On Synergy II

"The constructive process inheres in all forms of synergy, and the cooperation of antithetical forces in nature always results in making, that is, in creating something that did not exist before. But in the organic world this character of structure becomes the leading feature, and we have synthetic products consisting of tissues and organs serving definite purposes, which we call functions." (Lester F Ward, "Pure Sociology", 1903)

"[...] there is a universal principle, operating in every department of nature and at every stage of evolution, which is conservative, creative and constructive. [...] I have at last fixed upon the word synergy, as the term best adapted to express its twofold character of ‘energy’ and ‘mutuality’ or the systematic and organic ‘working together’ of the antithetical forces of nature. [...] Synergy is a synthesis of work, or synthetic work, and this is what is everywhere taking place. It may be said to begin with the primary atomic collision in which mass, motion, time, and space are involved, and to find its simplest expression in the formula for force, which implies a plurality of elements, and signifies an interaction of these elements." (Lester F Ward, "Pure Sociology", 1903)

"This compromise among the contending forces of nature was effected through organization and the formation of chemical systems, which are so many reservoirs of power, this power being represented by what we call the properties of matter. These systems store up energy and expend it in work, but the work is always a collaboration or cooperation of all the competing forces involved. It is synergy." (Lester F Ward, "Pure Sociology", 1903)

"Social equilibration under the principle of social synergy, while it involves a perpetual and vigorous struggle among the antagonistic social forces, still works out social structures and conserves them, and these structures perform their prescribed functions. Upon the perfection of these structures and the consequent success with which they perform their functions depends the degree of social efficiency. In the organic world the struggle has the appearance of a struggle for existence. The weaker species go to the wall and the stronger persist. There is a constant elimination of the defective and survival of the fittest. On the social plane it is the same, and weak races succumb in the struggle while strong races persist. But in both cases it is the best structures that survive." (James Q Dealey & Lester F Ward, "A Text-book of Sociology", 1905)

"Social structures are the products of social synergy, i.e., of the interaction of different social forces, all of which, in and of themselves, are destructive, but whose combined effect, mutually checking, constraining, and equilibrating one another, is to produce structures. The entire drift is toward economy, conservatism, and the prevention of waste. Social structures are mechanisms for the production of results, and the results cannot be secured without them. They are reservoirs of power." (James Q Dealey & Lester F Ward, "A Text-book of Sociology", 1905)

"The true nature of the universal principle of synergy pervading all nature and creating all the different kinds of structure that we observe to exist, must now be made clearer. Primarily and essentially it is a process of equilibration, i.e., the several forces are first brought into a state of partial equilibrium. It begins in collision, conflict, antagonism, and opposition, and then we have the milder phases of antithesis, competition, and interaction, passing next into a modus vivendi, or compromise, and ending in collaboration and cooperation." (James Q Dealey & Lester F Ward, "A Text-book of Sociology", 1905)

"Synergy is the principle that explains all organization and creates all structures. The products of cosmic synergy are found in all fields of phenomena. Celestial structures are worlds and world systems; chemical structures are atoms, molecules, and substances; biotic structures are protoplasm, cells, tissues, organs, and organisms. There are also psychic structures - feelings, emotions, passions, volitions, perceptions, cognitions, memory, imagination, reason, thought, and all the acts of consciousness. And then there are social structures […]. These are the products of the social forces acting under the principle of social synergy." (James Q Dealey & Lester F Ward, "A Text-book of Sociology", 1905)

"[...] synergy is the consequence of the energy expended in creating order. It is locked up in the viable system created, be it an organism or a social system. It is at the level of the system. It is not discernible at the level of the system. It is not discernible at the level of the system’s components. Whenever the system is dismembered to examine its components, this binding energy dissipates." (J-C Spender, "Organizational Knowledge, Collective Practice and Penrose Rents", 1999)

[synergy:] "Measure describing how one agent or system increases the satisfaction of other agents or systems." (Carlos Gershenson, "Design and Control of Self-organizing Systems", 2007)

"To develop a Control, the designer should find aspect systems, subsystems, or constraints that will prevent the negative interferences between elements (friction) and promote positive interferences (synergy). In other words, the designer should search for ways of minimizing frictions that will result in maximization of the global satisfaction" (Carlos Gershenson, "Design and Control of Self-organizing Systems", 2007)

