Mathematical Motivational Quotes

We are mathematical equations where your life is the sum of all choices you've made until now. The good news is you can change the equation so that you start making a difference in your life.

Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too try, philosophy too difficult, geology too petroleum-oriented, and math too mathematical - because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

Mathematics is the study of analogies between analogies. All science is. Scientists want to show that things that don't look alike are really the same. That is one of their innermost Freudian motivations. In fact, that is what we mean by understanding.

It becomes the urgent duty of mathematicians, therefore, to meditate about the essence of mathematics, its motivations and goals and the ideas that must bind divergent interests together.

To be a scholar study math, to be a smart study magic.

Education makes your maths better, not necessarily your manners.

... toxic derivatives were underpinned by toxic economics, which, in turn, were no more than motivated delusions in search of theoretical justification; fundamentalist tracts that acknowledged facts only when they could be accommodated to the demands of the lucrative faith. Despite their highly impressive labels and technical appearance, economic models were merely mathematized versions of the touching superstition that markets know best, both at times of tranquility and in periods of tumult.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

Never forget you are the successful product of a harsh universe; the simple fact that you exist, whence trillions of other organisms do not, is a mathematical miracle.

Mathematical truth is immutable; it lies outside physical reality... This is our belief; this is our core motivating force.

The distance between your Dreams and Reality is inversely proportional to your Efforts.

We should not conclude from this that everything depends on waves of irrational psychology. On the contrary, the state of long-term expectation is often steady, and, even when it is not, the other factors exert their compensating effects. We are merely reminding ourselves that human decisions affecting the future, whether personal or political or economic, cannot depend on strict mathematical expectation, since the basis for making such calculations does not exist; and that it is our innate urge to activity which makes the wheels go round, our rational selves choosing between the alternatives as best we are able, calculating where we can, but often falling back for our motive on whim or sentiment or chance.

Johannes Kepler described his motivation thus: ‘The chief aim of all investigations of the external world should be to discover the rational order which has been imposed on it by God, and which he revealed to us in the language of mathematics.

Mathematical truth is not determined arbitrarily by the rules of some 'man-made' formal system, but has an absolute nature, and lies beyond any such system of specifiable rules. Support for the Platonic viewpoint ...was an important part of Godel's initial motivations.

And yet sometimes she worried about what those musty old books were doing to her. Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too dry, philosophy too difficult, geology too petroleum-oriented, and math too mathematical--because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

Let the motivation behind mathematics be the craving for the good, not passion or brains.

Success is the circle, hard work is the perimeter of it. the diameter of success is the addition of radius and radius of success is the failures of it

With his Theory of Games and Economic Behavior, for example, he wasn’t trying to fight a war, or beat the casino, or finally win a game of poker; he was aiming at nothing less than the complete mathematization of human motivation,

...a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too dry, philosophy too difficult, geology too petroleum-oriented, and math too mathematical--because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

In my opinion, defining intelligence is much like defining beauty, and I don’t mean that it’s in the eye of the beholder. To illustrate, let’s say that you are the only beholder, and your word is final. Would you be able to choose the 1000 most beautiful women in the country? And if that sounds impossible, consider this: Say you’re now looking at your picks. Could you compare them to each other and say which one is more beautiful? For example, who is more beautiful— Katie Holmes or Angelina Jolie? How about Angelina Jolie or Catherine Zeta-Jones? I think intelligence is like this. So many factors are involved that attempts to measure it are useless. Not that IQ tests are useless. Far from it. Good tests work: They measure a variety of mental abilities, and the best tests do it well. But they don’t measure intelligence itself.

The whole motivation for seeking a perfectly secure foundation for mathematics was mistaken. It was a form of justificationism. Mathematics is characterized by its use of proofs in the same way that science is characterized by its use of experimental testing; in neither case is that the object of the exercise. The object of mathematics is to understand – to explain – abstract entities. Proof is primarily a means of ruling out false explanations; and sometimes it also provides mathematical truths that need to be explained. But, like all fields in which progress is possible, mathematics seeks not random truths but good explanations.

In my entire scientific life, extending over forty-five years, the most shattering experience has been the realization that an exact solution of Einstein's equations of general relativity, discovered by the New Zealand mathematician Roy Kerr, provides the absolute exact representation of untold numbers of massive black holes that populate the universe. This "shuddering before the beautiful," this incredible fact that a discovery motivated by a search after the beautiful in mathematics should find its exact replica in Nature, persuades me to say that beauty is that to which the human mind responds at its deepest and most profound level.

