Maths Subject Quotes

[When asked why are numbers beautiful?] It’s like asking why is Ludwig van Beethoven’s Ninth Symphony beautiful. If you don't see why, someone can't tell you. I know numbers are beautiful. If they aren't beautiful, nothing is.

Goodbye is too permanent. Goodbye has the risk of never seeing each other again. But good morning is full of possibilities.

No doubt there are some who, when confronted with a line of mathematical symbols, however simply presented, can only see the face of a stern parent or teacher who tried to force into them a non-comprehending parrot-like apparent competence--a duty and a duty alone--and no hint of magic or beauty of the subject might be allowed to come through.

This is life. It's messy and unpredictable, full of wonderful surprises and mind.numbing disappointment. the uncertainty of it all is why I hide, trying to avoid all the pain and the heartache.

Do you want to work out with me tonight?' he asks. I waggle my eyebrows. 'And here I thought we were working out.' He laughs. 'God, I love you.

Bast had insisted we keep everyone up-to-speed on the regular subjects like math and reading, although she did sometimes add her own elective courses, such as Advanced Cat Grooming, or Napping. There was a waiting list to get into Napping.

Maybe I'll hurt you," I whisper as my eyes search his. "I'm broken Tucker. I'm hopelessly broken inside, and I'm not sure there are enough pieces in me to put back together. But when I'm with you, I feel like maybe I can actually be whole.

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

I'm not sure which is better-the chance to experience love and lose it, or to live my life without it.

Everything just feels so right when I'm with you, Scarlett. I can be me. But it's more than that. You give me something I haven't had in a long time, if ever. You give me peace. It's like the jumbled mess in my head can settle down, and I can be still with you. Like none of the other stuff matters." His voice catches, and he swallows. "I had a bad day and usually I'd get shitfaced drunk, but the only thing I could think of was I had to see you.

Teachers of subjects that this person wasn't even good at are kissing this person and renouncing the very subjects they taught. Math teachers are saying that math was just a funny way of saying "I love you.

Because as long as you know the rules, you know what’s expected of you, and as long as you have the necessary information, you can always find the answer.

His eyes burn bright with desire. "I want you to see me when I come into you. I want you to know I'm here. I want you to know I see you.

So what were your favorite subjects in school?" "School?" He leaned back in his chair as though he needed the extra space to think about it. "Probably math. It always made sense. Unlike English, economics, and girls." "And exactly how do you plan on taking over the free world if you don't understand economics?" "I'll hire advisers. I'll hire you, in fact." "Okay. Let me know when your army of junior high zombies is ready.

Incidentally, the little book Calculus Made Easy, by Silvanus Thompson, has helped generations of students master the subject.

THE LAW OF SERENDIPITY Remember, Lady Luck favors the one who tries. So don’t feel overwhelmed with everything you need to learn about a new subject. Instead, focus on nailing down a few key ideas. You’ll be surprised at how much that simple framework can help.

Why do any of us do what we don't want to do?" I don't respond, unsure what answer he's looking for. He smiles, but it's sad. "Because we're afraid of what will happen if we don't." I always considered fear to be a motivator or a reason not to do something, but I never considered it a reason to continue an ongoing behavior. This opens a vault full or questions about my own life. I've always assumed I'm afraid to engage in activities because I'm afraid of what might happen. But maybe I'm looking at it all wrong. Maybe I should be asking myself if I'm really afraid of leaving what makes me comfortable.

Why is it that there was always a unit on history, math, science and god knows what other useless, totally forgettable information you taught those seventh graders year after year, but never any unit on death? No exercises, no workbooks, no final exams on the only subject that matters?

I love math because there's always a right answer. It's not interpretive; it's not subjective. There is a correct destination, even if you have to hack through confusing parts to get there. That's not always true in life.

There is nothing innate, immutable or inevitable about boys or girls doing particularly well or badly in different subjects. Girls in Shanghai outperform western boys in math, the same boys that outshine the girls in the US. The variable factor is the educational system, the society and the parents.

The interaction between math and physics is a two-way process, with each of the two subjects drawing from and inspiring the other. At different times, one of them may take the lead in developing a particular idea, only to yield to the other subject as focus shifts. But altogether, the two interact in a virtuous circle of mutual influence.

But life is meant to be messy, Scarlett. You need to live a little.” “You can’t live a little or a lot, Caroline. You simply live.

the meaning of a logically consistent mathematical statement is not subject to interpretation.

Any other mislabeled underachievers around here? Speak up now or suffer the consquences," he said. Emily blinked. "other mislabeled underachievers?" That's correct," Maxwell said. "I, for one, have definitely been mislabeled. I am not an underachiever. I simply refuse to waste my time on subjects which will be of no use to me in my future, such as math and science.

When you fear you will confirm a negative stereotype, it can become a self-fulfilling prophecy not because the stereotype is true, but because you can't stop worrying that you could become an example proving it. This self-fulfilling prophecy, being only a matter of perception, can be easily sublimated. Another study by Steele measured the math abilities of men versus women. When the questions were easy, the women and men performed the same. When they were difficult, the women's scores plummeted lower than did those of their male peers. When they ran the tests again with new participants, but this time before handing out the problems told the subjects that men and women tended to perform equally on the exam, the scores leveled out. The women performed just as well as did the men. The power of the stereotype--women are bad at math--was nullified.

Why did math matter so much? Some reasons were practical: More and more jobs required familiarity with probability, statistics, and geometry. The other reason was that math was not just math. Math is a language of logic. It is a disciplined, organized way of thinking. There is a right answer; there are rules that must be followed. More than any other subject, math is rigor distilled. Mastering the language of logic helps to embed higher-order habits in kids’ minds: the ability to reason, for example, to detect patterns and to make informed guesses. Those kinds of skills had rising value in a

My basic philosophy of teaching was straightforward and deeply personal. I wanted to teach the way I wished that I myself had been taught. Which is to say, I hoped to convey the sheer joy of learning, the thrill of understanding things about the universe. I wanted to pass along to students not only the logic but the beauty of math and science. Furthermore, I wanted to do this in a way that would be equally helpful to kids studying a subject for the first time and for adults who wanted to refresh their knowledge; for students grappling with homework and for older people hoping to keep their minds active and supple.

