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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.

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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
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    47 分
  • 66 How To Improve Education

    66 How To Improve Education
    2026/04/13
    Just a few thoughts on how to fix educaiton and on what won't work.

    We need to get to the funcamentals if we want improvement for our students and our children, and we want a better world -- we need to do to educaiton what Galileo and Newton did to physics: set education on a rational, inductive basis, one that is true to human nature.

    Notes.
    I. Here is more of the MLK quote.
    ”Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

    "The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.
    ...
    "We must remember that intelligence is not enough. Intelligence plus character—that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living.

    "If we are not careful, our colleges will produce a group of close-minded, unscientific, illogical propagandists, consumed with immoral acts. Be careful, 'brethren!' Be careful, teachers!"

    --Martin Luther King, Jr. (From MLK’s 1947 article “The Purpose of Education,” published in the Morehouse College campus newspaper The Maroon Tiger. See: https://kinginstitute.stanford.edu/king-papers/documents/purpose-education )

    II. Alliteration
    The example I was tryign to recall is in this movie clip: "[MF] V for Vendetta - The V monologue - HD" (1 min 39 sec) https://www.youtube.com/watch?v=wKn1R6fekk4

    III. Some recommended logic texts.
    1. Logic: An Introduction by Lionel Ruby
    https://archive.org/details/logicintroductio00ruby
    2. An Introduction to Logic by HWB Jospeh
    https://archive.org/details/cu31924032298949/page/n1/mode/2up

    IV. Feynman on understanding.
    1. "How to Build a MIND that CAN'T FAIL | Richard Feynman" (17 min 31 sec)
    https://www.youtube.com/watch?v=Tkze-jrBnws
    2. "How Education DESTROYED Your Brain (Richard Feynman's Warning)" (28 min 52 sec)
    https://www.youtube.com/watch?v=bfWBBIYB39g
    3. "The Feynman Technique — Stop Memorizing, Start Understanding" (14 min 345 sec)
    https://www.youtube.com/watch?v=NYSe2Ln0Tf4


    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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    1 時間 21 分
  • 65 Teacher Scott Harris on the Most Important Subject to Teach: Philosophy

    65 Teacher Scott Harris on the Most Important Subject to Teach: Philosophy
    2023/01/07
    In this episode, Scott Harris joins us to discuss:-what philosophy is-why you need it-why students need it-why it should be taught-his background in all that-how he teaches it-his scope and sequence-what students get out of it-some of his teacing experiences-how philosophy has helped his students-and moreAbout Scott:Scott K. Harris (https://www.linkedin.com/in/scott-k-harris-b037966) has a Bachelor of Arts in History/Psychology from Texas State University and a Master’s in Education from Lamar University. He received the Mirabeau B. Lamar Award for Teaching Excellence, and was the first teacher in Texas to receive the Quality School Teacher Award.In his 29th year of teaching, Harris has taught U.S. History, World History, Psychology, A.P. Psychology, A.P. Macroeconomics, Philosophy, and International Baccalaureate’s capstone course Theory of Knowledge. He also coached swimming and water polo for 17 years. Harris has guest-lectured at Texas State in Philosophy, and at the University of Texas San Antonio’s graduate school in Education. For nearly two decades he was a member of the Mind Science Foundation and the National Association of Scholars. Harris piloted curriculum for what is now John Stossel-in-the-Classroom, serves as a consultant to Free- to-Choose Media, and is an associate producer for Izzit.org, all of which produce videos advocating liberty and economic education.Contact Scott: https://www.linkedin.com/in/scott-k-harris-b037966Contact Michael:1. reasonrxpodcast@aol.com2. https://www.goldams.com 3. https://www.facebook.com/EpistemeRx/4. https://www.linkedin.com/in/michael-gold-2883921/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.And if you find an episode valuable, please share it with parents, teachers, school personnel, friends, and family. Help spread the word, help spread rational ideas for better livinng.Notes.1. "What is Philosophy?" (22 min 55 sec)https://www.youtube.com/watch?v=dXKHJLxM7lM2. "Certainty" (10 min 37 sec)https://www.youtube.com/watch?v=ph9ttUjI-y03. "What is Science?" (6 min 14 sec)https://www.youtube.com/watch?v=DBYArLiumEc4. "Logic: Basics of Induction vs Deduction" (10 min 2 sec)https://www.youtube.com/watch?v=DBYArLiumEc5. "Deep Thinking: Finding the Empirical and Causal in the Traditional" (27 min 23 sec)https://www.youtube.com/watch?v=zeBxMkfhSnc6. "Bruce Lee incorporated philosophical ideas into his martial arts fighting style, jeet kune do."Chinese martial arts styles are grounded in traditional philosophy, and Hong Kong martial arts superstar Bruce Lee worked hard to endow jeet kune do, a fighting style he created, with philosophical underpinnings."Lee owned a library of around 2,000 books on martial arts, and he would often refer to these for inspiration. While a student at the University of Washington in the United States, Lee studied two courses in philosophy – Introduction to Philosophy and Chinese Philosophy – and he applied what he had learned there to martial arts."Excerpt from "Bruce Lee as philosopher: 10 of the ideas animating his martial art style ‘jeet kune do’, such as letting nature take its course" ( South China Morning Post, 8 Dec 2019)See: https://www.scmp.com/lifestyle/entertainment/article/3040994/bruce-lee-philosopher-10-ideas-actor-imbued-his-martial-art7. "He enrolled at Edison Technical School where he fulfilled the requirements for the equivalent of high school graduation and then enrolled at the University of Washington. At the university, Bruce majored in philosophy. His passion for gung fu inspired a desire to delve into the philosophical underpinnings and many of his written essays during those years would relate philosophical principles to certain martial arts techniques."Excerpt from "Long Bio"See: https://brucelee.com/bruce-lee8. "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]. Thorton had written to Einstein on persuading colleagues of the importance of philosophy of science to ...
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    1 時間 45 分
  • Episode 64 Teaching Physics: Making Physics Relevant To Human Thought and Human Life

