CodeSlinger on Combinatorics

A couple of days ago, I mentioned to CodeSlinger that one of my sons was doing research in the branch of Mathematics known as ‘Combinatorics‘.  His response was not only informative, it was just as passionate as my son gets when he talks about the subject. 

So, for your pleasure and elucidation, here is CodeSlinger’s commentary on Combinatorics:

Combinatorics… the art of counting.  Hah.  Sounds trivial.  But it is slowly becoming clear that combinatorics lies at the root of everything.
Everything.
The fundamental equations of physics are symmetrical in time – if we watch a movie of two particles coming in from infinity, bouncing off each other, and proceeding back towards infinity, we have no way to determine whether or not we are watching it backwards.  Yet a movie in which a vase falls from the table and shatters on the floor is easily distinguishable from the time-reversed version, in which a myriad of shards come flying together, assemble themselves into a vase, and jump up onto the table!
The difference, of course, is that there are many ways for the shards to be distributed about the floor, but only one way for them to be assembled into a vase.  And that difference is the essence of… counting.  This leads us to the second law of thermodynamics: entropy increases with time.  Or, if you prefer, systems evolve towards states of higher probability.  But probability is nothing other than a relative count of possibilities.  Counting again.
Without counting, there is no arrow of time.
But it gets better.  The whole idea of counting presupposes the existence of things to count.  Which requires us to draw distinctions.  And indeed, we find that distinction is the fundamental act by which something comes out of nothing.  Assuming that a distinction can spontaneously arise out of the void, it will do so – because there are more ways for the void to be cloven than for it to be whole.  Counting again.
If we picture a distinction as a boundary in a space – a closed curve in the plane, a closed surface in space, and so on, then we see that the lowest number of dimensions in which a boundary can assume a configuration that cannot shrink to nothing is… three (the simplest such configuration is the trefoil knot).  Thus we see hints of how a universe of 3 spatial dimensions and one time dimension can spontaneously arise out of nothing.  All because of counting.
Similar considerations explain how this universe comes to contain fundamental particles, and why the have the properties they do.  And ultimately, why consciousness is possible.  All of human feeling can be reduced to drawing or perceiving distinctions, and all of human thought can be reduced to classifying and counting them.
Thus we have the age-old question of which is more fundamental: mathematics or logic.  For centuries men have been trying to derive one from the other.  Finally, a little-known genius by the name of George Spencer-Brown settled it by showing that you cannot derive mathematics from logic, and you cannot derive logic from mathematics.  But there is a more fundamental system, which he called the Laws of Form, from which you can derive both.
He begins with one primal element, which can be viewed as an entity (a distinction) or an action (drawing a distinction).  A boundary can be seen as a way of naming the interior (calling), or as an injunction to cross into the interior (crossing).  Having drawn a distinction, we can draw another one, either beside the first (recalling), or around the first (recrossing).  On this base he lays down two laws, as follows
The law of calling: recalling is the same as calling.
The law of crossing: recrossing is the same as not crossing.
If we denote a boundary as (), then recalling is ()() and recrossing is (()), and we can write these two laws very succinctly as
()() = ()
(()) =
where the right hand side of the second equation is literally empty, denoting the void.
And from this basis, utterly brilliant in its irreducible simplicity, he derives all of mathematics and symbolic logic:

Spencer-Brown, G, 1969: Laws of Form, London: George Allen & Unwin.

But this is only the beginning of the story.  Frederick Parker-Rhodes asked what happens when you repeatedly draw a distinction and get a multitude of identical entities.  From this, he developed a calculus of distinct but indistinguishable entities:
 

Parker-Rhodes, A F, 1981: The Theory of Indistinguishables: A search for explanatory principles below the level of physics, Synthese Library, vol. 150, Springer.

And on that, he constructed what he called the Combinatorial Hierarchy – system whereby the spontaneous emergence of distinctions from the void leads to… the standard model of particle physics.  Astounding!  Even more astounding, he never published this work!  It was finally published for him posthumously by John Amson (see linked pdf):
 

Parker-Rhodes, A F, & Amson, J C, 1998: Hierarchies of descriptive levels in physical theory.  Int’l J. Gen. Syst. 27(1-3):57-80.

The construction he outlines in this paper was implemented as a computer program by H. Pierre Noyes and David McGoveran (again, see linked pdf):
 

Noyes, H P, & McGoveran, D O, 1989: An essay on discrete foundations for physics.  SLAC-PUB-4528.

So when I say that combinatorics lies at the root of everything, I really do mean everything!
It is brilliant!

What can neurotypicals do to communicate better with Aspies/Auties?

Recently, I received this question from Angel:

‘Hi Xan,

A friend of mine is writing a newspaper on Aspergers. She asked me what neurotypicals could do to communicate better with those on the autistic spectrum. What are your thoughts?’