On Problem Solving XV: Representation II

"There are at least four fundamental purposes that the study of mathematics should attain. First, it should serve as a functional tool in solving our individual everyday problems. These questions: How much? How many? What form or shape? and Can you prove it? arise every day in the lives of every citizen.
In the second place, mathematics serves as a handmaiden for the explanation of the quantitative situations in other subjects, such as economics, physics, navigation, finance, biology, and even the arts. The mathematics used in these areas of practice is exactly the same mathematics and involves the same mathematical concepts and skills. It is only the things to which the mathematics is applied that are different, and this is immaterial if one really understands the mathematics.
In the third place, mathematics, when properly conceived, becomes a model for thinking, for developing scientific structure, for drawing conclusions, and for solving problems. Its postulational nature, that is, accepted relations axioms or postulates), undefined terms, definitions, theorems, and logic. aids ail other areas of knowledge to approach scientific This same structure aids us in problem solving methods in which we collect, organize, and analyze data, and deduce conclusions for future action. For example, one who understands the mathematical method can easily frame the problem, [...]
In the fourth place, mathematics is the best describer of the universe about us. In an age that has become statistical and scientific in much of its human endeavor, the need for people to understand these phenomena is not only a cultural necessity but to some extent a necessity for intelligent action." (Howard F Fehr,  "Reorientation in Mathematics Education", Teachers Record 54, 1953)

"Every problem-solving effort must begin with creating a representation for the problem - a problem space in which the search for the solution can take place. Of course, for most of the problems we encounter in our daily personal or professional lives, we simply retrieve from memory a representation that we have already stored and used on previous occasions. Sometimes, we have to adapt the representation a bit to the new situation, but that is usually a rather simple matter." (Herbert A Simon, "The Sciences of the Artificial", 1968)

"Solving a problem simply means representing it so as to make the solution transparent." (Herbert A Simon, "The Sciences of the Artificial", 1968)

"For the mathematician, the physical way of thinking is merely the starting point in a process of abstraction or idealization. Instead of being a dot on a piece of paper or a particle of dust suspended in space, a point becomes, in the mathematician's ideal way of thinking, a set of numbers or coordinates. In applied mathematics we must go much further with this process because the physical problems under consideration are more complex. We first view a phenomenon in the physical way, of course, but we must then go through a process of idealization to arrive at a more abstract representation of the phenomenon which will be amenable to mathematical analysis." (Peter Lancaster, "Mathematics: Models of the Real World", 1976)

"An internal model corresponds to a specific concrete situation in the external world and allows us to reason about the external situation. To do so you used information about the problem presented in the problem statement. The process of understanding, then, refers to constructing an initial mental representation of what the problem is, based on the information in the problem statement about the goal, the initial state, what you are not allowed to do, and what operator to apply, as well as your own personal past experience." (S Ian Robertson, "Problem Solving", 2001)

"The difficulty facing us when we have to make inferences is two-fold. First, we may build entirely the wrong mental model from the information we read or hear. […] The second difficulty facing us is that we may well build a reasonably correct initial representation of a problem, but this representation may be impoverished in some way because we have no idea what inferences are relevant […]" (S Ian Robertson, "Problem Solving", 2001)

"Thinking involves reasoning about a situation, and to do that we must have some kind of dynamic "model" of the situation in our heads. Any changes we make to this mental model of the world should ideally mirror changes in the real world." (S Ian Robertson, "Problem Solving", 2001)

"Understanding a problem means building some kind of representation of the problem in one's mind, based on what the situation is or what the problem statement says and on one's prior knowledge. It is then possible to reason about the problem within this mental representation. Generating a useful mental representation is therefore the most important single factor for successful problem solving." (S Ian Robertson, "Problem Solving", 2001)

"Good numeric representation is a key to effective thinking that is not limited to understanding risks. Natural languages show the traces of various attempts at finding a proper representation of numbers. [...] The key role of representation in thinking is often downplayed because of an ideal of rationality that dictates that whenever two statements are mathematically or logically the same, representing them in different forms should not matter. Evidence that it does matter is regarded as a sign of human irrationality. This view ignores the fact that finding a good representation is an indispensable part of problem solving and that playing with different representations is a tool of creative thinking." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"Alternative models are neither right nor wrong, just more or less useful in allowing us to operate in the world and discover more and better options for solving problems." (Andrew Weil," The Natural Mind: A Revolutionary Approach to the Drug Problem", 2004)

“A conceptual model is a mental image of a system, its components, its interactions. It lays the foundation for more elaborate models, such as physical or numerical models. A conceptual model provides a framework in which to think about the workings of a system or about problem solving in general. An ensuing operational model can be no better than its underlying conceptualization.” (Henry N Pollack, “Uncertain Science … Uncertain World”, 2005)

"In specific cases, we think by applying mental rules, which are similar to rules in computer programs. In most of the cases, however, we reason by constructing, inspecting, and manipulating mental models. These models and the processes that manipulate them are the basis of our competence to reason. In general, it is believed that humans have the competence to perform such inferences error-free. Errors do occur, however, because reasoning performance is limited by capacities of the cognitive system, misunderstanding of the premises, ambiguity of problems, and motivational factors. Moreover, background knowledge can significantly influence our reasoning performance. This influence can either be facilitation or an impedance of the reasoning process." (Carsten Held et al, "Mental Models and the Mind", 2006)

