『The ReasonRx Podcast: A Rational Perspective on Education』のカバーアート

The ReasonRx Podcast: A Rational Perspective on Education

The ReasonRx Podcast: A Rational Perspective on Education

著者： Michael Gold
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今ならプレミアムプランが3カ月 月額99円

2026年5月12日まで。4か月目以降は月額1,500円で自動更新します。

概要

 In this podcast, we will discuss all things education. The ReasonRx Podcast benefits not only the student, teacher, and parent, but also all adults and business professionals. After all, education is for everyone: we all have to teach, and learn, and think.

Education is the systematic training of the mind. More technically and in more depth, education is “the systematic training of the conceptual faculty by means of supplying in essentials both its content and its method.” (Dr. Leonard Peikoff)

Of course, in the primary sense, it is the systematic training of the young to prepare them for adult life. Its purpose is to prepare a child for the total depth and range of surviving and thriving as an adult human in the broad world -- social and material, physical and biological/ecological.

So your host and co-hosts will interview guests and offer in-depth discussion of topics like study skills, biology, philosophy of education, epistemology, math pedagogy, music pedagogy, art, the role of art in education and human life, nutrition, exercise, sleep, the nature of science, and more -- everything involved in education and needed for an optimally functioning human.

The show will strive to help us think deep so we can live large and live well:
"A little learning is a dang'rous thing;
Drink deep, or taste not the Pierian spring:
There shallow draughts intoxicate the brain,
And drinking largely sobers us again."
--Alexander Pope (https://en.wikipedia.org/wiki/Pierian_Spring)

To support the show and help us grow our audience -- so we have more of an impact on education and the culture -- please help us with a donation:
1. https://www.patreon.com/reasonrxpodcast
2. https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=SP6QPQKJU4XSS&source=url

Also, please consider liking us on your podcast app, and leaving a rational review.

Email us at ReasonRxPodcast@aol.com, michael@goldams.com, or goldmj@aol.com.

Host.
Michael: https://www.linkedin.com/in/michael-gold-2883921/
Gold Academy: https://goldams.com
Total Human Fitness: https://total-human-fitness.com

Gold Academy Facebook: https://www.facebook.com/EpistemeRx/
YouTube Gold Academy: https://www.youtube.com/@goldacademy
YouTube Total Human Fitness: https://www.youtube.com/@totalhumanfitness

Co-host.
Melanie: https://www.linkedin.com/in/melanie-katragadda-nctm-9b14522aCopyright Michael Gold 個人的成功 哲学 社会科学 自己啓発
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  • 69 induction is Valid -- There Is No "Problem of Induction"

