In the last chapter of "Galileo's Finger," Professor Peter Atkins invites us to consider the view that mathematics is a product of the mind, but also a reflection of the underlying structure of the universe.  Mathematics is hard-wired into the brain, because we are the products of a logically self-consistent universe.  Thus mathematics maps so neatly onto the universe because our internal logic is an expression of the deeper structure.  

       On the deep structuralist view, the universe… Continue

When asked about the age of the Earth in an interview for GQ magazine, senator Marco Rubio gave a rather confusing reply.  I've taken the liberty of translating his statement (think of it as facilitated communication).  Here is the original:

GQ: How old do you think the Earth is? 

Marco Rubio: I'm not a scientist, man. I can tell you what recorded history says, I can tell you what the Bible says, but I think that's a dispute amongst theologians and I think it has nothing to do with… Continue

In 1948, BBC radio aired a debate between Lord Bertrand Russell and Father Frederick Coppleston on the existence of God.  Russell points out the problem with Coppleston's notion of a necessary being (God):



Russell:  "...I think that, perhaps, in answering your argument, the best point with which to begin is the question of a Necessary Being. The word "necessary" I should maintain, can only be applied significantly to propositions. And, in fact, only to such as are analytic -- that is… Continue

My thesis: the educational program in America is severely lacking, leading to incomprehension or a severe misunderstanding of how our particular universe operates.  I propose a new program of education to be taught as the new essential reading.  This will be based around the following five areas:



(1) The Empirical Method:  The foundation of knowledge

(2) Entropy:  Things change (put simply)

(3) Probability:  Improbability does not imply impossibility; improbable events… Continue

Indoctrination "is often distinguished from education by the fact that the indoctrinated person is expected not to question or critically examine the doctrine they have learned." (Wilson, J., 1964. "Education and indoctrination," (Manchester University Press). In other words, indoctrination is "dogmatic."

We need to distinguish between teaching children "what" to think from "how" to think for themselves, i.e., asking how we know what we know.



“Do not indoctrinate your children.… Continue