This 'shuddering before the beautiful', this incredible fact that a discovery motivated by a search after the beautiful in mathematics should find its exact replica in Nature, persuades me to say that beauty is that to which the human mind responds at its deepest and most profound. S. Chandrashekhar , physicist, cited by Richard Dawkins

Since then, several other conjectures have been resolved with the aid of computers (notably, in 1988, the nonexistence of a projective plane of order 10). Meanwhile, mathematicians have tidied up the Haken-Appel argument so that the computer part is much shorter, and some still hope that a traditional, elegant, and illuminating proof of the four-color theorem will someday be found. It was the desire for illumination, after all, that motivated so many to work on the problem, even to devote their lives to it, during its long history. (One mathematician had his bride color maps on their honeymoon.) Even if the four-color theorem is itself mathematically otiose, a lot of useful mathematics got created in failed attempts to prove it, and it has certainly made grist for philosophers in the last few decades. As for its having wider repercussions, I’m not so sure. When I looked at the map of the United States in the back of a huge dictionary that I once won in a spelling bee for New York journalists, I noticed with mild surprise that it was colored with precisely four colors. Sadly, though, the states of Arkansas and Louisiana, which share a border, were both blue.

Darwin didn’t consider himself a quick or highly analytical thinker. His memory was poor, and he couldn’t follow long mathematical arguments. Nevertheless, Darwin felt that he made up for those shortcomings with a crucial strength: his urge to figure out how reality worked. Ever since he could remember, he had been driven to make sense of the world around him. He followed what he called a “golden rule” to fight against motivated reasoning: . . . whenever a published fact, a new observation or thought came across me, which was opposed to my general results, to make a memorandum of it without fail and at once; for I had found by experience that such facts and thoughts were far more apt to escape from the memory than favourable ones. Therefore, even though the peacock’s tail made him anxious, Darwin couldn’t stop puzzling over it. How could it possibly be consistent with natural selection? Within a few years, he had figured out the beginnings of a compelling answer.

The researchers found that when students were given problems to solve, and they did not know methods to solve them, but they were given opportunity to explore the problems, they became curious, and their brains were primed to learn new methods, so that when teachers taught the methods, students paid greater attention to them and were more motivated to learn them. The researchers published their results with the title “A Time for Telling,” and they argued that the question is not “Should we tell or explain methods?” but “When is the best time do this?

Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.

McDougall was a certified revolutionary hero, while the Scottish-born cashier, the punctilious and corpulent William Seton, was a Loyalist who had spent the war in the city. In a striking show of bipartisan unity, the most vociferous Sons of Liberty—Marinus Willett, Isaac Sears, and John Lamb—appended their names to the bank’s petition for a state charter. As a triple power at the new bank—a director, the author of its constitution, and its attorney—Hamilton straddled a critical nexus of economic power. One of Hamilton’s motivations in backing the bank was to introduce order into the manic universe of American currency. By the end of the Revolution, it took $167 in continental dollars to buy one dollar’s worth of gold and silver. This worthless currency had been superseded by new paper currency, but the states also issued bills, and large batches of New Jersey and Pennsylvania paper swamped Manhattan. Shopkeepers had to be veritable mathematical wizards to figure out the fluctuating values of the varied bills and coins in circulation. Congress adopted the dollar as the official monetary unit in 1785, but for many years New York shopkeepers still quoted prices in pounds, shillings, and pence. The city was awash with strange foreign coins bearing exotic names: Spanish doubloons, British and French guineas, Prussian carolines, Portuguese moidores. To make matters worse, exchange rates differed from state to state. Hamilton hoped that the Bank of New York would counter all this chaos by issuing its own notes and also listing the current exchange rates for the miscellaneous currencies. Many Americans still regarded banking as a black, unfathomable art, and it was anathema to upstate populists. The Bank of New York was denounced by some as the cat’s-paw of British capitalists. Hamilton’s petition to the state legislature for a bank charter was denied for seven years, as Governor George Clinton succumbed to the prejudices of his agricultural constituents who thought the bank would give preferential treatment to merchants and shut out farmers. Clinton distrusted corporations as shady plots against the populace, foreshadowing the Jeffersonian revulsion against Hamilton’s economic programs. The upshot was that in June 1784 the Bank of New York opened as a private bank without a charter. It occupied the Walton mansion on St. George’s Square (now Pearl Street), a three-story building of yellow brick and brown trim, and three years later it relocated to Hanover Square. It was to house the personal bank accounts of both Alexander Hamilton and John Jay and prove one of Hamilton’s most durable monuments, becoming the oldest stock traded on the New York Stock Exchange.