    69 induction is Valid -- There Is No "Problem of Induction"
    2026/04/21
    Induction is valid. Hume was wrong: there is no “problem of induction." Inductions validly and logically formed are contextual absolutes. We can and should confidently and certainly form inductions, use them, and rely on them. Necessity is in experience. It is in reality. It has epistemic and metaphysical priority over anyone’s imaginings and ramblings. “Practical scientists [and adults] who rashly allow themselves to listen to [most modern] philosophers are likely to go away in a discouraged frame of mind, convinced that there is no logical foundation for the things they do, that all their alleged scientific laws are without justification, and that they are living in a world of naïve illusion. Of course, once they get out into the sunlight again, they know that this is not so, that scientific principles do work, bridges stay up, eclipses occur on schedule, and atomic bombs go off.“Nevertheless, it is very unsatisfactory that no generally acceptable theory of scientific inference has yet been put forward. … Mistakes are often made which would presumably not have been made if a consistent and satisfactory basic philosophy had been followed.” —An Introduction to Scientific Research by E. Bright Wilson, Professor Chemistry at Harvard. (About Edgar Bright Wilson: https://en.wikipedia.org/wiki/Edgar_Bright_Wilson)"I fully agree with you about the significance and educational value of methodology as well as history and philosophy of science. So many people today — and even professional scientists — seem to me like someone who has seen thousands of trees but has never seen a forest. A knowledge of the historic and philosophical background gives that kind of independence from prejudices of his generation from which most scientists are suffering. This independence created by philosophical insight is — in my opinion — the mark of distinction between a mere artisan or specialist and a real seeker after truth." —Albert Einstein (Letter to Robert A. Thorton, Physics Professor at University of Puerto Rico (7 December 1944) [EA-674, Einstein Archive, Hebrew University, Jerusalem]. See: https://en.wikiquote.org/wiki/Albert_Einstein)"I should even think that in making the celestial material alterable, I contradict the doctrine of Aristotle much less than do those people who still want to keep the sky inalterable; for I am sure that he never took its inalterability to be as certain as the fact that all human reasoning must be placed second to direct experience."—From the Second Letter of Galileo Galilei to Mark Welser on Sunspots, p. 118 of Discoveries and Opinions of Galileo, translated by Stillman Drake, (c) 1957 by Stillman Drake, published by Doubleday Anchor Books, Doubleday & Co., Garden City, New York“Rule 1 We are to admit no more causes of natural things than such as are both true and sufficient to explain their appearances.“Rule 2 Therefore to the same natural effects we must, as far as possible, assign the same causes.“Rule 3. The qualities of bodies, which admit neither intensification nor remission of degrees, and which are found to belong to all bodies within the reach of our experiments, are to be esteemed the universal qualities of all bodies whatsoever.“Rule 4. In experimental philosophy we are to look upon propositions inferred by general induction from phenomena as accurately or very nearly true, not withstanding any contrary hypothesis that may be imagined, till such time as other phenomena occur, by which they may either be made more accurate, or liable to exceptions.”—Newton’s Rules of Reasoning in Science. See: http://apex.ua.edu/uploads/2/8/7/3/28731065/four_rules_of_reasoning_apex_website.pdf"This is the case when both the cause and effect are present to the senses. Let us now see upon what our inference is founded, when we conclude from the one that the other has existed or will exist. Suppose I see a ball moving in a streight line towards another, I immediately conclude, that they will shock, and that the second will be in motion. This is the inference from cause to effect; and of this nature are all our reasonings in the conduct of life: on this is founded all our belief in history: and from hence is derived all philosophy, excepting only geometry and arithmetic. If we can explain the inference from the shock of two balls, we shall be able to account for this operation of the mind in all instances."Were a man, such as Adam, created in the full vigour of understanding, without experience, he would never be able to infer motion in the second ball from the motion and impulse of the first. It is not any thing that reason sees in the cause, which makes us infer the effect. Such an inference, were it possible, would amount to a demonstration, as being founded merely on the comparison of ideas. But no inference from cause to effect amounts to a demonstration. Of which there is this evident proof. The mind can always conceive any effect to follow from any ...
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    1 時間 20 分
  • 67 Thoughts on the Nature of Mathematics

    67 Thoughts on the Nature of Mathematics
    2026/04/20
    Math is a way of understanidng of the world. It is a tool of thought that is governed by both metaphysics and epistrmoology. It is not a "free creation of the mind."

    In this episode, I discuss some thoughts on the nature and philosophy of mathematics and how it really works, contra to what many today and through the ages have said. (Their practice of math, thank goodnes, has not been entirely consistent with their philosophy of it.) I owe all or most of this to Pat Corvini, who has done great work on the foundations of mathematics. Of course, any mistakes or misunderstandings here are my fault, not hers. I take responsibility for them.


    Notes.
    Math is important. It helps you live, survive, and thrive. It helps solve problems of survival: shelter, food, fun, etc.

    Salary. Budget it, i.e., measure it out to your values. How much is something worth to you. Savings. Interest income. Salary increases.
    How much gas cost how much and can get you how far in context of what budget and what values.
    How much paint to buy to cover which walls or ceilings, why and when and how.
    Or the equivalent for gardening, and lawn care, or driveway care, or roofing, etc.
    How to understand ideas and science about exercise, fitness, health, diet, drugs.
    Hobbies and work. Engineering. Nursing. Fighting. Photography.

    It is integral to how we as humans interact with the world.
    It is an important tool of thought used in most every field of thought: physics, photography, fitness, philosophy, chemistry, medicine, accounting, finance, economics, art, painting, sculpture.

    It is not merely in our heads. Set theory wrong. Kant wrong. Math is not “pure reasoning.” It is not deductive. It is not “purely in the mind.”

    It is a method of knowing and understanding the world. It has content and method. It arises from facts of reality, nature, and experience: repetition, multiplicity, etc.

    Entities: first concepts of number
    Add, subtract, multiply, divide
    Later, get 0 and 1
    Fractions: counting parts
    Attributes: more abstract concepts of number
    Possibility of continual division (sequence/series)

    The science of number: even, odd, primes, etc.
    Attributes: the science of measurement

    Counting numbers —> real numbers
    Need concepts of method, such as roots
    Concept of “negative” — reality comes first, knowledge second; we give and take things and move things around, then start to figure out how to conceptualize that and make it scientific; no one ever had some idea in their head first, then “deduced” that things could be moved around, ergo reality snapped into place. That’s absurd.

