9 ideas
| 15717 | Using Choice, you can cut up a small ball and make an enormous one from the pieces [Kaplan/Kaplan] |
| Full Idea: The problem with the Axiom of Choice is that it allows an initiate (by an ingenious train of reasoning) to cut a golf ball into a finite number of pieces and put them together again to make a globe as big as the sun. | |
| From: R Kaplan / E Kaplan (The Art of the Infinite [2003], 9) | |
| A reaction: I'm not sure how this works (and I think it was proposed by the young Tarski), but it sounds like a real problem to me, for all the modern assumptions that Choice is fine. |
| 15712 | 1 and 0, then add for naturals, subtract for negatives, divide for rationals, take roots for irrationals [Kaplan/Kaplan] |
| Full Idea: You have 1 and 0, something and nothing. Adding gives us the naturals. Subtracting brings the negatives into light; dividing, the rationals; only with a new operation, taking of roots, do the irrationals show themselves. | |
| From: R Kaplan / E Kaplan (The Art of the Infinite [2003], 1 'Mind') | |
| A reaction: The suggestion is constructivist, I suppose - that it is only operations that produce numbers. They go on to show that complex numbers don't quite fit the pattern. |
| 15711 | The rationals are everywhere - the irrationals are everywhere else [Kaplan/Kaplan] |
| Full Idea: The rationals are everywhere - the irrationals are everywhere else. | |
| From: R Kaplan / E Kaplan (The Art of the Infinite [2003], 1 'Nameless') | |
| A reaction: Nice. That is, the rationals may be dense (you can always find another one in any gap), but the irrationals are continuous (no gaps). |
| 15714 | 'Commutative' laws say order makes no difference; 'associative' laws say groupings make no difference [Kaplan/Kaplan] |
| Full Idea: The 'commutative' laws say the order in which you add or multiply two numbers makes no difference; ...the 'associative' laws declare that regrouping couldn't change a sum or product (e.g. a+(b+c)=(a+b)+c ). | |
| From: R Kaplan / E Kaplan (The Art of the Infinite [2003], 2 'Tablets') | |
| A reaction: This seem utterly self-evident, but in more complex systems they can break down, so it is worth being conscious of them. |
| 15715 | 'Distributive' laws say if you add then multiply, or multiply then add, you get the same result [Kaplan/Kaplan] |
| Full Idea: The 'distributive' law says you will get the same result if you first add two numbers, and then multiply them by a third, or first multiply each by the third and then add the results (i.e. a · (b+c) = a · b + a · c ). | |
| From: R Kaplan / E Kaplan (The Art of the Infinite [2003], 2 'Tablets') | |
| A reaction: Obviously this will depend on getting the brackets right, to ensure you are indeed doing the same operations both ways. |
| 14381 | A statue is essentially the statue, but its lump is not essentially a statue, so statue isn't lump [Yablo, by Rocca] |
| Full Idea: Yablo proposes the argument that Statue A is essentially a statue, and Lump 1 is not essentially a statue, so Statue A is not identical with Lump 1. | |
| From: report of Stephen Yablo (Identity, Essence and Indiscernibility [1987]) by Michael della Rocca - Essentialists and Essentialism I | |
| A reaction: Della Rocca and Yablo unashamedly elide necessary properties with essential properties, so this argument doesn't bother me too much. It concerns the statue and the clay having different modal properties. |
| 15713 | The first million numbers confirm that no number is greater than a million [Kaplan/Kaplan] |
| Full Idea: The claim that no number is greater than a million is confirmed by the first million test cases. | |
| From: R Kaplan / E Kaplan (The Art of the Infinite [2003], 2 'Intro') | |
| A reaction: Extrapolate from this, and you can have as large a number of cases as you could possibly think of failing to do the inductive job. Love it! Induction isn't about accumulations of cases. It is about explanation, which is about essence. Yes! |
| 13304 | Learned men gain more in one day than others do in a lifetime [Posidonius] |
| Full Idea: In a single day there lies open to men of learning more than there ever does to the unenlightened in the longest of lifetimes. | |
| From: Posidonius (fragments/reports [c.95 BCE]), quoted by Seneca the Younger - Letters from a Stoic 078 | |
| A reaction: These remarks endorsing the infinite superiority of the educated to the uneducated seem to have been popular in late antiquity. It tends to be the religions which discourage great learning, especially in their emphasis on a single book. |
| 20820 | Time is an interval of motion, or the measure of speed [Posidonius, by Stobaeus] |
| Full Idea: Posidonius defined time thus: it is an interval of motion, or the measure of speed and slowness. | |
| From: report of Posidonius (fragments/reports [c.95 BCE]) by John Stobaeus - Anthology 1.08.42 | |
| A reaction: Hm. Can we define motion or speed without alluding to time? Looks like we have to define them as a conjoined pair, which means we cannot fully understand either of them. |