The legendary inscription above the Academy's door speaks loudly about Plato's attitude toward mathematics. In fact, most of the significant mathematical research of the fourth century BC was carried out by people associated in one way or another with the Academy. Yet Plato himself was not a mathematician of great technical dexterity, and his direct contributions to mathematical knowledge were probably minimal. Rather, he was an enthusiastic spectator, a motivating source of challenge, an intelligent critic, an an inspiring guide. The first century philosopher and historian Philodemus paints a clear picture: "At that time great progress was seen in mathematics, with Plato serving as the general architect setting out problems, and the mathematicians investigating them earnestly." To which the Neoplatonic philosopher and mathematician Proclus adds: "Plato...greatly advanced mathematics in general and geometry in particular because of his zeal for these studies. It is well known that his writings are thickly sprinkled with mathematical terms and that he everywhere tries to arouse admiration for mathematics among students of philosophy." In other words, Plato, whose mathematical knowledge was broadly up to date, could converse with the mathematicians as an equal and as a problem presenter, even though his personal mathematical achievements were not significant.

The goal was ambitious. Public interest was high. Experts were eager to contribute. Money was readily available. Armed with every ingredient for success, Samuel Pierpont Langley set out in the early 1900s to be the first man to pilot an airplane. Highly regarded, he was a senior officer at the Smithsonian Institution, a mathematics professor who had also worked at Harvard. His friends included some of the most powerful men in government and business, including Andrew Carnegie and Alexander Graham Bell. Langley was given a $50,000 grant from the War Department to fund his project, a tremendous amount of money for the time. He pulled together the best minds of the day, a veritable dream team of talent and know-how. Langley and his team used the finest materials, and the press followed him everywhere. People all over the country were riveted to the story, waiting to read that he had achieved his goal. With the team he had gathered and ample resources, his success was guaranteed. Or was it? A few hundred miles away, Wilbur and Orville Wright were working on their own flying machine. Their passion to fly was so intense that it inspired the enthusiasm and commitment of a dedicated group in their hometown of Dayton, Ohio. There was no funding for their venture. No government grants. No high-level connections. Not a single person on the team had an advanced degree or even a college education, not even Wilbur or Orville. But the team banded together in a humble bicycle shop and made their vision real. On December 17, 1903, a small group witnessed a man take flight for the first time in history. How did the Wright brothers succeed where a better-equipped, better-funded and better-educated team could not? It wasn’t luck. Both the Wright brothers and Langley were highly motivated. Both had a strong work ethic. Both had keen scientific minds. They were pursuing exactly the same goal, but only the Wright brothers were able to inspire those around them and truly lead their team to develop a technology that would change the world. Only the Wright brothers started with Why. 2.

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

But at keast we know that the Brotherhood was both a scientific academy and a monastic order; that its members led an ascetic communal life where all property was shared, thus anticipating the Essenes and the primitive Christian communities. We know that much of their time was spent in contemplation, and that initiation into the higher mysteries of mathematics, astronomy, and medicine depended upon the purification of spirit and body, which the aspirant had to achieve by abstinences and examinations of conscience. Pythagoras himself, like St. Francis, is said to have preached to animals; the whole surviving tradition indicates that his disciples, while engaged in number-lore and astronomical calculations, firmly believed that a true scientist must be a saint, and that the wish to become one was the motivation of his labours.

Much science in many disciplines consists of a toolkit of very simple mathematical models. To many not familiar with the subtle art of the simple model, such formal exercises have two seemingly deadly flaws. First, they are not easy to follow. […] Second, motivation to follow the math is often wanting because the model is so cartoonishly simple relative to the real world being analyzed. Critics often level the charge ‘‘reductionism’’ with what they take to be devastating effect. The modeler’s reply is that these two criticisms actually point in opposite directions and sum to nothing. True, the model is quite simple relative to reality, but even so, the analysis is difficult. The real lesson is that complex phenomena like culture require a humble approach. We have to bite off tiny bits of reality to analyze and build up a more global knowledge step by patient step. […] Simple models, simple experiments, and simple observational programs are the best the human mind can do in the face of the awesome complexity of nature. The alternatives to simple models are either complex models or verbal descriptions and analysis. Complex models are sometimes useful for their predictive power, but they have the vice of being difficult or impossible to understand. The heuristic value of simple models in schooling our intuition about natural processes is exceedingly important, even when their predictive power is limited. […] Unaided verbal reasoning can be unreliable […] The lesson, we think, is that all serious students of human behavior need to know enough math to at least appreciate the contributions simple mathematical models make to the understanding of complex phenomena. The idea that social scientists need less math than biologists or other natural scientists is completely mistaken.

Most early scientists were compelled to study the natural world because of their Christian worldview. In Science and the Modern World, British mathematician and philosopher Alfred North Whitehead concludes that modern science developed primarily from “the medieval insistence on the rationality of God.” Modern science did not develop in a vacuum, but from forces largely propelled by Christianity. Not surprisingly, most early scientists were theists, including pioneers such as Francis Bacon (1561–1626), Johannes Kepler (1571– 1630), Blaise Pascal (1623–62), Robert Boyle (1627–91), Isaac Newton (1642–1727), and Louis Pasteur (1822–95). For many of them, belief in God was the prime motivation for their investigation of the natural world. Bacon believed the natural world was full of mysteries God intended for us to explore. Kepler described his motivation for science: “The chief aim of all investigations of the external world should be to discover the rational order and harmony which has been imposed on it by God, and which he revealed to us in the language of mathematics.