For all the time schools devote to the teaching of mathematics, very little (if any) is spent trying to convey just what the subject is about. Instead, the focus is on learning and applying various procedures to solve math problems. That's a bit like explaining soccer by saying it is executing a series of maneuvers to get the ball into the goal. Both accurately describe various key features, but they miss the \what?" and the \why?" of the big picture.

Primary causes are unknown to us; but are subject to simple and constant laws, which may be discovered by observation, the study of them being the object of natural philosophy. Heat, like gravity, penetrates every substance of the universe, its rays occupy all parts of space. The object of our work is to set forth the mathematical laws which this element obeys. The theory of heat will hereafter form one of the most important branches of general physics.

There is no such thing as real taste or real smell or even real sight, because there is no true definition of ‘real.’ There is only information, viewed subjectively, which is allowed by consciousness—human or AI. In the end, all we have is math.

I stand outside the doorway of my Western civilization class caught in a dilemma. Either go in and have thirty pairs of eyes stare at me, or leave—which means missing my test. The decision is already made. I only need to open the door and walk in.

I always considered fear to be a motivator or a reason not to do something, but I never considered it a reason to continue an ongoing behavior. This opens a vault full of questions about my own life. I’ve always assumed I’m afraid to engage in activities because I’m afraid of what might happen. But maybe I’m looking at it all wrong. Maybe I should be asking myself if I’m really afraid of leaving what makes me comfortable.

Einstein, twenty-six years old, only three years away from crude privation, still a patent examiner, published in the Annalen der Physik in 1905 five papers on entirely different subjects. Three of them were among the greatest in the history of physics. One, very simple, gave the quantum explanation of the photoelectric effect—it was this work for which, sixteen years later, he was awarded the Nobel prize. Another dealt with the phenomenon of Brownian motion, the apparently erratic movement of tiny particles suspended in a liquid: Einstein showed that these movements satisfied a clear statistical law. This was like a conjuring trick, easy when explained: before it, decent scientists could still doubt the concrete existence of atoms and molecules: this paper was as near to a direct proof of their concreteness as a theoretician could give. The third paper was the special theory of relativity, which quietly amalgamated space, time, and matter into one fundamental unity. This last paper contains no references and quotes to authority. All of them are written in a style unlike any other theoretical physicist's. They contain very little mathematics. There is a good deal of verbal commentary. The conclusions, the bizarre conclusions, emerge as though with the greatest of ease: the reasoning is unbreakable. It looks as though he had reached the conclusions by pure thought, unaided, without listening to the opinions of others. To a surprisingly large extent, that is precisely what he had done.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another. That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns. Once we have created a chunk as a neural pattern, we can more easily pass that chunked pattern to others, as Cajal and other great artists, poets, scientists, and writers have done for millennia, Once other people grasp that chunk, not only can they use it, but also they can more easily create similar chunks that apply to other areas in their lives—an important part of the creative process.

I do not think the division of the subject into two parts - into applied mathematics and experimental physics a good one, for natural philosophy without experiment is merely mathematical exercise, while experiment without mathematics will neither sufficiently discipline the mind or sufficiently extend our knowledge in a subject like physics.

Girls with Sharp Sticks” Men are full of rage Unable to control themselves. That’s what women were told How they were raised What they believed. So women learned to make do Achieving more as men did less And for that, men despised them Despised their accomplishments. Over time The men wanted to dissolve women’s rights All so they could feel needed. But when they couldn’t control women The men found a group they didn’t disdain— At least not yet. Their daughters, pretty little girls A picture of femininity for them to mold To train To control To make precious and obedient. She would make a good wife someday, he thought Not like the useless one he had already. The little girls attended school Where the rules had changed. The girls were taught untruths, Ignorance the only subject. When math was pushed aside for myth The little girls adapted. They gathered sticks to count them learning their own math. And then they sharpened their sticks. It was these same little girls Who came home one day And pushed their daddies down the stairs. They bashed in their heads with hammers while they slept. They set the houses on fire with their daddies inside. And then those little girls with sharp sticks Flooded the schools. They rid the buildings of false ideas. The little girls took everything over Including teaching their male peers how to be “Good Little Boys.” And so it was for a generation The little girls became the predators.

Marianne, how’s your statistics?” “Math is my worst subject.” “But you can program?” “Of course. I’m not illiterate.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another.15 That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns.

[In high school] my interests outside my academic work were debating, tennis, and to a lesser extent, acting. I became intensely interested in astronomy and devoured the popular works of astronomers such as Sir Arthur Eddington and Sir James Jeans, from which I learnt that a knowledge of mathematics and physics was essential to the pursuit of astronomy. This increased my fondness for those subjects.

Einstein, however, had a better intuition for physics than for math, and he did not yet appreciate how integrally the two subjects would be related in the pursuit of new theories. During his four years at the Polytechnic,

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

Csikszentmihalyi, who between 1990 and 1995 studied the lives of ninety-one exceptionally creative people in the arts, sciences, business, and government, many of his subjects were on the social margins during adolescence, partly because “intense curiosity or focused interest seems odd to their peers.” Teens who are too gregarious to spend time alone often fail to cultivate their talents “because practicing music or studying math requires a solitude they dread.

There is no such thing as real taste or real smell or even real sight, because there is no true definition of 'real'. There is only information, viewed subjectively, which is allowed by consciousness - human or AI. In the end, all we have is math.

This is apparently a little promotional ¶ where we’re supposed to explain “how and why we came to” the subject of our GD series book (the stuff in quotations is the editor’s words). The overall idea is to humanize the series and make the books and their subjects seem warmer and more accessible. So that people will be more apt to buy the books. I’m pretty sure this is how it works. The obvious objection to such promotional ¶s is that, if the books are any good at all, then the writers’ interest and investment in their subjects will be so resoundingly obvious in the texts themselves that these little pseudo-intimate Why I Cared Enough About Transfinite Math and Where It Came From to Spend a Year Writing a Book About It blurblets are unnecessary; whereas, if the books aren’t any good, it’s hard to see how my telling somebody that as a child I used to cook up what amounted to simplistic versions of Zeno’s Dichotomy and ruminate on them until I literally made myself sick, or that I once almost flunked a basic calc course and have seethed with dislike for conventional higher-math education ever since, or that the ontology and grammar of abstractions have always struck me as one of the most breathtaking problems in human consciousness—how any such stuff will help. The logic of this objection seems airtight to me. In fact, the only way the objection doesn’t apply is if these ¶s are really nothing more than disguised ad copy, in which case I don’t see why anyone reading them should even necessarily believe that the books’ authors actually wrote them—I mean, maybe somebody in the ad-copy department wrote them and all we did was sort of sign off on them. There’d be a kind of twisted integrity about that, though—at least no one would be pretending to pretend.

