Such as claiming that math proofs are computer programs, — jgill
This is in fact true. It's the famous Curry-Howard correspondence — fishfry
This is certainly valid regarding the structure of a mathematical argument. But by itself it leaves the impression that mathematics is merely symbol manipulation and not what it really is: exercises in imagination and creativity. On the other hand, it may be that sometime in the future AI will explore and develop mathematics so convoluted and complicated that the results will be on the edge of human understanding, or beyond. Perhaps issues like the nature of time will be resolved, but humans will not be able to comprehend the results. Who knows?
:chin:
Stating that calculus is largely manipulating symbols — jgill
To be fair, that's exactly how we teach it. — fishfry
Oh, I am well aware of that!
:nerd: I taught calculus at all levels for 29 years. But my introduction to the subject was unusual: after taking an excellent course in analytic geometry as a freshman at Georgia Tech in 1955, I was recruited, along with about fourteen other students, into an experimental first quarter calculus course taught by two professors. Epsilons and deltas on the first day and no text book. Mostly we were bewildered at first, the exception being two brainiacs who caught on instantly. There was no attempt to continue the experiment into the second quarter, so we all migrated back to the standard curriculum for engineers, physicists, etc. What a huge difference!
At the University of Chicago in the fall of 1958, I was surprised to learn that the physics department was no longer allowing its students to enroll in courses from the math department and was teaching its own mathematics.
Long ago, what attracted me to mathematics was the same thing that attracted me to my avocation as a rock climber: exploration, discovery and creativity. The course work in grad school was someth9ing I needed to plow through, and doing assigned problems that had been solved by generations of students was a chore. Like repeating well established climbs. The original research at the end was a delight, however.
and that formal education is detrimental. — jgill
Also to be fair, many of the high and mighty in the land say the same. — fishfry
Yes, a few spectacular success do just that. I disagree. I've watched students of mine graduate and move on into successful careers.
You do give the impression of not having been on the Internet much — fishfry
:smile: Wrong impression, Dude! I was on an outstanding climbers' forum for years until it folded last May. Along with a great deal of climbing discussion, there were threads about other subjects. The one I particularly enjoyed delved into the nature of mind and consciousness.
By the time the forum ended, this thread had well over 20,000 posts. Among those participating were several mathematicians, a well-known physicist, a neuroscientist, an academic anthropologist, a retired management prof, several academic philosophers, a well-known author who has practiced Zen for decades, and many others at all educational levels who chimed in from time to time. In particular, the debates between the physicist and the Zen person were stimulating. Also, even though avatars were used we all knew the identities of the primary contributors. So you see where I'm coming from.
:cool:
Thanks for your comments!