Materialism, as the story has it, is a sophisticated notion that could not occur to people until after they had taken a hard look at things in the cold light of mathematical physics. Nonsense. In both the East and the West, the most ancient philosophers thought the first cause was some sort of material underlying all things, endowed with certain self-motive properties.

Markets aren’t real. They are mathematical models, created by imagining a self-contained world where everyone has exactly the same motivation and the same knowledge and is engaged in the same self-interested calculating exchange. Economists are aware that reality is always more complicated; but they are also aware that to come up with a mathematical model, one always has to make the world into a bit of a cartoon.

Some psychologists and philosophers are distrustful of the concept of self. They argue against it because they do not like separating man from the continuum with animals, and they believe the concept of the self gets in the way of scientific experimentation. But rejecting the concept of “self” as “unscientific” because it cannot be reduced to mathematical equations is roughly the same as the argument two and three decades ago that Freud’s theories and the concept of “unconscious” motivation were “unscientific.” It is a defensive and dogmatic science—and therefore not true science—which uses a particular scientific method as a Procrustean bed and rejects all forms of human experience which don’t fit.

But more and more students are motivated – or forced – to study mathematics. There is an irresistible drift towards the exact sciences – defined as ‘exact’ by their use of mathematical tools.

there is nothing to learn about reasoning and invention if the motive and purpose of the most conspicuous step remain incomprehensible.

Support for the Platonic viewpoint (as opposed to the formalist one) was an important part of Godel's initial motivations. On the other hand, the arguments from Godel's theorem serve to illustrate the deeply mysterious nature of our mathematical perceptions. We do not just 'calculate' in order to form these perceptions, but something else is profoundly involved-something that would be impossible without the very conscious awareness that is, after all, what the world of perceptions is all about.

Investment theory claims that the convergence of six elements constitutes creativity. The six elements are intelligence, knowledge, thinking styles, personality, motivation, and environment. It is important that the reader not mistake the word intelligence for an IQ score. On the contrary, Sternberg (1985) suggests a triarchic theory of intelligence that consists of synthetic (ability to generate novel, task appropriate ideas), analytic, and practical abilities. Knowledge is defined as knowing enough about a particular field to move it forward. Thinking styles are defined as a preference for thinking in original ways of one’s choosing, the ability to think globally as well as locally, and the ability to distinguish questions of importance from those that are not important. Personality attributes that foster creative functioning are the willingness to take risks, overcome obstacles, and tolerate ambiguity. Finally, motivation and an environment that is supportive and rewarding are essential elements of creativity (Sternberg, 1985).

The investment theory model Bharath Sriraman 25 suggests that creativity is more than a simple sum of the attained level of functioning in each of the six elements. Regardless of the functioning levels in other elements, a certain level or threshold of knowledge is required without which creativity is impossible. High levels of intelligence and motivation can positively enhance creativity, and compensations can occur to counteract weaknesses in other elements. For example, one could be in an environment that is non-supportive of creative efforts, but a high level of motivation could possibly overcome this and encourage the pursuit of creative endeavors.

This concludes the review of three commonly cited prototypical confluence theories of creativity, namely the systems approach (Csikszentmihalyi, 2000), which suggests that creativity is a sociocultural process involving the interaction between the individual, domain, and field; Gruber & Wallace’s (2000) model that treats each individual case study as a unique evolving system of creativity; and investment theory (Sternberg & Lubart, 1996), which suggests that creativity is the result of the convergence of six elements (intelligence, knowledge, thinking styles, personality, motivation, and environment).

The social-personality approach to studying creativity focuses on personality and motivational variables as well as the socio-cultural environment as sources of creativity. Sternberg (2000) states that numerous studies conducted at the societal level indicate that “eminent levels of creativity over large spans of time are statistically linked to variables such as cultural diversity, war, availability of role models, availability of financial support, and competitors in a domain” (p. 9).

