> Nowadays carriages are split between 'normal' and 'quiet'... And the number of quiet carriages seems to have increased over time... It's like there are forces in society which try to prevent people with different experiences from sharing their experiences.
It's no great mystery. Social interaction is a skill that requires practice and effort to develop. Interacting with new people is risky and occasionally painful. Back in the day the punishment for not developing that skill and taking those risks was boredom, but nowadays you can just crawl into your cell phone to while away the hours.
The space program is not about science. It has never been about science. Science is just the excuse, the window-dressing. What it's really about is military power and sending money to the right congressional districts. Source: I worked at JPL from 1988 to 2004.
I want you to be wrong, but I think you're right. The cost discrepancy I pointed out is evidence of that. I've heard a lot of things that are consistent with what you're saying from one of my closest friends, who happened to work at JPL and Caltech from 1992 to 2011, much of that time on Mars rover related software.
I'm trying to keep this account anonymous so that I'll speak my mind more easily, and she's probably more private than I am, so I don't want to say her name.
Among other things, she worked on mission control software for tracking rover-carrying spacecraft en route to Mars and related ground data systems (I'm probably getting the wording wrong, but that's my outsider understanding of it). Later she worked on software used to analyze interferometer data for exoplanet research on the Caltech side (again, wording?). I'm not aware of her ever being near robotics work.
Part of her shift to Caltech was to try to get to an environment where there was more predictable focus on the science, but a lot of the grant money there was from the same or related budgets as JPL's money, with plenty of strings attached that weren't always pulling in directions she was excited about.
What is it like to feel ill? What is it like to eat vanilla ice cream? What is it like to fall in love? What is it like to solve a math problem for the first time? What is it like to wonder what something is like?
I had picked that name just wanting a polite, harmless phrase - and then I realized it could have a negative connotation of being a know-it-all (I'm probably in the bottom 5% of "knowing things" among HN users), exacerbated by the rise of complaints about "mansplaining". Oh well.
"mansplaining" is an attack by toxic femininity on the normative state of affairs that men like talking about facts and the physical world and how things work. It's just another instance of womanplaining (from "complaining") and name calling, really, and
"oh well" is probably a pretty good response.
Just thinking about it some more, maybe "womplaining" is pithier and has a better ring to it.
> One can rewrite their books in modern language and notation or guide others to learn it too but I never believed this was the significant part of a mathematician work
There's yer problem right there. Good pedagogy is hard and highly undervalued. IMHO Grant Sanderson (a.k.a. 3blue1brown) is making some of the most significant contributions to math in all of human history by making very complex topics accessible to ordinary mortals. In so doing he addresses one of the most significant problems facing humankind: the growing gap between the technologically savvy and everyone else. That gap is the underlying cause of some very serious problems.
Big fan of him - but I also want to throw out the most obvious name in this space: Sal Khan
Hard to imagine now, but back when he started out, there were really no (to very few!) accessible math tutoring vids on the video platforms. Most of the times you had some universities, like MIT, putting out long-form vids from lectures - but actually having easily digestible 5 min vids like those Khan put out, just wasn't a thing.
I like to watch 3blue1brown too but I think it's a bit of an exaggeration to say his topics are accessible to normal folks. From my perspective I think it's more realistic to say he makes videos that shows you the beauty in math without having to understand it really. Which is valuable since most people get turned off on math because tiresome drills and tests hammered into them at school by people with zero interest in it.
Quite true. Real math needs practice and calculation to build the intuition and motivation towards the abstraction we want to construct. The video is more of a complementary material to the boring lectures (my prof uses 3b1b videos sometimes).
Good pedagogy is a problem even for graduate-level mathematics students and professional mathematicians. The proofs in many graduate-level mathematics textbooks are, in my humble opinion, not really proofs at all. They are closer to high-level outlines of proofs. The authors simply do not show their work. The student then has to put in an extraordinary amount of effort to understand and justify each line. Sometimes a 10-line argument in a textbook might expand into a 10-page proof if the student really wants to convince themselves that the argument works.
