials also led to the philosophy of Subject Clearing. One student who continued to be tutored through all four years of High School was also made familiar with the structured approach of subject clearing. Mathematics was his least favorite subject. He not only aced in Mathematics but in all other subjects as well. He truly developed confidence in his ability to learn.

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The Solution

The solution, therefore, involves the following steps, which helps the student become a SELF-LEARNER.

(1) The development of study materials that are structured logically, and
(2) Training the student in the use of Subject Clearing.

A self-learner is one who, on his own, can establish connection between his confusion and the relevant hole in his understanding. He can then proceed to fill that hole by searching for, and finding, the right material.

A self-learner knows how to clean up any confusion in real time so the holes don’t accumulate and become harder to handle later. His curiosity to learn, therefore, never diminishes, and he does not have to be pushed.

The effort of producing self-learners out of failing students may be organized into units called Self-Learning Clinics or SLCs. An SLC would be tasked with turning the “hopelessness about education” into an “eagerness to learn” within weeks.

More specifically, the purpose of a Self-Learning Clinic (SLC) is to help school drop-outs become effective self-learners.

The next step is to draw up a blueprint for the SLC in such a way that it becomes a reality with very little effort.

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Self-Learning Clinics (SLCs)

Reference: Course on Subject Clearing

The above video provides an inspirational model for Self-Learning Clinics. This video consists of a beautiful talk given Pavi Mehta that provides a powerful business model based on the following three principles:

  1. We can’t turn anyone away.
  2. We can’t compromise on quality.
  3. We must be self-reliant.

You may access the transcript of this talk at this link: Transcript.

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Self-Learning Clinics

The idea of Self-Learning Clinics (SLCs) originated from the research outlined in The Future of Education.

An SLC is designed to help people use Subject Clearing. Subject Clearing helps a person resolve whatever contributed to their failure in certain subjects (including life), and sets them up to succeed in the subject they like.

The purpose of an SLC is to help school drop-outs become effective self-learners. See The SLC Policies.

An SLC supports people in their effort to apply subject clearing to themselves. Where possible, it shall participate in generating curricula, which is laid out in the sequence in which the fundamental concepts of a subject are developed logically. Here is an example of how fundamental may be presented simply and clearly: Numbers.

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The Directives

The directives of SLCs are Dr. V’s unwritten directives as quoted from the above talk:

1. STAY ROOTED IN COMPASSION.

What he showed, he demonstrated that when skillfully channeled compassion can drive and dictate scale, efficiency, productivity, transparency, equality, inclusion. It can do all these things in such a way that each element reinforces the other and strengthens the whole. And it creates a finely tuned system which benefits everybody.

2. SERVE AND DESERVE.

When you make this your core. When the core of your energy and attention goes with serving unconditionally the boundaries of your perception shift and you start to see value and relevance in very unexpected places. You generate trust and goodwill. Your work fires a magnetic quality. It sustains and aligns resources to your mission in a way, which just money can’t do. CREATE MOVEMENT NOT DOMINANCE. Not all of us train our competitors. We should be part of something bigger to be generous to stand to benefit from that.

3. PRACTICE FOR PERFECT VISION.

This was something that Dr. V returned to over and over again. He knew that as there are external forms of blindness, so there are internal forms of blindness – anger, greed, jealousy. All these things clutter our vision and make it hard to see what is, and what the right next step is. So, he believed that the evolution of organizations hinges on the evolution of individuals within them. And clarity in thought and action comes from a discipline of mind and heart. And when you commit to sharpening your self-awareness and when you commit to working at the boundaries of your compassion then you tap into a higher wisdom which informs and transforms your work. You become a more perfect instrument for your highest quality.

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Tertium Organum, Chapter 7 (Dimensions)

pillars

Reference: Tertium Organum

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Chapter 7: Dimensions

The impossibility of the mathematical definition of dimensions. Why not mathematics sense dimensions? The entire conditionality of the representation of dimensions by powers. The possibility of representing all powers on a line. Kant and Lobachevsky. The difference between non-Euclidian geometry and metageometry, Where shall we find the explanation of the three-dimensionality of the world, if Kant’s ideas are true? Are not the conditions of the three-dimensionality of the world confined to our receptive apparatus, to our psyche?

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Now that we have studied those “relations which our space itself bears within it” we shall return to the questions: But what in reality do the dimensions of space represent?—and why are there three of them? 

The fact that it is impossible to define three-dimensionality mathematically must appear most strange.

We are little conscious of this, and it seems to us a paradox, because we speak of the dimensions of space, but it remains a fact that mathematics does not sense the dimensions of space.

The question arises, how can such a fine instrument of analysis as mathematics not feel dimensions, if they represent some real properties of space.

Speaking of mathematics, it is necessary to recognize first of all, as a fundamental premise, that correspondent to each mathematical expression is always the relation of some realities. 

