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Cont: Deeper than primes - Continuation 2

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I wasn't talking about a+b+c+d+...,
Let's see...

BTW, if a+b+c+d+... represents X(1/2 + 1/4 + 1/8 + 1/16 + ...) the second inequality is incorrect.
oppss.., you talked about a+b+c+d+... , which is inseparable of the visual AND symbolic fact that no amount of 2X staircases = X√2.

In other words, by using one's visual AND symbolic brain skills he\she immediately realizes that the two inequalities 2X>X√2 AND 2X>2(a+b+c+d+...) are inseparable of each other in the considered diagram.

Let X=1

In that case 2>√2 AND 2>2(a=1/2 + b=1/4 + c=1/8 + d=1/16 + ...) are two inequalities that are inseparable of each other in the considered diagram:
28314892783_93fe8f577f_z.jpg


By using symbolic-only brain skills, one wrongly gets the following equality 2=2(a=1/2 + b=1/4 + c=1/8 + d=1/16 + ...).
 
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Let's see...


oppss.., you talked about a+b+c+d+... , which is inseparable of the visual AND symbolic fact that no amount of 2X staircases = X√2.

In other words, by using one's visual AND symbolic brain skills he\she immediately realizes that the two inequalities 2X>X√2 AND 2X>2(a+b+c+d+...) are inseparable of each other in the considered diagram.

Let X=1

In that case 2>√2 AND 2>2(1/2 + 1/4 + 1/8 + 1/16 + ...) are two inequalities that are inseparable of each other in the considered diagram.
Please look at my actual quote, where I don't mention a+b+c+d+... That's the one you were criticising.

I don't find all this "I said, you said, no I did not" very constructive. Can we drop it now? What's the next step in your explanation? I'm eager to learn about the inseparability you are talking about.

And I wonder why it's so important to you that 2X>X√2 (it certainly is, if X>0). Is it because the staircase will look like a straight diagonal line when the steps get small enough? That's just an optical illusion, and I don't find it very interesting. In fact I remember my math teacher presenting this "paradox" as a spot-the-error problem many years ago. There are no deep mathematical truths in there.
 
Please look at my actual quote, where I don't mention a+b+c+d+... That's the one you were criticising.
Please provide the link where I criticize you, where you don't mention a+b+c+d+...

Before you do that, please be aware that without a+b+c+d+... there is nothing to argue about in the first place (you can't talk only about 2X>X√2 and ignore its inseparability of 2X>2(a+b+c+d+...), so a+b+c+d+... is essential to our dialog).
 
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Please provide the link where I criticize you, where you don't mention a+b+c+d+...
Here it is. You have highlighted the relevant stuff yourself: http://www.internationalskeptics.com/forums/showthread.php?postid=11706585#post11706585

Before you do that, please be aware that without a+b+c+d+... there is nothing to argue about in the first place (you can't talk only about 2X>X√2 and ignore its inseparability of 2X>2(a+b+c+d+...), so a+b+c+d+... is essential to our dialog).
That's why I need you to explain this inseparability. We haven't gotten to that in your step-by-step explanation yet.
 
And I wonder why it's so important to you that 2X>X√2 (it certainly is, if X>0). Is it because the staircase will look like a straight diagonal line when the steps get small enough? That's just an optical illusion, and I don't find it very interesting. In fact I remember my math teacher presenting this "paradox" as a spot-the-error problem many years ago. There are no deep mathematical truths in there.
This is a perfect example of how your teacher used visual-only brain skills, which caused severe damage to your natural visual AND symbolic brain skills.

There are no deep mathematical truths in there.
Because of such teachers your brain gets mathematics under the artificial separation of symbolic-only | visual-only brain skills.
 
The term "immaterial" is given by persons that get visual brain skills as "material".

You continue to blame everyone else for not seeing what isn't there.

By using visual AND symbolic brain skills, one enables to move beyond the artificial separation of symbolic-only | visual-only brain skills.

In your case, all you get are wrong answers. Although you no longer use the term, direct perception, you continue to abide by it. You imagine something to be the way you like then demand everyone accept that as sufficient proof.

Meanwhile, Mathematics continues to work; doronetics, not so much.
 
You continue to blame everyone else for not seeing what isn't there.



In your case, all you get are wrong answers. Although you no longer use the term, direct perception, you continue to abide by it. You imagine something to be the way you like then demand everyone accept that as sufficient proof.

Meanwhile, Mathematics continues to work; doronetics, not so much.
The artificial separation of symbolic-only | visual-only brain skills of traditional school of mathematics continues to cause severe damage to the natural visual AND symbolic brain skills of many students around the globe, every moment.
 