It turns out that even believing you are smart—one of the fixed mindset messages—is damaging, as students with this fixed mindset are less willing to try more challenging work or subjects because they are afraid of slipping up and no longer being seen as smart.

NAEP data show beyond question that test scores in reading and math have improved for almost every group of students over the past two decades; slowly and steadily in the case of reading, dramatically in the case of mathematics. Students know more and can do more in these two basic skills subjects now than they could twenty or forty years ago... So the next time you hear someone say that the system is "broken," that American students aren't as well educated as they used to be, that our schools are failing, tell that person the facts.

Researchers at the Heidelberg University Hospital conducted a study in which they subjected a young doctor to a job interview, which they made even more stressful by forcing him to solve complex math problems for thirty minutes. Afterward, they took a blood sample. What they discovered was that his antibodies had reacted to stress the same way they react to pathogens, activating the proteins that trigger an immune response. The problem is that this response not only neutralizes harmful agents, it also damages healthy cells, leading them to age prematurely.

Math. It’s your favorite subject. Which surprises you. Last year your teacher tried to convince you that you had a real “aptitude” for math, but all you got in the end was a B minus. The truth is you weren’t even trying. But then you got low Cs and Ds in all your other classes and you weren’t trying there, either, so maybe you are good at math after all. You like it because either you’re right or you’re wrong. Not like social studies and definitely not like English, where you always have to explain your answers and support your opinions. With math it’s right or it’s wrong and you’re done with it. But even that’s changing, my teacher said now you have to explain how you solved the problem and support your answer, saying that having the right answer isn’t as important as explaining how you got it and bam, just like that, you hate math.

But the “jobs of the future” do not need scientists who have memorized the periodic table. In fact, business leaders say they are looking for creative, independent problem solvers in every field, not just math and science. Yet in most schools, STEM subjects are taught as a series of memorized procedures and vocabulary words, when they are taught at all. In 2009, only 3% of high school graduates had any credits in an engineering course. (National Science Board, 2012) Technology is increasingly being relegated to using computers for Internet research and test taking.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

Math is a form of faith, a faith of its own dynamic and complex language system, and to speak it is to agree to its principles: Input begets output. One becomes the other. One variable is subject to the mechanics of the others. You give what you get. You get what you are prepared to receive

Some girls who excelled at academics all through elementary school will purposefully start doing poorly around the age of twelve—especially with math, science, engineering, and technology since those have traditionally been considered male-dominated subjects—not wanting to be perceived as smart.

Competition does not drive me. I do things better for pleasure and without trying. I mistakenly studied difficult subjects that were no use to me when I might have studied the arts for pleasure, which would have smoothed my path. I wasted time trying to be good at math. I taught myself the things that mattered to me most: to write and to take pictures.

math performance in Asian American women, built around the stereotypes of Asians being good at math, and women not. Half the subjects were primed to think of themselves as Asian before a math test; their scores improved. Half were primed about gender; scores declined. Moreover, levels of activity in cortical regions involved in math skills changed in parallel.

To change the subject, he tells them about Dr. Kashen’s funeral, where Dr. Li gave a eulogy. “People who don’t love math always accuse mathematicians of trying to make math complicated,” Dr. Li had said. “But anyone who does love math knows it’s really the opposite: math rewards simplicity, and mathematicians value it above all else. So it’s no surprise that Walter’s favorite axiom was also the most simple in the realm of mathematics: the axiom of the empty set. “The axiom of the empty set is the axiom of zero. It states that there must be a concept of nothingness, that there must be the concept of zero: zero value, zero items. Math assumes there’s a concept of nothingness, but is it proven? No. But it must exist. “And if we are being philosophical—which we today are—we can say that life itself is the axiom of the empty set. It begins in zero and ends in zero. We know that both states exist, but we will not be conscious of either experience: they are states that are necessary parts of life, even as they cannot be experienced as life. We assume the concept of nothingness, but we cannot prove it. But it must exist. So I prefer to think that Walter has not died but has instead proven for himself the axiom of the empty set, that he has proven the concept of zero. I know nothing else would have made him happier. An elegant mind wants elegant endings, and Walter had the most elegant mind. So I wish him goodbye; I wish him the answer to the axiom he so loved.” They

NAEP is central to any discussion of whether American students and the public schools they attend are doing well or badly. It has measured reading and math and other subjects over time. It is administered to samples of students; no one knows who will take it, no one can prepare to take it, no one takes the whole test. There are no stakes attached to NAEP; no student ever gets a test score.

Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.

You never know what will spark a student's interest and feed the flame of learning. For me, all subjects are connected: writing, reading, science, art, music, math, social studies. By presenting myself as a writer with wide ranging passions - for astronomy, volcanology, art, music, history, and community service - I hope to inspire not only budding writers but also budding scientists, artists, activists...

From the age of 13, I was attracted to physics and mathematics. My interest in these subjects derived mostly from popular science books that I read avidly. Early on I was fascinated by theoretical physics and determined to become a theoretical physicist. I had no real idea what that meant, but it seemed incredibly exciting to spend one's life attempting to find the secrets of the universe by using one's mind.

Like many young people, the lesson Tom had learned from his failure was that he wasn't good at math, and that he should stay away from it whenever possible. He didn't know, back in high school, how central math was to philosophy and music, two subjects he loved. He didn't know math could be cosmically beautiful, and it was something he could master with hard work, time, and persistence, just the way he'd mastered Chekhov.

Euclid's Elements has been for nearly twenty-two centuries the encouragement and guide of that scientific thought which is one thing with the progress of man from a worse to a better state. The encouragement; for it contained a body of knowledge that was really known and could be relied on, and that moreover was growing in extent and application. For even at the time this book was written—shortly after the foundation of the Alexandrian Museum—Mathematics was no longer the merely ideal science of the Platonic school, but had started on her career of conquest over the whole world of Phenomena. The guide; for the aim of every scientific student of every subject was to bring his knowledge of that subject into a form as perfect as that which geometry had attained. Far up on the great mountain of Truth, which all the sciences hope to scale, the foremost of that sacred sisterhood was seen, beckoning for the rest to follow her.