I am not a mathematician, but out of personal interest, I have worked with professional mathematicians in the past to help refine notes that explain certain intermediate steps in textbooks (for example, Galois Theory, by Stewart, in a specific case). I was surprised to find that it was not just me who found the intermediate steps of certain proofs obscure. Even professional mathematicians who had studied the subject for much of their lives found them obscure. It took us two days of working together to untangle a complicated argument and present it in a way that satisfied three properties: (1) correctness, (2) completeness, and (3) accessibility to a reasonably motivated student.
And I don't mean that the books merely omit basic results from elementary topics like group theory or field theory, which students typically learn in their undergraduate courses. Even if we take all the elementary results from undergraduate courses for granted, the proofs presented in graduate-level textbooks are often nowhere near a complete explanation of why the arguments work. They are high-level outlines at best. I find this hugely problematic, especially because students often learn a topic under difficult deadlines. If the exposition does not include sufficient detail, some students might never learn exactly why the proof works, because not everyone has the time to work out a 10-page proof for every 10 lines in the book.
Many good universities provide accompanying notes that expand the difficult arguments by giving rigorous proofs and adding commentary to aid intuition. I think that is a great practice. I have studied several graduate-level textbooks in the last few years and while these textbooks are a boon to the world, because textbooks that expose the subject are better than no textbooks at all, I am also disappointed by how inaccessible such material often is. If I had unlimited time, I would write accompaniments to those textbooks that provide a detailed exposition of all the arguments. But of course, I don't have unlimited time. Even so, I am thinking of at least making a start by writing accompaniment notes for some topics whose exposition quality I feel strongly about, such as s-arc transitivity of graphs, field extensions and so on.
These days it's easy to just look for the details to any proof on mathlib. Of course a computer checked proof is not always super intuitive for a human, but most of the time it does work quite well.
Indeed, pedagogy is important to staving off the end of mathematics.
That sounds dramatic, but it’s really obvious if you think about it. Right now, a person has to study for about 20 years (on average) to make novel contributions in mathematics. They have to learn what’s come before, the techniques, the results, etc. If mathematics continues, eventually it could take 25 years, or 30 years, or even a whole lifetime. At some point, most people will not be able to understand the work that’s been done in any subfield (or the work required to understand a subfield) in a human’s life. I claim this is the logical end of mathematics, at least as a human endeavor.
Now, there will be some results which refine other work and simplify results, but being able to teach a rapidly growing body of literature efficiently will be important to stave off the end of mathematics.
There's a Scott Alexandar story that plays with this exact topic: Ars Longa, Vita Brevis [1]
To your point, I think you're right. I'm not in mathematica, but the value of good pedagogy on shrinking the time it takes to get people to the forefront of any field feels like it's heavily overlooked.
I think the reality is much more grim. I believe we are now firmly in the territory where it is incontestable. (My opinion was cemented after reading Overshoot: How the World Surrendered to Climate Breakdown by Andreas Malm, Wim Carton)
We will be spending much of our upcoming years trying to get people and capital to accept that fact, before we can even start thinking about what little we can even do. By which point, we may actually just be having to scramble to mitigate the immediate sequelae of the changed climate, rather than focus our efforts to fix the underlying cause.
Sad to say, with AI, crypto mining and now Trump/GOP, it is already too late.
Depending upon timing, if the AOC shuts down, Europe may not be a bad place to live. I am not sure how the AOC will impact NE US and Eastern Canada. But between the 40th parallels could be borderline uninhabitable for humans.
Way things look now, we seem to heading straight to +3C and maybe even +4C.
It's no great mystery. Social interaction is a skill that requires practice and effort to develop. Interacting with new people is risky and occasionally painful. Back in the day the punishment for not developing that skill and taking those risks was boredom, but nowadays you can just crawl into your cell phone to while away the hours.
reply