If there is no such a thing, if it be not true—then there is no mathematics. This is its principal substance, its principal contents. To express the correlations of magnitudes, such is the problem of mathematics. But these correlations shall be between something. Instead of algebraical a, b and c it must be possible to substitute some reality. This is the ABC of all mathematics; a, b and c—these are credit bills, they can be good ones only if behind them there is a real something, and they can be counterfeited if behind them there is no reality whatever.

“Dimensions” play here a very strange role. If we designate them by the algebraic symbols a, b and c, they have the character of counterfeit credit bills. For this a, b and it is impossible to substitute any real magnitudes which are capable of expressing the correlations of dimensions. 

Usually dimensions are represented by powers: the first, the second, the third; that is, if a line is called a, then a square, the sides of which are equal to this line, is called a2 , and a cube, the face of which is equal to this square, is called a3

This among other things gave Hinton the foundation on which he constructed his theory of tesseracts, four-dimensional solids—a4. But this is “belles lettres” of the purest sort. First of all, because the representation of “dimensions” by powers is entirely conditional. It is possible to represent all powers on a line. For example, take the segment of a line equal to five millimeters; then a segment equal to twenty-five millimeters will be the square of it, i. e., a2; and a segment of one hundred and twenty-five millimeters will be the cube—a3

How shall we understand that mathematics does not feel dimensions—that it is impossible to express mathematically the difference between dimensions?

It is possible to understand and explain it by one thing only namely, that this difference does not exist

We really know that all three dimensions are in substance identical, that it is possible to regard each of the three dimensions either as following the sequence, the first, the second, the third, or the other way about. This alone proves that dimensions are not mathematical magnitudes. All the real properties of a thing can be expressed mathematically as quantities, i.e., numbers, showing the relation of these properties to other properties. 

But in the matter of dimensions it is as though mathematics sees more than we do, or farther than we do, through some boundaries which arrest us but not it—and sees that no realities whatever correspond to our concepts of dimensions. 

If the three dimensions really corresponded to three powers, then we would have the right to say that only these three powers refer to geometry, and that all the other higher powers, beginning with the fourth, lie beyond geometry. 

But even this is denied us. The representation of dimensions by powers is perfectly arbitrary.

More accurately, geometry, from the standpoint of mathematics, is an artificial system for the solving of problems based on conditional data, deduced, probably, from the properties of our psyche. 

The system of investigation of “higher space” Hinton calls metageometry, and with metageometry he connects the names of Lobachevsky, Gauss, and other investigators of non-Euclidian geometry. 

We shall now consider in what relation the questions touched upon by us stand to the theories of these scientists. 

Hinton deduces his ideas from Kant and Lobachevsky. 

Others, on the contrary, place Kant’s ideas in opposition to those of Lobachevsky. Thus Roberto Bonola, in “Non-Euclidian Geometry,” declares that Lobachevsky’s conception of space is contrary to that of Kant. He says: 

The Kantian doctrine considered space as a subjective intuition, a necessary presupposition of every experience. Lobachevsky’s doctrine was rather allied to sensualism and the current empiricism, and compelled geometry to take its place again among the experimental sciences.

Which of these views is true, and in what relation do Lobachevsky’s ideas stand to our problem? The correct answer to this question is: in no relation. Non-Euclidian geometry is not metageometry, and non-Euclidian geometry stands in the same relation to metageometry as Euclidian geometry itself. 

The results of non-Euclidian geometry, which have submitted the fundamental axioms of Euclid to a revaluation, and which have found the most complete expression in the works of Bolyai, Gauss, and Lobachevsky, are embraced in the formula:

The axioms of a given geometry express the properties of a given space. 

Thus geometry on the plane accepts all three Euclidian axioms, i.e.: 

  1. A straight line is the shortest distance between two points.
  2. Any figure may be transferred into another position without changing its properties.
  3. Parallel lines do not meet.

 (This last axiom is formulated differently by Euclid.) 

In geometry on a sphere, or on a concave surface the first two axioms alone are true, because the meridians which are separated at the equator meet at the poles.

In geometry on the surface of irregular curvature only the first axiom is true—the second, regarding the transference of figures, is impossible because the figure taken in one part of an irregular surface can change when transferred into another place. Also, the sum of the angles of a triangle can be either more or less than two right angles. 

Therefore, axioms express the difference of properties of various kinds of surfaces. 

A geometrical axiom is a law of a given surface. 

But what is a surface? 

Lobachevsky’s merit consists in that he found it necessary to revise the fundamental concepts of geometry. But he never went as far as to revalue these concepts from Kant’s standpoint. At the same time he is in no sense contradictory to Kant. A surface in the mind of Lobachevsky, as a geometrician, was only a means for the generalization of certain properties on which this or that geometrical system was constructed, or the generalization of the properties of certain given lines. About the reality or the unreality of a surface, he probably never thought. 