Creating original mathematics requires a very high level of motivation, persistence, and reflection, all of which are considered indicators of creativity (Amabile, 1983; Policastro & Gardner, 2000; Gardner, 1993). The literature suggests that most creative individuals tend to be attracted to complexity, of which most school mathematics curricula has very little to offer. Classroom practices and math curricula rarely use problems with the sort of underlying mathematical structure that would necessitate students’ having a prolonged period of engagement and the independence to formulate solutions. It is my conjecture that in order for mathematical creativity to manifest itself in the classroom, students should be given the opportunity to tackle non-routine problems with complexity and structure - problems which require not only motivation and persistence but also considerable reflection.

progressive enrichment of children’s intuitions, leaning heavily on their precocious understanding of quantitative manipulations and of counting. One should first arouse their curiosity with some amusing numerical puzzles and problems. Then, little by little, one may introduce them to the power of symbolic mathematical notation and the shortcuts it provides — but at this stage, great care should be taken never to divorce such symbolic knowledge from the child’s quantitative intuitions. Eventually, formal axiomatic systems may be introduced. Even then, they should never be imposed on the child, but rather they should always be justified by a demand for greater simplicity and effectiveness. Ideally, each pupil should mentally, in condensed form, retrace the history of mathematics and its motivations.

I have just initiated a new public field of research which I call: Abrahamology. It is the same discipline that I have been working on, however, this is the first time I am announcing the existence of this platform for the large amount of information and body of knowledge that I was able to generate so far. My motivation is driven by it and for eventually making this theoretical construct stand alongside other disciplines of research, however, using an Islamic (i.e., Strict & Uncompromising Abrahamic Orthodoxy) lens of interpretation. To establish it as a genuine field of study is therefore the path which will mark my future endeavors while presenting, advancing, scrutinizing and validating my assertions. There are no tools of Gematria, Philosophy, Kabbalah, Shamanism, Esotery, Gnosticism, Proselytization, or Synchronicity used, but rather the methods of inquiry which are found in Observation, Useful Knowledge, Debates, Discussions, Mathematics, Alternative (alongside Academia), Science and Reason are those which are utilized.

Amusement if one of humankind's strongest motivational forces.

In math problem-solving, the constructivist approach shifts from rote memorization to active exploration, where students engage in collaborative sense-making, developing problem-solving skills and mathematical reasoning.

GODMAN QUOTES 15 ***Equation of life*** In the syllable of wise words we remain inexhaustible. Worse encounter is turning a hunter to be the hunted The mathematics of life is an equation of solving an endless problem. In absence of faults figures are born... in truth of notes they are kept. In the language of humility a heavy word is accepted without pain. Our hope in words is found in reading the words of courage. You are the vocabulary of the words you acquired in the syllable of the word you read. It treats our fancy to know it… that life is what we define it according to our experience in it. True champions are not worth in currency. Conquer my heart and I will conquer your world.

Mathematics is the science of the infinite. The great achievement of the Greeks was to have made the tension between the finite and the infinite fruitful for the knowledge of reality. The feeling of the calm and unquestioning acknowledgement of the infinite belongs to the Orient, but for the East it remained a mere abstract awareness that left the concrete manifold of existence lying indifferently to one side, unshaped and impervious. Coming out of the Orient, the religious feeling of the infinite, the apeiron, took possession of the Greek soul in the Dionysian-Orphic epoch that preceded the Persian Wars. Here the Persian Wars also mark the release of the Occident from the Orient. That tension and its overcoming became for the Greeks the driving motive of knowledge. But every synthesis, as soon as it was achieved, permitted the old antithesis to break out anew in deepened form. Thus, it determined the history of theoretical knowledge into our time. Indeed, today we are compelled everywhere in the foundations of mathematics to return directly to the Greeks.

Mathematics is the science of the infinite. The great achievement of the Greeks was to have made the tension between the finite and the infinite fruitful for the knowledge of reality. The feeling of the calm and unquestioning acknowledgement of the infinite belongs to the Orient, but for the East it remained a mere abstract awareness that left the concrete manifold of existence lying indifferently to one side, unshaped and impervious. Coming out of the Orient, the religious feeling of the infinite, the apeiron, took possession of the Greek soul in the DionysianOrphic epoch that preceded the Persian Wars. Here the Persian Wars also mark the release of the Occident from the Orient. That tension and its overcoming became for the Greeks the driving motive of knowledge. But every synthesis, as soon as it was achieved, permitted the old antithesis to break out anew in deepened form. Thus, it determined the history of theoretical knowledge into our time. Indeed, today we are compelled everywhere in the foundations of mathematics to return directly to the Greeks.

Are you ready to transform yourself? Are you ready to be one of the Special Ones, the Illuminated Ones? Are you ready to play the God Game? Only the strongest, the smartest, the boldest, can play. This is not a drill. This is your life. Stop being what you have been. Become what you were meant to be. See the Light. Join the Hyperboreans. Become a HyperHuman. Only the highest, only the noblest, only the most courageous are called. A new dawn is coming... the birth of Hyperreason. It’s time to enter Hyperreality.

