Context: Studying maths beyond GCSEs helps brain development, say scientists Mathematics is a truly wonderful mystery and I only wish that it had been taught as such when I was at school. The concepts are fascinating, mysterious and completely astonishing once a triangulation between the paradoxes of logic, physics and material reality is rendered intelligible. […]
It is an irony worth considering that institutionally reductive aspirations to slash-and-burn streamlining of educational curriculum align to ideological and economic worldviews which themselves are unacknowledged – if often misguided – products of a diversity and intellectual depth in human civilisation that they would unwittingly or boorishly inhibit. Short term benefits are all the rage […]
One thing humans do share with the machine intelligence we are so enthusiastically refining is a conspicuous (or at least institutionalised) absence of aptitude when it comes to smoothly and efficiently negotiating unexpected events and volatile environments. The benefits of integrated logistical automation are clear but when it comes to training the machine intelligence that […]
My problem is, and pretty much always has been, just how to introduce, articulate and successfully communicate new concepts of representation and comprehension when the paradigm and assumptive frameworks of conventional wisdom fight tooth and nail against novelty or deep (i.e. axiomatic) conceptual, methodological and theoretical innovation ?