    Episode 64 Teaching Physics: Making Physics Relevant To Human Thought and Human Life
    2022/10/23
    In this episode I read Dr. Michael Fowler's "Teaching Heat: the Rise and Fall of the Caloric Theory" and discuss its significance. It recommends teaching physics historically, which also helps students learn science, logic, and reasoning, which they need for using thought in the world and they need for adult life.

    Note: sorry for some of the reading in the episode. I was tired, so my contacts were blurry, so I could not read too well sometimes. I should have put my glasses on before I started!

    It's a great article with lots of lessons.

    How does science develop? Do scientists always accept truth and reject falsity?

    What does history say? Scientists are nothing more and nothing less than human — and what do humans do? How do groups, cliques, bullies, cults, etc., work?

    Galileo was put under house arrest and was harassed for his scientific views. Someone at his time, Bruno, was burned at the stake for saying the earth went around the sun.

    Ignaz Semmelweiss was ridiculed for advocating doctors wash their hands before surgery, even though he had inductive evidence and proof.

    James Joule was ridiculed for claiming that heat was a form of motion, because ‘all he had was hundredths of a degree to prove his point.’

    Scientists of his day were committed to the “caloric” theory of heat. They rejected the idea that heat was a form of motion.

    We see failures on the part of some "scientists" throughout human history:
    -rejecting Aristarchus, Copernicus, Kepler, Bruno, Galileo on heliocentrism
    -rejecting Kolreuter that bees pollinate plants
    -rejecting Berger that the EEG was a useful tool
    -rejecting Mayer on energy conservation
    -rejecting some scientists who discovered that Killer Whales live in pods
    -rejecting some scientists who discovered that Wolves are social pack animals, not "lone killers"
    -Etc. Ad Infinitum.

    And the social group of scientists sometimes have errant, unfounded beliefs. Jane Goodall was the one who went and actually studied Chimpanzees to find out about them, instead of merely assuming things about them. She discovered that Chimpanzees eat meat, and are not merely fruit-eaters — a discovery anyone could have made if they’d have had the independence of thought to go look. Thank goodness for Jane Goodall!

    This kind of thing happens some all through human history. It is with us today.

    Why?

    Humans are social animals. We are not committed only to truth, but also to the group. Of course, the group needs to be committed to reality, else it suffers, fails, and dies, to the extent it departs from truth. But we need some group commitment to survive and thrive.

    There is a difference between science (a method of thought), the products of science, and the scientific community. An important difference students should learn deeply.



    Contact Michael:
    1. Email: reasonrx@aol.com
    2. Gold Academy: https://www.goldams.com
    3. Total Human Fitness: https://total-human-fitness.com
    4. Cypress Creek Ecological Restoration Project: https://ccerp.org
    5. LinkedIn: https://www.linkedin.com/in/michael-gold-2883921/
    6. Twitter/Instagram: EpistemeRx



    Notes.
    1. "Teaching Heat: the Rise and Fall of the Caloric Theory" by Michael Fowler, University of Virginia
    http://galileoandeinstein.physics.virginia.edu/more_stuff/TeachingHeat.htm