There was also a series of top contributor lists, for the previous forty-eight hours as well as for all time, to motivate both short-term and long-term participation. And to celebrate successful participation, as well as sheer volume of participation, there was also a “best individual discoveries” page that identified key findings from individual players. Some of these discoveries were over-the-top luxuries offensive to one’s sense of propriety: a £240 giraffe print or a £225 fountain pen, for example. Others were mathematical errors or inconsistencies suggesting individuals were reimbursed more than they were owed. As one player noted, “Bad math on page 29 of an invoice from MP Denis MacShane, who claimed £1,730 worth of reimbursement, when the sum of those items listed was only £1,480.

In 2012, psychologists Richard West, Russell Meserve, and Keith Stanovich tested the blind-spot bias—an irrationality where people are better at recognizing biased reasoning in others but are blind to bias in themselves. Overall, their work supported, across a variety of cognitive biases, that, yes, we all have a blind spot about recognizing our biases. The surprise is that blind-spot bias is greater the smarter you are. The researchers tested subjects for seven cognitive biases and found that cognitive ability did not attenuate the blind spot. “Furthermore, people who were aware of their own biases were not better able to overcome them.” In fact, in six of the seven biases tested, “more cognitively sophisticated participants showed larger bias blind spots.” (Emphasis added.) They have since replicated this result. Dan Kahan’s work on motivated reasoning also indicates that smart people are not better equipped to combat bias—and may even be more susceptible. He and several colleagues looked at whether conclusions from objective data were driven by subjective pre-existing beliefs on a topic. When subjects were asked to analyze complex data on an experimental skin treatment (a “neutral” topic), their ability to interpret the data and reach a conclusion depended, as expected, on their numeracy (mathematical aptitude) rather than their opinions on skin cream (since they really had no opinions on the topic). More numerate subjects did a better job at figuring out whether the data showed that the skin treatment increased or decreased the incidence of rashes. (The data were made up, and for half the subjects, the results were reversed, so the correct or incorrect answer depended on using the data, not the actual effectiveness of a particular skin treatment.) When the researchers kept the data the same but substituted “concealed-weapons bans” for “skin treatment” and “crime” for “rashes,” now the subjects’ opinions on those topics drove how subjects analyzed the exact same data. Subjects who identified as “Democrat” or “liberal” interpreted the data in a way supporting their political belief (gun control reduces crime). The “Republican” or “conservative” subjects interpreted the same data to support their opposing belief (gun control increases crime). That generally fits what we understand about motivated reasoning. The surprise, though, was Kahan’s finding about subjects with differing math skills and the same political beliefs. He discovered that the more numerate people (whether pro- or anti-gun) made more mistakes interpreting the data on the emotionally charged topic than the less numerate subjects sharing those same beliefs. “This pattern of polarization . . . does not abate among high-Numeracy subjects. Indeed, it increases.” (Emphasis in original.) It turns out the better you are with numbers, the better you are at spinning those numbers to conform to and support your beliefs.

Thus, important parts of physics and chemistry have been pressed into the service of war and destruction; much mathematical and statistical ingenuity has been turned into an auxiliary of monopolistic market control and profit maximization; psychology has become a prostitute of 'motivation research' and personnel management; biology is made into a handmaiden of pharmaceutical rackets; and art, language, color, and sound have been degraded into instrumentalities of advertising.

Magic is a practical science,' he began quickly. He talked to the wall, as if dictating. 'There is all the difference in the world between a formula in physics and a formula in magic, although they have the same name. The former describes, in terse mathematical symbol, cause-effect relationships of wide generality. But a formula in magic is a way of getting or accomplishing something. It always takes into account the motivation or desire of the person invoking the formula—be it greed, love, revenge, or what not. Whereas the experiment in physics is essentially independent of the experimenter. In short, there has been little or no pure magic, comparable to pure science. 'This distinction between physics and magic is only an accident of history. Physics started out as a kind of magic, too—witness alchemy and the mystical mathematics of Pythagoras. And modern physics is ultimately as practical as magic, but it possesses a superstructure of theory that magic lacks. Magic could be given such a superstructure by research in pure magic and by the investigation and correlation of the magic formulas which could be expressed in mathematical symbols and which would have a wide application. Most persons practicing magic have been too interested in immediate results to bother about theory. But just as research in pure science has ultimately led, seemingly by accident, to results of vast practical importance, so research in pure magic might be expected to yield similar results.

But I need you all, my dear students, to speak beauty more than figures, speak phrases of encouragement more than precise mathematical statistics, speak words of innovation more than historical events and you should speak with your soul rather than just for the sake. What good is it to be famous, if you can’t speak well? So, by the end of this year, we shall have many motivational speakers, and all of us will live a motivated life. Speaking is an art, and everyone cannot become an artist. But give in your heart and soul, and nothing is impossible.