They had exhorted her to work hard, it need only be for a short time after all, at 'dull school subjects', such as English, French, History and Maths. Moy, who hated these with the possible exception of English, had decided some time ago that she would not work at these horrid subjects, would not take any of the beastly exams, and would leave school as soon as possible. She occasionally tried to communicate this decision to her family, but they simply refused to listen.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another. That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns. Once we have created a chunk as a neural pattern, we can more easily pass that chunked pattern to others, as Cajal and other great artists, poets, scientists, and writers have done for millennia, Once other people grasp that chunk, not only can they use it, but also they can more easily create similar chunks that apply to other areas in their lives—an important part of the creative process.

On the SB5 Stanford-Binet intelligence test Isaiah’s reasoning scores were near genius levels. His abilities came naturally but were honed in his math classes. He was formally introduced to inductive reasoning in geometry, a tenth-grade subject he took in the eighth. His teacher, Mrs. Washington, was a severe woman who looked to be all gristle underneath her brightly colored pantsuits. Lavender, Kelly green, peach. She talked to the class like somebody had tricked her into it. “All

That’s the way of pure math; you need a PhD in the subject to even have a hope of crawling into the specific rabbit hole that a mathematician inhabits. And an individual project—a lifetime of work—may very well appear to non-mathematicians to be pointless, a piece of exquisite but inapplicable math work. It could turn out to be extremely valuable but not until years after your death, in a field you couldn’t have dreamed into existence. Pure math is the stuff of dreams, strands of gossamer built to be thrown to smarter men in the future.

It baffled me that so many students disliked math and struggled with it. I figured they had either a parent who didn’t like math and told them it was hard or a teacher who didn’t have the passion or the patience to make math relevant to their lives. At home I never let my girls tell me math or any other subject was difficult. From the time they were very young, I always tried to incorporate learning, whether it was math, spelling, or creative activities, such as sewing and working puzzles, into their lives. I tried to show them how what they were learning in school connected to our lives outside school. Of course, I had them counting everything—the stars in the sky, the steps from the bottom to the top of the Carson mansion, or the people in church on any given Sunday. On road trips I’d have them add the numbers on the license plates of cars traveling in front of us. Or I’d have them cover their eyes and spell the state. If they were helping in the kitchen, I might write out a recipe, give it to them, and ask them to figure out how much of each ingredient we would need if I wanted to make half of that batch of cookies or biscuits.

Einstein was no great mathematician. He struggled with maths. He says this himself. In 1943 he replied in the following way to a nine-year-old child with the name of Barbara who wrote to him about her difficulties with the subject: ‘Don’t worry about experiencing difficulties with maths, I can assure you that my own problems are even more serious!’2 It seems like a joke, but Einstein was not kidding. With mathematics, he needed help: he had it explained to him by patient fellow students and friends, such as Marcel Grossman. It was his intuition as a physicist that was prodigious.

THE TRUTH ABOUT PUBLIC SCHOOL EDUCATION • American fifteen-year-olds rank thirty-fifth out of fifty-seven developed countries in math and literacy. • 30 percent of public school students don’t graduate from high school. • Every day, 7,000 kids drop out of high school. • Of the 50 million children currently in public school, 15 million of them will drop out. • 25 percent of all public school math teachers did not major in mathematics or a math-related subject at a college or university. • Less than two-thirds of high school graduates are accepted to college every year. • One half...

If you didn’t find some way of stopping it, people would go on asking questions. The teachers were useful there. Bands of them wandered through the mountains, along with the tinkers, portable blacksmiths, miracle medicine men, cloth peddlers, fortune-tellers, and all the other travelers who sold things the people didn’t need every day but occasionally found useful. They went from village to village delivering short lessons on many subjects. They kept apart from the other travelers and were quite mysterious in their ragged robes and strange square hats. They used long words, like corrugated iron. They lived rough lives, surviving on what food they could earn from giving lessons to anyone who would listen. When no one would listen, they lived on baked hedgehog. They went to sleep under the stars, which the math teachers would count, the astronomy teachers would measure, and the literature teachers would name. The geography teachers got lost in the woodsand fell into bear traps. People were usually quite pleased to see them. They taught children enough to shut them up, which was the main thing, after all. But they always had to be driven out of the villages by nightfall in case they stole chickens.

When an official report in the UK was commissioned to examine the mathematics needed in the workplace, the investigator found that estimation was the most useful mathematical activity. Yet when children who have experienced traditional math classes are asked to estimate, they are often completely flummoxed and try to work out exact answers, then round them off to look like an estimate. This is because they have not developed a good feel for numbers, which would allow them to estimate instead of calculate, and also because they have learned, wrongly, that mathematics is all about precision, not about making estimates or guesses. Yet both are at the heart of mathematical problem solving.

I'm not a geius guy, even and Albert Einstein isn't and Tesla, nobody is genius. From where you will know what's the IQ for Albert or Tesla in their time there wasn't such test and how such test can show how clever are you in case that the most questions are math, physics and mainly this how this two subjects will show that you are clever or dumb?? I strongly doubt about this if I know the answer sof the test and I fill it right so I must be the world clever man? No, I don't think so - That's bullshit! That I have written 8 books and now I'm working on some other books this doesn't make me clever, the most stuff are just search from the internet and put, the other is thoughts from me. Like thinking on some questions and that's all!

Watching violent, arousing shows may actually contribute to suppressing your immune system. As you identify with the anger you see on the screen or read about, stress chemicals called catecholamine and cortisone are released that can adversely affect your immune system. The effect of exposure to both anger and love on the immune system was shown in research by Harvard scientist David Mclelland, and later reproduced by the Heart Math Institute in California (Bhat 1995). Watching an anger-provoking movie suppressed the immune system (as measured by chemicals in the saliva) for five to six hours in study subjects. However, watching a movie about the compassionate work of Mother Teresa caused elevation of the immune level in the participants.