This is a perfect example of how your teacher used visual-only brain skills, which caused severe damage to your natural visual AND symbolic brain skills.
Actually not; he used symbolic reasoning to correct what our vision seemed to tell us. I wish you would tell us how you actually think. We already know that I, and all other posters in this thread except you, use visual-only or symbolic-only reasoning and therefore consistently get the wrong results. But what is the right way? How does one arrive at the inseparability you keep mentioning in the context of you diagram?
 
Actually not; he used symbolic reasoning to correct what our vision seemed to tell us.
No, he used symbolic-only reasoning in order to correct visual-only reasoning.

By doing so he actually did not correct anything.


There are no deep mathematical truths in there.
Because of such teachers your brain gets mathematics under the artificial separation of symbolic-only | visual-only brain skills, which caused severe damage to your natural visual AND symbolic brain skills, as seen in your quoted conclusion.
 
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You continue to blame everyone else for not seeing what isn't there.



In your case, all you get are wrong answers. Although you no longer use the term, direct perception, you continue to abide by it. You imagine something to be the way you like then demand everyone accept that as sufficient proof.

Meanwhile, Mathematics continues to work; doronetics, not so much.

I'm starting to wonder if he's doing it for the dopamine. It sometimes feels awesome to defend one's cranky claims and "win" arguments against strong opposition. It's your own brain rewarding you with homebrewed drugs.
 
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Nice try to escape from using your own natural visual AND symbolic brain skills, in order to immediately understand http://www.internationalskeptics.com/forums/showpost.php?p=11702679&postcount=2343.

In the post you are referring to, you criticize "traditional mathematicians" for not providing any logical basis for some claim.
BUT
You want me to immediately understand your claim, and you refuse to provide any logical basis for it. You just keep telling me that my reasoning is of the wrong type.
BUT
You have offered me a step-by-step explanation that I'm still waiting for.
 
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and you refuse to provide any logical basis for it.
The logical basis for it was already given at the end of http://www.internationalskeptics.com/forums/showpost.php?p=11704139&postcount=2363 and http://www.internationalskeptics.com/forums/showpost.php?p=11704251&postcount=2364.

Here are more details:

Question: Are tautologies and contradictions analogous to universal sets and empty sets, respectively? (http://math.stackexchange.com/quest...-analogous-to-universal-sets-and-empty-sets-r)


Visual AND symbolic reasoning answer:

It is well established that given any logical framework, it is bounded by contradiction and tautology, no matter how many distinct logical states that are ~contradiction AND ~tautology are logically addressed between them.

By the current accepted notion of set, a given set must be marked by some symbol(s) in order to formally air our view about it.

The simplest marked set is the empty set, marked as {}.

This set has no members, where the notion of no members is not marked by any symbol, yet this set is marked as {}.

By this fundamental reasoning, even before using axioms, we logically address the void between {} as contradiction, and the outer braces as tautology, where such reasoning is derived from simultaneously using both our visual AND symbolic brain skills.

Exactly as contradiction and tautology are logically distinct of each other, so is the case of any amount of distinct marked members between contradiction (the unmarked) and tautology (the outer braces).

So, logically no amount of marked members is reducible into contradiction (the unmarked) or extendible into tautology (the outer braces).

Now let's inductively construct a given set by two different construction methods that are logically equivalent, as follows (I use only braces for "pure sets" construction):

Here is an example of Von-neumann inductive construction:

{ 0,1,2,3,4,... } = { {}, {{}}, {{},{{}}}, {{},{{}},{{},{{}}}}, {{},{{}},{{},{{}}},{{},{{}},{{},{{}}}}}, ... }

Here is an example of Zeremelo inductive construction:

{ 0,1,2,3,4,... } = { {}, {{}}, {{{}}}, {{{{}}}}, {{{{{}}}}}, ... }

Please be aware that in both constructions the outer braces of any given set are not taken as parts of any amount of members (in both cases order is insignificant).

So by logically observe the concept of set, one actually discovers that no non-empty set is logically complete, since its members are logically irreducible into contradiction (the unmarked) or extendible into tautology (the [bold] outer braces).

From this fundamental logical point of view there is no complete finite or infinite set, yet given any set (empty or non-empty) it is logically bounded by contradiction and tautology.

Moreover the marked "level" of being a set (the bold braces) is logically not any one of its members (Russell's paradox is logically avoided without the need of any axiomatic framework like ZF(C), etc.).

So as for your question, tautology is logically analogous to the "level" of being a set (logically inaccessible to any amount of its members), and contraction is logically analogous to the "level" of no members of the given set.

------------------------------------------

Also maybe you will find https://drive.google.com/file/d/0B3hcPBRBCzClakdJZjNNOW5RSTQ/view?usp=sharing helpful.

But remember this, no one but you can take you to the next step.
 
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The artificial separation of symbolic-only | visual-only brain skills of traditional school of mathematics continues to cause severe damage to the natural visual AND symbolic brain skills of many students around the globe, every moment.

Got any evidence to support this?
 
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