"Mental models are formed over time through a deep enculturation process, so it follows that any attempt to align mental models must focus heavily on collective sense making. Alignment only happens through a process of socialisation; people working together, solving problems together, making sense of the world together." (Robina Chatham & Brian Sutton, "Changing the IT Leader’s Mindset", 2010)

"Mathematics does not merely describe the problem in an abstract way, it allows us to find a previously unknown 'solution' from the abstract description. It is surprising that the unknown can be transformed into the well known when we succeed in describing the problem mathematically." (Waro Iwane, "Mathematics in Our Company: What Does It Describe?", [in "What Mathematics Can Do for You"] 2013)

"Mathematical modeling is the application of mathematics to describe real-world problems and investigating important questions that arise from it." (Sandip Banerjee, "Mathematical Modeling: Models, Analysis and Applications", 2014)

"Mental imagery is often useful in problem solving. Verbal descriptions of problems can become confusing, and a mental image can clear away excessive detail to bring out important aspects of the problem. Imagery is most useful with problems that hinge on some spatial relationship. However, if the problem requires an unusual solution, mental imagery alone can be misleading, since it is difficult to change one’s understanding of a mental image. In many cases, it helps to draw a concrete picture since a picture can be turned around, played with, and reinterpreted, yielding new solutions in a way that a mental image cannot." (James Schindler, "Followership", 2014)

Previous <<||>> Next

On Numbers (1600-1699)

"There is divinity in odd numbers, either in nativity, chance, or death." (William Shakespeare, "The Merry Wives of Windsor", 1602)

"What is big is easy to perceive: what is small is difficult to perceive. In short, it is difficult for large numbers of men to change position, so their movements can be easily predicted. An individual can easily change his mind, so his movements are difficult to predict."(Miyamoto Musashi, "The Book of Five Rings", 1645)

"[…] the knowledge we have of the Mathematicks, hath no reason to elate us; since by them we know but numbers, and figures, creatures of our own, and are yet ignorant of our Maker’s." (Joseph Glanvill, "The Vanity of Dogmatizing", 1661)

"Measure, time and number are nothing but modes of thought or rather of imagination." (Baruch Spinoza, [Letter to Ludvicus Meyer] 1663)

"For any number there exists a corresponding even number which is its double. Hence the number of all numbers is not greater than the number of even numbers, that is, the whole is not greater than the part." (Gottfried W Leibniz, "De Arte Combinatoria", 1666)

"We know that there is an infinite, and we know not its nature. As we know it to be false that numbers are finite, it is therefore true that there is a numerical infinity. But we know not of what kind; it is untrue that it is even, untrue that it is odd; for the addition of a unit does not change its nature; yet it is a number, and every number is odd or even (this certainly holds of every finite number). Thus we may quite well know that there is a God without knowing what He is." (Blaise Pascal, "Pensées", 1670)

On Statisticians (1975 - 1999)

"Competent statisticians will be front line troops in our war for survival-but how do we get them? I think there is now a wide readiness to agree that what we want are neither mere theorem provers nor mere users of a cookbook. A proper balance of theory and practice is needed and, most important, statisticians must learn how to be good scientists; a talent which has to be acquired by experience and example." (George E P Box, "Science and Statistics", Journal of the American Statistical Association 71, 1976)

"When the statistician looks at the outside world, he cannot, for example, rely on finding errors that are independently and identically distributed in approximately normal distributions. In particular, most economic and business data are collected serially and can be expected, therefore, to be heavily serially dependent. So is much of the data collected from the automatic instruments which are becoming so common in laboratories these days. Analysis of such data, using procedures such as standard regression analysis which assume independence, can lead to gross error. Furthermore, the possibility of contamination of the error distribution by outliers is always present and has recently received much attention. More generally, real data sets, especially if they are long, usually show inhomogeneity in the mean, the variance, or both, and it is not always possible to randomize." (George E P Box, "Some Problems of Statistics and Everyday Life", Journal of the American Statistical Association, Vol. 74 (365), 1979)

"Science usually amounts to a lot more than blind trial and error. Good statistics consists of much more than just significance tests; there are more sophisticated tools available for the analysis of results, such as confidence statements, multiple comparisons, and Bayesian analysis, to drop a few names. However, not all scientists are good statisticians, or want to be, and not all people who are called scientists by the media deserve to be so described." (Robert Hooke, "How to Tell the Liars from the Statisticians", 1983)

"Another reason for the applied statistician to care about Bayesian inference is that consumers of statistical answers, at least interval estimates, commonly interpret them as probability statements about the possible values of parameters. Consequently, the answers statisticians provide to consumers should be capable of being interpreted as approximate Bayesian statements." (Donald B Rubin, "Bayesianly justifiable and relevant frequency calculations for the applied statistician", Annals of Statistics 12(4), 1984)