Darwin didn’t consider himself a quick or highly analytical thinker. His memory was poor, and he couldn’t follow long mathematical arguments. Nevertheless, Darwin felt that he made up for those shortcomings with a crucial strength: his urge to figure out how reality worked. Ever since he could remember, he had been driven to make sense of the world around him. He followed what he called a “golden rule” to fight against motivated reasoning: . . . whenever a published fact, a new observation or thought came across me, which was opposed to my general results, to make a memorandum of it without fail and at once; for I had found by experience that such facts and thoughts were far more apt to escape from the memory than favourable ones.

In grief, there is an element of inconsolability. In our needs, there is an element of unsatisfiability. In the face of life’s most profound questions, there is an unknowability. This fits with the work of Kurt Gödel, the Czech mathematician, who confirmed the “incompleteness theorem,” which states that in any mathematical system there are indeed propositions that can neither be proved nor disproved. These natural incompletions reflect the first noble truth of Buddhism about the enduring and ineradicable unsatisfactoriness of all experience. This is not only Buddha’s truth, it is the one that some of our children and punk rockers also proclaim. Yet there is a positive side. Inconsolability means we cannot forget but always cherish those we loved. Unsatisfiability means we have a motivation to transcend our immediate desires. Unknowability means we grow in our sense of wonder and imagination. Indeed, answers close us, but questions open us. In accepting the given of the first noble truth without protest, blame, or recourse to an escape to which we can attach, we win all the way around.

ANYTHING x ZERO = ZERO | AT THE SAME TIME | ANYTHING WITH ZERO = ABSOLUTE.

With a narrow and open focus of altered states, many impossibles of yesterday have become possibles of today. Many technological and scientific inventions, innovations, and mathematical equations are products of altered states of mind.

Love! How many legends were organized for it? It was said that it is the most mysterious human feeling that pushes us to do things we are not ready for and heedless of us. Despite the reality, and the difficulties, we do the impossible, and in the name of love, we do miracles. Just legends but the truth is that history did not mention that any miracle has happened thanks to love. Myths, of which there is no use but our consolation, and the justification of our blind rush behind unjustified, incomprehensible feelings, to do what we were not ready to do, and then we pay the price with a reassuring conscience, and with a comfortable mind, in the name of love. If we analyze these feelings, love, anger, hate, tranquility, fear, we will find that they are another face of pain, just chemical reactions inside our bodies, and hormones controlled by our mind, it decides when to kindle the fire of love in us, and when to make hate blind us. If you know how to motivate the mind to produce the hormone needed to produce the desired emotions, then you do not have to talk about anything anymore. It is all your emotions, which are yours. This inevitably makes human feelings subject to causation in the universe, unless our feelings are from another world, not causal. Therefore, the most magical words remain, those that come out of the mouth of a lover describing his love for his lover, “I love you without reason.” This is the impossibility desired, and in the subconscious, these words have charm and glamour, and the tongue of the lover says, “My love for you is not from this causal world, neither the color of your hair, nor your eyes, nor your body, nor your sweet voice, nor your way of speaking, nor anything that you possess is a reason why I love you, because my love for you is not causal, does not belong to this world.” A lie loved by the mind of the lovers, a legend among the millions which says, that nothing in this world can anticipate the feelings and moods of human beings before they occur, and more precisely, the private feelings and fluctuations, of an individual, to be precise, and not just of a large group of people, the more we try to customize it, the more difficult it becomes. And where the indicators of the collective mind, the demagogue, can give us an idea of the general direction and the future fluctuations of a society or group of people, not because of a weakness in the lines of defense of feelings, but rather because we know that the mob, the collective mind, and the herd, will force many to follow it, even if it violates what they feel, what they want at their core. The mind is designed for survival, and you know that survival’s chances are stronger with the stronger group, the more number, it will secrete all the necessary hormones, to force you to follow the herd. However, the feelings assigned to a particular person remain an impossible task, so many people are able to deceive each other by showing signs of expected trends and fluctuations that contradict the reality of what they feel. Humans and scientists have treated it as something unpredictable, coming from another world, a curse on science, as if it were a whiff of a magical spell cast on us from the immemorial. But in fact, emotions are causal, and every cause has a causative. Like everything else in this world, the laws of chaos and randomness apply to them. They can be accurately predicted, formulated into mathematical equations, and even manipulated. All it takes is to have something that contains all the cosmic events, a number we did not imagine, starting with the flutter of a butterfly, a breath of air, temperatures across the universe, a word a man says to his son, a donkey’s kick, a rabbit’s jump, and ending with the movement of stars and planets, and cosmic explosions, and beyond, and able to deal with them, and with the hierarchical possibilities of their occurrence.