Circuitry for self-confidence depends on a child’s ability to locate identity over observable behavior; this comes from growing up in a family that focuses more on what’s “inside” a child (enduring qualities, feelings, ideas) than what is “outside” (accomplishments, outcomes, labels). In regard to your child’s sports team, for example, inside stuff might be her effort in practice, her attitude when winning and losing, and her willingness to try new things; outside stuff might be her number of goals or home runs, or labels like “most valuable player.” When it comes to academics, inside stuff might be willingness to try a bonus math problem, spending time on studying, and showing enthusiasm about a subject; outside stuff might be a grade, a test score, or a label like “smartest kid in class.

When the subjects arrived at the psychology lab, they were sent into individual dressing rooms with full-length mirrors. Half of the dressing rooms contained bathing suits (one-piece for the women, trunks for the men) and half contained sweaters, all of which were available in a wide range of sizes. Once the subjects put on the assigned clothing, they were told to hang out in the dressing room for fifteen minutes before they filled out a questionnaire about whether or not they would want to purchase the item. While they waited, they were asked, in order to help the researchers use the time efficiently, to complete a math test “for an experimenter in the Department of Education.” As you’ve already guessed, the psychologists weren’t helping their colleagues in the Department of Education. They were measuring whether taking a math test while wearing a bathing suit would affect the women’s scores.

Even as our world is being daily transformed by breathtaking innovations in science and technology, many people continue to imagine that math and science are mostly a matter of memorizing formulas to get “the right answer.” Even engineering, which is in fact the process of creating something from scratch or putting things together in novel and non-self-evident ways, is perplexingly viewed as a mechanical or rote subject. This viewpoint, frankly, could only be held by people who never truly learned math or science, who are stubbornly installed on one side of the so-called Two Culture divide. The truth is that anything significant that happens in math, science, or engineering is the result of heightened intuition and creativity. This is art by another name, and it’s something that tests are not very good at identifying or measuring. The skills and knowledge that tests can measure are merely warm-up exercises.

No one would choose this sort of painful adolescence, but the fact is that the solitude of Woz’s teens, and the single-minded focus on what would turn out to be a lifelong passion, is typical for highly creative people. According to the psychologist Mihaly Csikszentmihalyi, who between 1990 and 1995 studied the lives of ninety-one exceptionally creative people in the arts, sciences, business, and government, many of his subjects were on the social margins during adolescence, partly because “intense curiosity or focused interest seems odd to their peers.” Teens who are too gregarious to spend time alone often fail to cultivate their talents “because practicing music or studying math requires a solitude they dread.” Madeleine L’Engle, the author of the classic young adult novel A Wrinkle in Time and more than sixty other books, says that she would never have developed into such a bold thinker had she not spent so much of her childhood alone with books and ideas. As a young boy, Charles Darwin made friends easily but preferred to spend his time taking long, solitary nature walks. (As an adult he was no different. “My dear Mr. Babbage,” he wrote to the famous mathematician who had invited him to a dinner party, “I am very much obliged to you for sending me cards for your parties, but I am afraid of accepting them, for I should meet some people there, to whom I have sworn by all the saints in Heaven, I never go out.”)

Cellular biologist Glen Rein, Ph.D., conceived of a series of experiments to test healers’ ability to affect biological systems. [...] In Dr. Rein’s experiment, he first studied a group of ten individuals who were well practiced in using techniques that Heart-Math teaches to build heart-focused coherence. They applied the techniques to produce strong, elevated feelings such as love and appreciation, then for two minutes, they held vials containing DNA samples suspended in deionized water. When those samples were analyzed, no statistically significant changes had occurred. A second group of trained participants did the same thing, but instead of just creating positive emotions (a feeling) of love and appreciation, they simultaneously held an intention (a thought) to either wind or unwind the strands of DNA. This group produced statistically significant changes in the conformation (shape) of the DNA samples. In some cases the DNA was wound or unwound as much as 25 percent! A third group of trained subjects held a clear intent to change the DNA, but they were instructed not to enter into a positive emotional state. In other words, they were only using thought (intention) to affect matter. The result? No changes to the DNA samples. [...] Only when subjects held both heightened emotions and clear objectives in alignment were they able to produce the intended effect. An intentional thought needs an energizer, a catalyst—and that energy is an elevated emotion.

Knock, knock. Who's there? A: Lettuce Q: Lettuce who? A: Lettuce in, it's freezing out here.. . 2. Q: What do elves learn in school? A: The elf-abet . 3. Q: Why was 6 afraid of 7? A: Because: 7 8 9 . . 4. Q. how do you make seven an even number? A. Take out the s! . 5. Q: Which dog can jump higher than a building? A: Anydog – Buildings can’t jump! . 6. Q: Why do bananas have to put on sunscreen before they go to the beach? A: Because they might peel! . 7. Q. How do you make a tissue dance? A. You put a little boogie in it. . 8. Q: Which flower talks the most? A: Tulips, of course, 'cause they have two lips! . 9. Q: Where do pencils go for vacation? A: Pencil-vania . 10. Q: What did the mushroom say to the fungus? A: You're a fun guy [fungi]. . 11. Q: Why did the girl smear peanut butter on the road? A: To go with the traffic jam! . 11. Q: What do you call cheese that’s not yours? A: Nacho cheese! . 12. Q: Why are ghosts bad liars? A: Because you can see right through them. . 13. Q: Why did the boy bring a ladder to school? A: He wanted to go to high school. . 14. Q: How do you catch a unique animal? A: You neak up on it. Q: How do you catch a tame one? A: Tame way. . 15. Q: Why is the math book always mad? A: Because it has so many problems. . 16. Q. What animal would you not want to pay cards with? A. Cheetah . 17. Q: What was the broom late for school? A: Because it over swept. . 18. Q: What music do balloons hate? A: Pop music. . 19. Q: Why did the baseball player take his bat to the library? A: Because his teacher told him to hit the books. . 20. Q: What did the judge say when the skunk walked in the court room? A: Odor in the court! . 21. Q: Why are fish so smart? A: Because they live in schools. . 22. Q: What happened when the lion ate the comedian? A: He felt funny! . 23. Q: What animal has more lives than a cat? A: Frogs, they croak every night! . 24. Q: What do you get when you cross a snake and a pie? A: A pie-thon! . 25. Q: Why is a fish easy to weigh? A: Because it has its own scales! . 26. Q: Why aren’t elephants allowed on beaches? A:They can’t keep their trunks up! . 27. Q: How did the barber win the race? A: He knew a shortcut! . 28. Q: Why was the man running around his bed? A: He wanted to catch up on his sleep. . 29. Q: Why is 6 afraid of 7? A: Because 7 8 9! . 30. Q: What is a butterfly's favorite subject at school? A: Mothematics. Jokes by Categories 20 Mixed Animal Jokes Animal jokes are some of the funniest jokes around. Here are a few jokes about different animals. Specific groups will have a fun fact that be shared before going into the jokes. 1. Q: What do you call a sleeping bull? A: A bull-dozer. . 2. Q: What to polar bears eat for lunch? A: Ice berg-ers! . 3. Q: What do you get from a pampered cow? A: Spoiled milk.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

