Nature and Mathematics IV

“Is God a mathematician? Certainly, the world, the universe, and nature can be reliably understood using mathematics. Nature is mathematics.” (Clifford A Pickover, “The Loom of God”, 1997)

 "The laws of nature are drawn from experience, but to express them one needs a special language: for, ordinary language is too poor and too vague to express relations so subtle, so rich, so precise. Here then is the first reason why a physicist cannot dispense with mathematics: it provides him with the one language he can speak […]. Who has taught us the true analogies, the profound analogies which the eyes do not see, but which reason can divine? It is the mathematical mind, which scorns content and clings to pure form.” (Henri Poincare, "Analysis and Physics")

“The study of mathematics - from ordinary reckoning up to the higher processes - must be connected with knowledge of nature, and at the same time with experience, that it may enter the pupil’s circle of thought.” (Johann F Herbart, “Letters and Lectures on Education”, 1908)

 “Little can be understood of even the simplest phenomena of nature without some knowledge of mathematics, and the attempt to penetrate deeper into the mysteries of nature compels simultaneous development of the mathematical processes.” (J  W Young, “The Teaching of Mathematics”, 1907)

“The motive for the study of mathematics is insight into the nature of the universe. Stars and strata, heat and electricity, the laws and processes of becoming and being, incorporate mathematical truths. If language imitates the voice of the Creator, revealing His heart, mathematics discloses His intellect, repeating the story of how things came into being. And the value of mathematics, appealing as it does to our energy and to our honor, to our desire to know the truth and thereby to live as of right in the household of God, is that it establishes us in larger and larger certainties. As literature 62 develops emotion, understanding, and sympathy, so mathematics develops observation, imagination, and reason.” (William E Chancellor, “A Theory of Motives, Ideals and Values in Education” 1907)

“There is no science which teaches the harmonies of nature more clearly than mathematics […].” , (William Andrews, “Magic Squares and Cubes”, 1908)

“Mathematics stands forth as that which unites, mediates between Man and Nature, inner and outer world, thought and perception, as no other subject does.” (Julius Froebel, 1893)

“The enormous usefulness of mathematics in natural sciences is something bordering on the mysterious, and there is no rational explanation for it. It is not at all natural that ‘laws of nature’ exist, much less that man is able to discover them. The miracle of the appropriateness of the language of mathematics for the formulation of the laws of physics is a wonderful gift which we neither understand nor deserve.” (Eugene P Wigner, “The Unreasonable Effectiveness of Mathematics in the Natural Sciences,” 1960)

“Mathematics is an exploratory science that seeks to understand every kind of pattern - patterns that occur in nature, patterns invented by the human mind, and even patterns created by other patterns.” (Lynn A Steen, “The Future of Mathematics Education”, 1990)