    2. More good lecture, courses, and articles by Dr. Fowler: https://galileo.phys.virginia.edu/~mf1i/home.html

    3. In "Scurvy: An Example of Science vs. the Scientific Community" I give an example of a failure of the scientific community to get things right.
    https://goldams.com/scurvy-and-science-vs-the-scientific-community/

    4. Introductory physics; an historical approach by Herbert Priestley
    https://archive.org/details/introductoryphys0000prie

    5. Physics For The Inquiring Mind by Eric Rogers
    https://archive.org/details/PhysicsForTheInquiringMind-Rogers/mode/2up




    Image from: https://commons.wikimedia.org/wiki/File:Joule%27s_Apparatus_(Harper%27s_Scan).png
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    1 時間 17 分
  • 63 Lies, Damned Lies -- and Truth -- About Statistics

    63 Lies, Damned Lies -- and Truth -- About Statistics
    2022/10/14
    In this episode I discuss the great, classic article "The Median Isn't the Message" by Stephen Jay Gould. We delve into the article, its meaning, and lots of the depth and breadth we can get out of it. It should be read and studied by every statistics teacher and statistics student -- and everyone else, it is so full of lessons.Contact Michael:1. Email: reasonrx@aol.com2. Gold Academy: https://www.goldams.com 3. Total Human Fitness: https://total-human-fitness.com4. Cypress Creek Ecological Restoration Project: https://ccerp.org5. LinkedIn: https://www.linkedin.com/in/michael-gold-2883921/ 6. Twitter/Instagram: EpistemeRxNotes.1. "The Median Isn't the Message" by Stephen Jay Gouldhttps://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0003ms2. Left skewed vs. right skewedi. https://www.statology.org/left-skewed-vs-right-skewed/ii. https://www.cuemath.com/data/right-skewed-histogram/3. An article on Aristotle and science (high school- or college-level reading): https://galileoandeinstein.phys.virginia.edu/lectures/aristot2.html“To summarize: Aristotle’s philosophy laid out an approach to the investigation of all natural phenomena, to determine form by detailed, systematic work, and thus arrive at final causes. His logical method of argument gave a framework for putting knowledge together, and deducing new results. He created what amounted to a fully-fledged professional scientific enterprise, on a scale comparable to a modern university science department. It must be admitted that some of his work - unfortunately, some of the physics - was not up to his usual high standards. He evidently found falling stones a lot less interesting than living creatures. Yet the sheer scale of his enterprise, unmatched in antiquity and for centuries to come, gave an authority to all his writings.“It is perhaps worth reiterating the difference between Plato and Aristotle, who agreed with each other that the world is the product of rational design, that the philosopher investigates the form and the universal, and that the only true knowledge is that which is irrefutable. The essential difference between them was that Plato felt mathematical reasoning could arrive at the truth with little outside help, but Aristotle believed detailed empirical investigations of nature were essential if progress was to be made in understanding the natural world.”4. The BBC provides a great, honest tribute to Aristotle for his work in science and biology: https://www.youtube.com/watch?v=JN8ortM4M3oThe BBC program is also here: https://www.youtube.com/watch?v=e12pbSHrzAs&list=PL2VcIjTwDHoLScpo2c26t-x3EdTP6WepL&index=15. From: https://www.theguardian.com/books/2014/oct/02/the-lagoon-armand-marie-leroi-aristotle-reviewExcerpt 1. "The Greeks are famous, perhaps notorious, for casting their science whole, from first principles, without troubling to examine the natural world it sought to explain. But Aristotle changed everything, providing lengthy accounts of fish and fowl, their lives, courtships, kinds, anatomies, functions, distribution and habits. They were often erroneous, but what sets Aristotle apart is his workmanlike attitude. One gets the impression of a practical man, given to neither the remote and crystalline idealism of his predecessors, nor the flights of fancy of later natural historians such as Pliny the Elder."Excerpt 2. "Darwin knew almost nothing of Aristotle until 1882, when William Ogle, physician and classicist, sent him a copy of The Parts of Animals he'd just translated. In his note of thanks, Darwin wrote: 'From quotations which I had seen I had a high notion of Aristotle's merits, but I had not the most remote notion of what a wonderful man he was. Linnaeus and Cuvier have been my two gods, though in very different ways, but they were mere schoolboys to old Aristotle.' “6. See also this article by Dr. James Lennox: https://plato.stanford.edu/entries/aristotle-biology/7. A quote about Galileo that discusses the importance of Aristotle, reasoning, and a correct view of logic.In the book Galileo Galilei – When the World Stood Still, Atle Naess wrote:“Galileo’s radical renewal sprang, nevertheless, from the Aristotelian mind set, as it was taught at the Jesuits’ Collegio Romano: human reason has a basic ability to recognize and understand the objects registered by the senses. The objects are real. They have properties that can be perceived, and then ‘further processed’ according to logical rules. These logical concepts are also real (if not in exactly the same way as the physical objects).”8. A quote of Galileo himself that shows the importance of Aristotle to science and all human reasoning, and that identifies a basic principle of reason and logic: they are based on the evidence of the senses. "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 ...
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    1 時間 8 分
  • Episode 62 Grammar: Who Needs It? Who Cares? -- Those Who Think. (I.e., everyone.)