History was something to read about in books, curled up on the yellow chair in Grandfather's study. It was like math, or grammar. Just another subject to memorize for school. ...And now, away from home and in the company of new friends who shared their stories first hand, everything felt suddenly real.

Taste is subjective, but some subjective opinions are casually expressed the same way we articulate principles of math or science

It’s relaxing to think that knowledge has no sell-by date: that once you have learned something, it stays fresh forever and you never have to learn it again. In the sciences like math and physics, and in the arts, that is often true. In those subjects, what we all learned at school (2 + 2 = 4) is probably still good. But in the social sciences, even the most basic knowledge goes off very quickly. As with milk or vegetables, you have to keep getting it fresh. Because everything changes.

The real guide to reality It’s not that pigeons are stupid. Well, they are, but that’s not the point. This gulf between how we see the world and how a pigeon sees the same world reveals something fundamental about our relationship with reality, and how we understand our place in the cosmos. Our eyes powerfully illustrate the fact that our experience is a heavily edited version of reality. Evolution has found a way for us to harvest, process and interpret elementary packets of light in the dark cavities of our skulls. Our minds navigate the many constraints of anatomy to make it work—frame rates, blind spots, faulty cones, colorless peripheral vision. We don’t even notice the limits of our eyes as we construct our subjective world view in our heads. Like all creatures on Earth, our bodies are carefully tuned to ensure our continued survival. But it would be a pointless waste of ego to think that they make us capable of experiencing reality as it really is. We are each locked into our own umwelt, profoundly limited by our senses, constrained by our biology, shackled by the inescapable bounds of our evolutionary history. We’re hopelessly tethered to what we can uncover while stuck on (or perhaps near) this planet, a speck of dust in the vastness of the cosmos. We see only the merest sliver of reality. We’re peering at the universe through a keyhole.

We are not individually much cleverer than the average animal, a heron or a mole, but the knack of our species lies in our capacity to transmit our accumulated knowledge down the generations. The slowest among us can, in a few hours, pick up ideas that it took a few rare geniuses a lifetime to acquire. Yet what is distinctive is just how selective we are about the topics we deem it possible to educate ourselves in. Our energies are overwhelmingly directed towards material, scientific and technical subjects – and away from psychological and emotional ones. Much anxiety surrounds the question of how good the next generation will be at maths; very little around their abilities at marriage or kindness. We devote inordinate hours to learning about tectonic plates and cloud formations, and relatively few fathoming shame and rage. The assumption is that emotional insight might be either unnecessary or in essence unteachable, lying beyond reason or method, an unreproducible phenomenon best abandoned to individual instinct and intuition. We are left to find our own path around our unfeasibly complicated minds – a move as striking (and as wise) as suggesting that each generation should rediscover the laws of physics by themselves.

That I-me-mine self is constructed largely in and by the brain’s medial prefrontal cortex. It’s assisted by the medial temporal lobe, the parietal lobe, and the PCC of which we’ll hear more in Chapter 3. This brain network allows us to do things that other animals cannot. We can compose music and calculate math. We have a sense of time that includes past and future, allowing us to delay gratification to meet our goals. We are able to contemplate the very nature of consciousness, using the brain to think about our thoughts. Yet consciousness is always turned on. Whether we’re focusing on a task using the TPN or listening to the rambling of the demon, the engine is running at 2,000 RPM. There’s no easy way of shutting off our thoughts, of getting outside the self. In his book The Curse of Self, psychologist Mark Leary of Duke University shows the many downsides of this perpetual self-awareness. He shows that it leads to many forms of suffering, including “depression, anxiety, anger, jealousy, and other negative emotions.” He concludes that self-awareness is “single-handedly responsible for many, if not most of the problems that human beings face as individuals and as a species.” We can summarize this state in a single word: “selfing.” Meditation quiets self-awareness and gives us relief from selfing. In experienced meditators, the “self” parts of the prefrontal cortex go offline. The jargon for this is “hypofrontality.” Hypo is the opposite of hyper, and hypofrontality means the shutting down of the brain’s frontal lobes. The inner critic shuts up. The negative self-talk about “who I am” and “what I do” and “what other people think of me” ceases. We quit selfing. This gives us a sense of identity beyond the suffering self and all the roles it plays. Psychologist Robert Kegan is the former head of adult psychology at Harvard University. He calls the transcendence of selfing the “subject-object shift.” In altered states, we get out of the subjective selves we normally think we are. To be objective, you can’t be the object you’re contemplating. So when the brain enters a state of hypofrontality and we’re no longer enmeshed in the local self, we gain perspective on it. We realize we’re more than that. To realize it’s an object we’re observing, we have to step out of the suffering self. We see the demon from a distance as we step into an identity that is vastly greater than the one we previously inhabited. 2.8. When we make the subject-object shift we escape the limitations of the finite self. Kegan believes that making this jump is the most powerful way to facilitate personal transformation. He says that after it makes the subject-object shift, “the self is more about movement through different states of consciousness than about defending and identifying with any one form.

Subjects such as history have less of that problem solving relationship. Because history is driven by human nature, one cannot merely hypothesize what happened; one must, unfortunately, resort to memorization. To analyze history, one must memorize a fact, but STEM enables students to analyze the logic behind a STEM occurrence or phenomenon throughout. STEM is a subject of problem solving. STEM is problem solving.