Thus on the one hand, Bonola, who ascribed to Lobachevsky views opposite to Kant, and their nearness to “sensualism” and “current empiricism,” is quite wrong, while on the other hand, it is not impossible to conceive that Hinton entirely subjectively ascribes to Gauss and Lobachevsky their inauguration of a new era in philosophy

Non-Euclidian geometry, including that of Lobachevsky, has no relation to metageometry whatever. 

Lobachevsky does not go outside of the three-dimensional sphere. 

Metageometry regards the three-dimensional sphere as a section of higher space. Among mathematicians, Riemann, who understood the relation of time to space, was nearest of all to this idea. 

The point of three-dimensional space is a section of a metageometrical line. It is impossible to generalize on any surface whatever the lines considered in metageometry. Perhaps this last is the most important for the definition of the difference between geometries (Euclidian and non-Euclidian and metageometry). It is impossible to regard metageometrical lines as distances between points in our space, and it is impossible to represent them as forming any figures in our space.

The consideration of the possible properties of lines lying out of our space, the relation of these lines and their angles to the lines, angles, surfaces and solids of our geometry, forms the subject of metageometry

The investigators of non-Euclidian geometry could not bring themselves to reject the consideration of surfaces. There is something almost tragic in this. See what surfaces Beltrami invented in his investigations of non-Euclidian geometry—one of his surfaces resembles the surface of a ventilator, another, the surface of a funnel. But he could not decide to reject the surface, to cast it aside once and for all, to imagine that the line can be independent of the surface, i.e., a series of lines which are parallel or nearly parallel cannot be generalized on any surface, or even in three-dimensional space. 

And because of this, both he and many other geometers, developing non-Euclidian geometry, could not transcend the three-dimensional world. 

Mechanics recognizes the line in time, i.e., such a line as it is impossible by any means to imagine upon the surface, or as the distance between the two points of space. This line is taken into consideration in the calculations pertaining to machines. But geometry never touched this line, and dealt always with its sections only. 

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Now it is possible to return to the question: what is space? and to discover if the answer to this question has been found. 

The answer would be the exact definition and explanation of the three-dimensionality of space as a property of the world. 

But this is not the answer. The three-dimensionality of space as an objective phenomenon remains just as enigmatical and inconceivable as before. In relation to three-dimensionality it is necessary: 

Either to accept it as a thing given, and to add this to the two data which we established in the beginning: 

Or to recognize the fallacy of all objective methods of reasoning, and return to another method, outlined in the beginning of the book. 

Then, on the basis of the two fundamental data, the world and consciousness, it is necessary to establish whether three-dimensional space is a property of the world, or a property of our knowledge of the world.

Beginning with Kant, who affirms that space is a property of the receptivity of the world by our consciousness, I intentionally deviated far from this idea and regarded space as a property of the world

Along with Hinton, I postulated that our space itself bears within it the relations which permit us to establish its relations to higher space, and on the foundation of this postulate I built a whole series of analogies which somewhat clarified for us the problems of space and time and their mutual co-relations; but which, as was said, did not explain anything concerning the principal question of the causes of the three-dimensionality of space. 

The method of analogies is, generally speaking, a rather tormenting thing. With it, you walk in a vicious circle. It helps you to elucidate certain things, and the relations of certain things, but in substance it never gives a direct answer to anything. After many and long attempts to analyze complex problems by the aid of the method of analogies, you feel the uselessness of all your efforts; you feel that you are walking alongside of a wall. And then you begin to experience simply a hatred and aversion for analogies, and you find it necessary to search in the direct way which leads where you need to go. 

The problem of higher dimensions has usually been analyzed by the method of analogies, and only very lately has science begun to elaborate that direct method, which will be shown later on. 

If we desire to go straight, without deviating, we shall keep strictly up to the fundamental propositions of Kant. But if we formulate Hinton’s above mentioned thought from the point of view of these propositions, it will be as follows: We bear within ourselves the conditions of our space, and therefore within ourselves we shall find the conditions which will permit us to establish correlations between our space and higher space. 

In other words, we shall find the conditions of the three-dimensionality of the world in our psyche, in our receptive apparatus and shall find exactly there the conditions of the possibility of the higher dimensional world. 

Propounding the problem in this way, we put ourselves upon the direct path, and we shall receive an answer to our question, what is space and its three-dimensionality?

How may we approach the solution of this problem? 

Plainly, by studying our consciousness and its properties. 

We shall free ourselves from any analogies, and shall enter upon the correct and direct path toward the solution of the fundamental question about the objectivity or subjectivity of space, if we shall decide to study the psychical forms by which we perceive the world, and to discover if there does not exist a correspondence between them and the three-dimensionality of the world—that is, if the three-dimensional extension of space, with its properties, does not result from properties of the psyche which are known to us.

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