    Episode 62 Grammar: Who Needs It? Who Cares? -- Those Who Think. (I.e., everyone.)
    2022/10/07
    In this episode I discuss what grammar is and why we need it. It ain't about blindly following rules or being rude to each other. Rather, grammar is how we put thoughts together so we can think better, so we can be better understood, so we can better understand others, so we can write and speak better at work, so we can teach and learn better, etc.Contact Michael:1. Email: reasonrx@aol.com2. Gold Academy: https://www.goldams.com 3. Total Human Fitness: https://total-human-fitness.com4. Cypress Creek Ecological Restoration Project: https://ccerp.org5. LinkedIn: https://www.linkedin.com/in/michael-gold-2883921/ 6. Twitter/Instagram: EpistemeRxNotes.I. A definition of grammar: https://www.dictionary.com/browse/grammarII. Haptic: https://www.etymonline.com/word/haptic?ref=etymonline_crossreference" 'pertaining to the sense of touch,' 1890 from Greek haptikos 'able to come into contact with,' from haptein 'to fasten' (see apse)."III. Readings from Writing and thinking. A Handbook of Composition and Revision by Norman Foerster and J.M. Steadman. 1. Thought and Expression: https://archive.org/details/writingthinkingh0000norm/page/2/mode/2up2. Grammar: https://archive.org/details/writingthinkingh0000norm/page/126/mode/2up3. Economy: https://archive.org/details/writingthinkingh0000norm/page/48/mode/2up4. Parallelism: https://archive.org/details/writingthinkingh0000norm/page/22/mode/2up5. General Obscurity — Loose Thinking: https://archive.org/details/writingthinkingh0000norm/page/414/mode/2upIV. Ayn Rand on grammar and logic: https://goldams.com/the-importance-of-grammar/V. Walden drafts1. The Walden Woods Projecthttps://www.walden.org/what-we-do/library/thoreau/the-writings-of-henry-david-thoreau-the-digital-collection/2. The Walden Manuscript Projecthttps://digitalthoreau.org/the-walden-manuscript-project/VI. Parallelism i. What parallelism is and some examples in literature: https://literarydevices.net/parallelism/ii. Some benefits of parallelism and more examples: http://sixminutes.dlugan.com/parallelism/VII. Sentence Diagramming To learn grammar, you can study sentence diagramming. I recommend it. Good stuff. Here are some resources.1. Free online sentence diagramming books.i. GLENCOE LANGUAGE ARTS, Sentence Diagramming (answers at end)https://d3jc3ahdjad7x7.cloudfront.net/Uw3BMx78pj032cWUNrOWrznKoOtEzR2iCVP5krMeqziiIxpi.pdfii. Basics First Sentence Diagramming (answers at end):http://jwoodsdistrict205.yolasite.com/resources/BASICS%20FIRST%20DIAGRAMING%20SENTENCES%20A.pdf2. Sentence diagramming books you could purchase.i. Rex Barks: Diagramming Sentences Made Easy by Phyllis Davenport: https://www.amazon.com/Phyllis-Davenport/dp/1889439355/ii. Diagramming Step by Step: One Hundred and Fifty-Five Steps to Excellence in Sentence Diagramming by Eugene Moutoux: https://www.amazon.com/Diagramming-Step-Fifty-Five-Excellence-Sentence/dp/1935497650/3. Courses I teach.A. Can be done on a variety of media or in personi. https://goldams.com/services/language-and-literature/sentence-diagramming-grammar-course-session-1/ii. https://goldams.com/services/language-and-literature/sentence-diagramming-grammar-course-session-2/B. On Outschool.i. https://outschool.com/classes/sentence-diagramming-grammar-class-session-1-AbFeysbi#abl8xusnkvii. https://outschool.com/classes/sentence-diagramming-grammar-class-session-2-VHt7Knntiii. https://outschool.com/classes/sentence-diagramming-grammar-camp-session-1-4Rk6AvMWiv. https://outschool.com/classes/sentence-diagramming-grammar-camp-session-2-uG9DZ7hA
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