    More abstract: complex numbers

    Ratio
    Proportion
    Functions
    Area and volume as function
    Coordinate system
    ---->Calculus








    Image from "Counting" on Wikipedia.

    Please consider liking us on your podcast app, and leaving a rational review.

    Email us at ReasonRxPodcast@aol.com, michael@goldams.com, or goldmj@aol.com.

    Host.
    Michael: https://www.linkedin.com/in/michael-gold-2883921/
    Gold Academy: https://goldams.com
    Total Human Fitness: https://total-human-fitness.com
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    1 時間 6 分
  • 67 In Teaching, Learning, and Thinking, Examples Are Key

    67 In Teaching, Learning, and Thinking, Examples Are Key
    2026/04/17
    Teaching, learning, and understanding -- examples are critical, not just in school, but in life and at work.

    After all, we all have to sometimes teach and sometines learn -- it's part of being a social animal. And we frequently have to think. So we should know how to do them well.

    No matter what -- Acid. Base. Titration. Redox. Quantum mechanics. Maxwell’s equations. Navier-Stokes equations. Turbulence. Government. Psychopath. Discipline. Friend. Money. Honesty. Integrity. Reason. Logic. Induction. Deduction. Wisdom. -- in forming concepts of these things and understanding them, we should have examples, preferably a wide, varying range of examples.

    Here are two cases where I've used examples to teach concepts and understanding of them.

    I. Adjectives
    noun
    cat, human, wisdom, reason, emotion, victory, oak, butterfly, friend, physics, grammar, philosophy, logic, steak, hamburger, home, school
    --> a noun is a word that names a person, place, or thing

    verb
    think, understand, feel, run, throw, lift, jump, cook, eat, digest, rest, sleep, move, is, was, smells
    --> a verb is a word that names an action or state

    adjective
    red, blue, big, small, fast, slow, strong, weak, wise, unwise, capitalistic, communistic
    his, her, their
    three, five, most, all, some, none
    this, that, a, the
    --> an adjective is a word that modifies a nout

    adverb
    slowly, quickly, wisely, intelligently, unsmartly, very, so
    yesterday, yesterday, tomorrow, on my birthday,
    here, there, on the corner, under the roof
    for the team, because I said so,
    --> an adverb is a word that modifires a verb

    preposition
    through, to, out, upon, because of, in, over, across, in spite of, up, down
    --> a preposition is a word that connects a noun to the rest of the sentence

    The Adjectives Questions
    Which one(s)?
    What kind?
    How many?
    Whose?

    The Adverb Questions
    How?
    When?
    Where?
    Why?

    Notice some logical features in what we did. We identified these things:
    What are they?
    How are they similar?
    How are they different from related things? What’s the contrast?
    What’s the context?

    We should do that in forming concepts of other things, and in understanding those things.


    II. Projectiles.

    horizontal: ball pushed on ground, etc.
    vertical: ball dropped, etc.
    projectile: rock thrown, coin flicked off a table, cannobal fired, bulllet fired
    self-propelled: bird, jet airplane, helicopter
    affected by air resistance: feather dropped or thrown, piece of paper (not crumpled) dropped

    Galileo: just as ramp/incline slowed down free fall so he could study it, so also a ramp slowed down projectile motion so he could study it.

    Notice some logical features in what we did. We identified these things:
    What are examples?
    In contrast to what?
    What is definitive? How do we characterize it?
    Why do they do what they do?
    How can we understand it?

    We should do that in forming concepts of other things, and in understanding those things.


    Examples are key in forming concepts and in studying the things for understanding. And it is in the real things where we find their rich variety and all sorts of actions and causation. And it is in focusing on the examples that we stay tied to reality.



    Contact Michael at goldmj@aol.com or michael@goldams.com.

    Please consider liking us on your podcast app, and leaving a rational review.

    Email us at ReasonRxPodcast@aol.com, michael@goldams.com, or goldmj@aol.com.

    Host.
    Michael: https://www.linkedin.com/in/michael-gold-2883921/
    Gold Academy: https://goldams.com
    Total Human Fitness: https://total-human-fitness.com
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    47 分
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