A parabola opens at a certain direction, allowing for infinitely many points to reside inside the area from which it opens. As a student, I do not like to specialize in a single discipline; specialization seems unfulfilling in my own mind. Hence, the graph of a straight line is not an appropriate analogy to the depths of my curiosity. A line only goes in one direction, and unlike a parabola, a line cannot encase that infinite amount of white space on a coordinate plane—it can only pass through it. Rather than being like a rigid line, I try to be more open to a wider variety of academic subjects. I do admit—a parabola still opens in a certain direction, and of course, my interests are still skewed toward particular subjects. However, the open curve of the parabola can still encompass infinitely many points as the graph extends, the same way my curiosity can still expand to multiple different subjects. This is why I see myself more in the curvaceous parabola than the rigid line.

We didn't want our children to waste their time in the same empty rituals of education that we did: passing tests only to forget the subject matter when the grades were given; spending years with passing grades in foreign-language instruction yet being unable to have even a rudimentary conversation in the language outside of the classroom; struggling to learn advanced math skills that were seldom used outside of class; doing lab experiments that were more rote exercises than scientific inquiries. Time and youth cannot be regained, so perhaps, ultimately, the real crisis in education may be one of disillusionment among graduates rather than poor performance among current students.

That’s why they don’t teach you the humanities. As long as your education is restricted to analytical subjects, your minds are not a threat to them.” “I have a starflail,” Alex objected. “Unlimited power.” “But the Rulers have programmed you. Now calm down,” she added, seeing how angry this statement made him. “Not by putting something into your brain, but by keeping something out. They’ve held back critical information, knowledge they themselves possess. Until that deficiency is corrected they continue to control how you think.” “I have freedom of action,” Alex persisted. “But you don’t know how to use it. Students on free worlds have a choice. A boy studies math and science if he wants to become an engineer or a researcher. He studies the humanities if he wants to become a leader. As it should be. One prerequisite for leadership is that a man understand himself, something math and science can’t help with. That’s why a future leader studies history and stories and art: these subjects help him understand humanity in general and himself in particular. You have to decide what you want to do here, Alex. If making robots is all you’re interested in, science will get you through. If you want to lead a revolution, you’re going to need a real education.

I've got two smart boys," she'd say. "Two mighty smart boys." .... "First thing you're going to do is memorize your times tables." .... I learned the times table. I just kept repeating them until they fixed themselves in my brain... Within days of learning my times table, math became so much easier that my test scores soared.... "I've decided you boys are watching too much television," she said one evening, snapping off the set in the middle of a program... "From now on, you boys can watch no more than three programs a week." .... Mother had already decided how we would spend our free time when we weren't watching television. "You boys are going to go to the library and check out books. You're going to read at least two books every week. At the end of each week you'll give me a report on what you read." .... Slowly the realization came that I was getting better in all my school subjects. I began looking forward to. my trips to the library. The staff got to know Curtis and me, offering suggestions on what we might like to read.... By reading so much, my vocabulary improved along with my comprehension. Soon I became the best student in math when we did story problems. .... The final week of fifth grade we had a long spelling bee in which Mrs. Williamson made us go through every spelling word we were supposed to have learned that year. As everyone expected, Bobby Farmer won the spelling bee. But to my surprise, the last word he spelled correctly to win was agriculture. I can spell that word, I thought with excitement. I had learned it just the day before from my library book. As the winner sat down, a thrill swept through me--a yearning to achieve--more powerful than ever before. "I can spell agriculture," I said to myself. "and I'll bet I can learn to spell any other word in the world." .... I can learn about flax or any subject through reading. It is like Mother says--if you can read, you can learn just about anything.... As I continued to read, my spelling, vocabulary, and comprehension improved, and my classes became much more interesting.

The secret of existence is that, ontologically, mathematics is indistinguishable from light, and light is the basis of mind. Your mind is nothing other than a complete and consistent set of natural photons. Photons have no extension in space and time, meaning that they are outside space and time. They are in the frequency Singularity of immortal things rather than the spacetime world of mortal things. Light World is Soul World, and only math is relevant to this world. Science, the subject that deals with matter, has no application to Soul World. Photons have no mass, hence are not part of material existence. Photons have no extension, no dimensions, and do not experience space and time, all of which is exactly what we require of the immortal soul. When you switch on a light, light does not flood into spacetime. Rather, spacetime interacts with Soul World – spacetime flows through Soul World – producing the characteristic glow of light. Photons are the thoughts of the Cosmic Soul.

The eternal order is a mathematical order, not a religious order, yet mathematics defends what religious people traditionally believe in: an afterlife, a paradise, a coming together and reunion of souls (you re-encounter everyone you ever loved). The concept of the soul is bound up with eternal and temporal considerations, with mind and matter, with science and mathematics. You cannot understand reality unless you can understand what your soul is, yet the soul is the least understood and most mysterious thing there has ever been. Only mathematics reveals its secrets, yet mathematics is the most feared and hated subject on earth, and commonly not even regarded as real, just as the soul is often dismissed as unreal. What a world!

Calculus is the mathematics of change. It describes everything from the spread of epidemics to the zigs and zags of a well-thrown curveball. The subject is gargantuan—and so are its textbooks.

Though energy fields are invisible, they shape matter. Albert Einstein said that, “The field is the sole governing agency of the particle.” Many studies show that human beings are influenced by the energy fields of others. In a series of 148 1-minute trials involving 25 people, trained volunteers going into heart coherence were able to induce coherence in test subjects at a distance. They didn’t have to touch their targets to produce the effect. Their energy fields were sufficient. When you are in a heart coherent state, your heart radiates a coherent electromagnetic signal into the environment around you. This field is detectable by a magnetometer several meters away. When other people enter that coherent energy field, their heart coherence increases too, producing a group field effect. Not only are we affected by the fields of other people; we’re affected by the energies of the planet and solar system. A remarkable series of experiments, conducted by a research team led by Rollin McCraty, director of research at the HeartMath Institute, has linked individual human energy to solar cycles. McCraty and his colleagues track solar activity using large magnetometers placed at strategic locations on the earth’s surface. Solar flares affect the electromagnetic fields of the planet. The researchers compare the ebbs and flows of solar energy with the heart coherence readings of trained volunteers. They have found that when people are in heart coherence, their electromagnetic patterns track those of the solar system. 8.15. The heart coherence rhythms of a volunteer compared to solar activity over the course of a month. A later study of 16 participants over 5 months found a similar effect. McCraty writes: “A growing body of evidence suggests that an energetic field is formed among individuals in groups through which communication among all the group members occurs simultaneously. In other words, there is an actual ‘group field’ that connects all the members” together. The results of this research confirm a hypothesis McCraty and I discussed at a conference when I was writing Mind to Matter: Not only are these heart-coherent people in sync with large-scale global cycles, they’re also in sync with each other. McCraty continues, “We’re all like little cells in the bigger Earth brain—sharing information at a subtle, unseen level that exists between all living systems, not just humans, but animals, trees, and so on.” When we use selective attention to tune ourselves to positive coherent energy, we participate in the group energy field of other human beings doing the same. We may also resonate in phase with coherent planetary and universal fields. 8.16. The brain functions as receiver of information from the field. The Brain’s Ability to Detect Fields The idea of invisible energy fields has always been difficult for many scientists to swallow. Around 1900, when Dutch physician Willem Einthoven proposed that the human heart had an energy field, he was ridiculed. He built progressively more sensitive galvanometers to detect it, and he was eventually successful.