In game theory, as in applications of other technologies that use RPT [Revealed Preference Theory], the purpose of the machinery is to tell us what happens when patterns of behavior instantiate some particular strategic vector, payoff matrix, and distribution of information—for example, a PD [Prisoner's Dilemma]—that we’re empirically motivated to regard as a correct model of a target situation. The motivational history that produced this vector in a given case is irrelevant to which game is instantiated, or to the location of its equilibrium or equilibria. As Binmore (1994, pp. 95–256) emphasizes at length, if, in the case of any putative PD, there is any available story that would rationalize cooperation by either player, then it follows as a matter of logic that the modeler has assigned at least one of them the wrong utility function (or has mistakenly assumed perfect information, or has failed to detect a commitment action) and so made a mistake in taking their game as an instance of the (one-shot) PD. Perhaps she has not observed enough of their behavior to have inferred an accurate model of the agents they instantiate. The game theorist’s solution algorithms, in themselves, are not empirical hypotheses about anything. Applications of them will be only as good, for purposes of either normative strategic advice or empirical explanation, as the empirical model of the players constructed from the intentional stance is accurate. It is a much-cited fact from the experimental economics literature that when people are brought into laboratories and set into situations contrived to induce PDs, substantial numbers cooperate. What follows from this, by proper use of RPT, not in discredit of it, is that the experimental setup has failed to induce a PD after all. The players’ behavior indicates that their preferences have been misrepresented in the specification of their game as a PD. A game is a mathematical representation of a situation, and the operation of solving a game is an exercise in deductive reasoning. Like any deductive argument, it adds no new empirical information not already contained in the premises. However, it can be of explanatory value in revealing structural relations among facts that we otherwise might not have noticed.

It might be objected that men are not trees; that if a man realizes something ought to be done, he can go and do it. This is true within certain limits. There can be social conditions favourable to mathematical studies; if a country urgently needs mathematicians, and if everyone knows this, mathematics may well flourish. But this still does not answer the question of how · it comes to flourish. An external motive, good or bad, is not enough. Greed for money, desire for fame, love of humanity are equally incapable of making a man a composer of great music. It has been said that most young men would like to be able to sit down at the piano and improvise sonatas before admiring crowds. But few do it; to desire the end does not provide the means; to make music you must be interested in music, as well as (or instead of) in being admired. And to make mathematics you must be interested in mathematics. The fascination of pattern and the logical classification of pattern must have taken hold of you. It need not be the only emotion in your mind; you may pursue other aims, respond to other duties; but if it is not there, you will contribute nothing to mathematics.

Scientism has done its best to undermine reason and logic. Those of us that belong to the Army of Reason have never left the battlefield. We soldier on, resisting the fierce current trying to push us back onto the shore. We do not deviate from our course. Our destination is clear. The stars shine on us. All is well with the world. The Empyrean lies before us. The fire of truth burns within us. Nothing shall ever quench it. Change is coming. The future is ours. De l’audace, encore de l’audace, et toujours de l’audace. Audacity, more audacity, and ever more audacity.

Beyond the fine points of how to properly interpret esoteric experiences, many mystical traditions also claim that there are methods one can use to develop a direct realization of these states. According to psychiatrist and meditation researcher Roger Walsh: Comparison across traditions suggests that there are seven practices that are widely regarded as central and essential for effective transpersonal development. These seven are an ethical lifestyle, redirecting motivation, transforming emotions, training attention, refining awareness, fostering wisdom, and practicing service to others. Contemplative traditions posit that meditation is crucial to this developmental process because it facilitates several of these processes.64 (page 28) Modern physics has achieved its own version of the perennial philosophy through the development of quantum theory. While many workaday physicists shudder over popular misinterpretations of their precious mathematical models, the founders of quantum mechanics were keenly aware of the radical philosophical changes brought about by their new theory. They wrote about it extensively, and most of them ended up sounding like full-blown mystics.

Unexpected intrusions of beauty in the timeline of your life sums up the mathematically operated Heisenberg's Uncertainty Principle.

Let us return to our initial problem. We may begin by asking why we assume that someone being paid to do nothing should consider himself fortunate. What is the basis of that theory of human nature from which this follows? The obvious place to look is at economic theory, which has turned this kind of thought into a science. According to classical economic theory, homo oeconomicus, or “economic man”—that is, the model human being that lies behind every prediction made by the discipline—is assumed to be motivated above all by a calculus of costs and benefits. All the mathematical equations by which economists bedazzle their clients, or the public, are founded on one simple assumption: that everyone, left to his own devices, will choose the course of action that provides the most of what he wants for the least expenditure of resources and effort. It is the simplicity of the formula that makes the equations possible: if one were to admit that humans have complicated motivations, there would be too many factors to take into account, it would be impossible to properly weight them, and predictions could not be made. Therefore, while an economist will say that while of course everyone is aware that human beings are not really selfish, calculating machines, assuming that they are makes it possible to explain a very large proportion of what humans do, and this proportion—and only this—is the subject matter of economic science.

Math is not bias, racist or politically motivated the numbers are either in your favor or there not

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