After some thinking, this is what I answered:

Hmmmm – this is a difficult question because it presumes that all Aspies have identical communications problems – and we don’t, so that’s important to keep in mind. Still, there are patterns that we can work from.

1. Say what you mean – don’t ‘send signals’. We’ll likely not pick up on those signals and, if they are part of the message, we’ll miss it.

2. Be honest – we’ll take ‘little white lies’ at face value and believe that is your true opinion.

3. Don’t freak out when we’re honest.

4. If you have to ask questions like ‘Do you know what I mean?’, then we probably don’t.

5. When we ask for clarification, please, please, don’t just repeat the same sentence as before, as if that would somehow explain things – use different words, clarify and explain!

6. Don’t tell us how you feel, tell us what you think – we rely on intelligent people using their thoughts to override their feelings. Especially if the conversation is about issues and real-world stuff, if someone starts their sentence with ‘I feel that …’ – boom, we’ve tuned out.

7. Same thing with ‘beliefs’ – if you cannot support it with facts, then it’s just a prejudice and we’ll resent you imposing your prejudices on us. So, unless we are specifically discussing ‘beliefs’, sentences starting with ‘I believe that…’ are not only meaningless, they are annoying.

8. Don’t give us a choice unless you expect us to make a choice freely. If it’s a thinly veiled threat – we’ll simply see it as a choice you gave us and be bewildered if you get angry that we’ve actually made a choice, when you clearly offered us a choice.

I hope this is a good start!

Anybody else with some constructive advice?

Autism & Learning Disabilities Help – Social Communication Foundation

 

The Battle for Free Speech on Campus: Greg Lukianoff at the Museum of Sex

Here is something to expand the mind:

The new book by Greg Lukianoff is Unlearning Liberty.

Milton Friedman – The Enemies of School Choice

That whole ‘State Education’ thing…perhaps we should re-think this!

When teachers are disciplined – perhaps fired – for teaching students that they have rights  and freedoms under the Constitution….

It’s time to re-think this badly run experiment in State indoctrination!

In completely unrelated news:  Waterloo University is looking for a new ‘Director of Equity’.  Should I apply?

Thomas Sowell talks about his latest book

This guy is brilliant!

And, he makes the point clearly that liberals are fully culpable for the destruction of our society…

 

TRIFECTA — Obama Admin. Does ‘Reich’ Thing by Deporting Religious Refugees

Ah – the age-old question of whose rights take precedence:  the parents’ right to educate (or not) their children as they choose versus the right of a child to get a decent education, despite having been born to parents who, for whatever reason, want to teach them only whatever the parents deem ‘appropriate’.

This is not as clear-cut a debate over whose rights ought to be supreme as anyone would like to pretend, on either side of the proverbial fence.  But, this important and difficult issue is eclipsed by the much larger, much more difficult to deal with issue:  who in their right mind would trust the government – ANY government – to be competent to educate, rather than indoctrinate, anyone about anything?!?!?

I sure don’t – and am vigilant about all kinds of ‘messaging’ in my kids’ schools.  Yes, I do actually hang out at the schools a bunch:  less so now that the younger one is in high school, but just yesterday, I saw some not-too-subtle political messaging flier at the school with some covert anti-Semitic undercurrents (and have spent the day pondering what to do about it and how best to raise it with the school…and am no closer to an answer).

And yes, I do read all of my kids’ textbooks and other ‘materials’ and talk with them about it so as to use the attempts at indoctrination and downright brainwashing into learning moments both about the topics of the indoctrination and about the methodology that was employed, so they would know to recognize these attempts at manipulation in the future.  I firmly believe that this is a necessary step in protecting them – and, as their parent, that is my #1 job!

So, whom should we trust to educate our kids?

It seems to me self-evident that if I were my children’s primary educator, as home-schooling parents are, I would necessarily impart my prejudices to my children, just as the government-run schools impart their indoctrination.  But, in the home-schoolers’ case, there is nobody who can step in and present a competing point of view the way I can contrast my views to what is being taught in a government-run school:  this, in my view, is a very serious problem.  A person cannot grow up to be a well-rounded, reasoning individual if they are only presented with one set of views:  they will never learn to critically evaluate differing philosophies and thus cannot grow up into fully functioning, rational, reasoning individuals.

It matters less, I suspect, whether it is only the government’s point of view that children are exposed to or only the parents:  children must be taught how to think for themselves, and that can only happen of they are aware that deep philosophical differences do indeed exist.

Oh, I know I have no idea what the solution should be or where the lines of competing rights should be drawn – I’m just voicing my misgivings with the currently available options.

What do you think?

Thunderf00t: The Potential of Mankind

 

New ‘Speech Codes’ for US Colleges…