FIELD EFFECTS Emotional contagion is just one explanation for the growth of meditation. Another is field effects. Everything begins as energy, then works its way into matter. Though energy fields are invisible, they shape matter. Albert Einstein said that, “The field is the sole governing agency of the particle.” Many studies show that human beings are influenced by the energy fields of others. In a series of 148 1-minute trials involving 25 people, trained volunteers going into heart coherence were able to induce coherence in test subjects at a distance. They didn’t have to touch their targets to produce the effect. Their energy fields were sufficient. When you are in a heart coherent state, your heart radiates a coherent electromagnetic signal into the environment around you. This field is detectable by a magnetometer several meters away. When other people enter that coherent energy field, their heart coherence increases too, producing a group field effect. Not only are we affected by the fields of other people; we’re affected by the energies of the planet and solar system. A remarkable series of experiments, conducted by a research team led by Rollin McCraty, director of research at the HeartMath Institute, has linked individual human energy to solar cycles. McCraty and his colleagues track solar activity using large magnetometers placed at strategic locations on the earth’s surface. Solar flares affect the electromagnetic fields of the planet. The researchers compare the ebbs and flows of solar energy with the heart coherence readings of trained volunteers. They have found that when people are in heart coherence, their electromagnetic patterns track those of the solar system. 8.15. The heart coherence rhythms of a volunteer compared to solar activity over the course of a month. A later study of 16 participants over 5 months found a similar effect. McCraty writes: “A growing body of evidence suggests that an energetic field is formed among individuals in groups through which communication among all the group members occurs simultaneously. In other words, there is an actual ‘group field’ that connects all the members” together. The results of this research confirm a hypothesis McCraty and I discussed at a conference when I was writing Mind to Matter: Not only are these heart-coherent people in sync with large-scale global cycles, they’re also in sync with each other. McCraty continues, “We’re all like little cells in the bigger Earth brain—sharing information at a subtle, unseen level that exists between all living systems, not just humans, but animals, trees, and so on.” When we use selective attention to tune ourselves to positive coherent energy, we participate in the group energy field of other human beings doing the same. We may also resonate in phase with coherent planetary and universal fields. 8.16. The brain functions as receiver of information from the field. The Brain’s Ability to Detect Fields The idea of invisible energy fields has always been difficult for many scientists to swallow. Around 1900, when Dutch physician Willem Einthoven proposed that the human heart had an energy field, he was ridiculed. He built progressively more sensitive galvanometers to detect it, and he was eventually successful.

Our lessons went well beyond the standard subjects of spelling, math, and physics. We also had to learn about the miraculous revolutionary changes the divine Kim Il-sung had brought about. The most important thing was how faithful you were to the Great Leader. Teachers and every other adult I knew tried to brainwash us into becoming slavish members of their pseudo-religious cult. I played along. I learned quickly that in that sort of situation, if you want to survive, you have to stifle your critical faculties and just get on with things. I had to pick my battles carefully and not let myself get riled up by every little thing. But the trouble is that some people really do end up brainwashed. They come to believe all the bullshit. But, thankfully, there are also many who don’t. And one day, they’ll be the downfall of the house of cards that is North Korea.

...You can say what you want, but how many years have I known you?” “Not long enough to know that math is my worst subject, apparently.

Teaching is a surprisingly powerful method of learning. In a meta-analysis of 16 studies, students who were randomly assigned to tutor their peers ended up earning higher scores in the material they were teaching. Students who taught reading improved in reading; those who taught math got dramatically better at math. The more time they spent tutoring, the more they learned. As one group of researchers concluded, “Like the children they helped, the tutors gained a better understanding of and developed more positive attitudes toward the subject matter covered in the tutorial program.” [*]

Lucas would be home at any minute and would probably destroy something on the way. I went to my room and closed the door, then sat down on my bed and ate the cookies. The chocolate melted in my mouth, and I began to relax. At least if I was taking the following day off, I didn’t have to rush through all my homework. That idea quickly disappeared. I’d have to try double as hard on my homework to make sure each answer was correct. I didn’t want a repeat of the Math exam. Sighing, I opened my backpack, tossing my books beside me. I organized them by subject and started with my English assignment. Thoughts of Ali filtered through my head, but I was able to push them away for the time being. As the next day was Friday, I wouldn’t have to see her until the following week, and I wasn’t going to have annoying thoughts of her ruin my day off.

No one knows about negative ability labels like members of stereotyped groups. For example, African Americans know about being stereotyped as lower in intelligence. And women know about being stereotyped as bad at math and science. But I’m not sure even they know how creepy these stereotypes are. Research by Claude Steele and Joshua Aronson shows that even checking a box to indicate your race or sex can trigger the stereotype in your mind and lower your test score. Almost anything that reminds you that you’re black or female before taking a test in the subject you’re supposed to be bad at will lower your test score—a lot. In many of their studies, blacks are equal to whites in their performance, and females are equal to males, when no stereotype is evoked. But just put more males in the room with a female before a math test, and down goes the female’s score. This doesn’t happen to everybody, however. It mainly happens to people who are in a fixed mindset. It’s when people are thinking in terms of fixed traits that the stereotypes get to them. Negative stereotypes say: “You and your group are permanently inferior.” Only people in the fixed mindset resonate to this message.