"Stepwise regression is probably the most abused computerized statistical technique ever devised. If you think you need stepwise regression to solve a particular problem you have, it is almost certain that you do not. Professional statisticians rarely use automated stepwise regression." (Leland Wilkinson, "SYSTAT", 1984)

"The result is that non-statisticians tend to place undue reliance on single ‘cookbook’ techniques, and it has for example become impossible to get results published in some medical, psychological and biological journals without reporting significance values even if of doubtful validity. It is sad that students may actually be more confused and less numerate at the end of a ‘service course’ than they were at the beginning, and more likely to overlook a descriptive approach in favor of some inferential method which may be inappropriate or incorrectly executed." (Christopher Chatfield, "The initial examination of data", Journal of the Royal Statistical Society, Series A 14, 1985)

"Too much of what all statisticians do [...] is blatantly subjective for any of us to kid ourselves or the users of our technology into believing that we have operated ‘impartially’ in any true sense. [...] We can do what seems to us most appropriate, but we can not be objective and would do well to avoid language that hints to the contrary." (Steve V Vardeman, Comment, Journal of the American Statistical Association 82, 1987)

"[In statistics] you have the fact that the concepts are not very clean. The idea of probability, of randomness, is not a clean mathematical idea. You cannot produce random numbers mathematically. They can only be produced by things like tossing dice or spinning a roulette wheel. With a formula, any formula, the number you get would be predictable and therefore not random. So as a statistician you have to rely on some conception of a world where things happen in some way at random, a conception which mathematicians don’t have." (Lucien LeCam, [interview] 1988)

"It is clear that a statistician who is involved at the start of an investigation, advises on data collection, and who knows the background and objectives, will generally make a better job of the analysis than a statistician who was called in later on." (Christopher Chatfield, "Problem solving: a statistician’s guide", 1988)

"The statistician should not always remain in his or her own office: not only is relevant information more likely to be on hand in the experimenter’s department, but in the longer term the statistician stands to gain immeasurably in understanding of agricultural problems by often visiting other departments and their laboratories and fields." (David J Finney, "Was this in your statistics textbook?", Experimental Agriculture 24, 1988)

"A little thought reveals a fact widely understood among statisticians: The null hypothesis, taken literally (and that’s the only way you can take it in formal hypothesis testing), is always false in the real world. [...] If it is false, even to a tiny degree, it must be the case that a large enough sample will produce a significant result and lead to its rejection. So if the null hypothesis is always false, what’s the big deal about rejecting it?" (Jacob Cohen, "Things I Have Learned (So Far)", American Psychologist, 1990)

"Statisticians classically asked the wrong question–and were willing to answer with a lie, one that was often a downright lie. They asked 'Are the effects of A and B different?' and they were willing to answer “no”. All we know about the world teaches us that the effects of A and B are always different–in some decimal place–for every A and B. Thus asking 'Are the effects different?' is foolish. What we should be answering first is 'Can we tell the direction in which the effects of A differ from the effects of B?' In other words, can we be confident about the direction from A to B? Is it 'up', 'down' or 'uncertain'?" (John W Tukey, "The Philosophy of Multiple Comparisons", Statistical Science 6, 1991)

"Statistics is a very powerful and persuasive mathematical tool. People put a lot of faith in printed numbers. It seems when a situation is described by assigning it a numerical value, the validity of the report increases in the mind of the viewer. It is the statistician's obligation to be aware that data in the eyes of the uninformed or poor data in the eyes of the naive viewer can be as deceptive as any falsehoods." (Theoni Pappas, "More Joy of Mathematics: Exploring mathematical insights & concepts", 1991)

"A careful and sophisticated analysis of the data is often quite useless if the statistician cannot communicate the essential features of the data to a client for whom statistics is an entirely foreign language." (Christopher J Wild, "Embracing the ‘Wider view’ of Statistics", The American Statistician 48, 1994)

"We have to teach non-statisticians to recognize where statistical expertise is required. No one else will. We teach students how to solve simple statistical problems, but how often do we make any serious effort to teach them to recognize situations that call for statistical expertise that is beyond the technical content of the course." (Christopher J Wild, "Embracing the ‘Wider view’ of Statistics", The American Statistician 48, 1994)

"Because no one becomes statistically self-sufficient after one semester of study, I try to prepare students to become intelligent consumers of the assistance that they will inevitably seek. Service courses train future clients, not future statisticians." (Michael W Tosset, "Statistical Science", 1998)

"There are aspects of statistics other than it being intellectually difficult that are barriers to learning. For one thing, statistics does not benefit from a glamorous image that motivates students to persist through tedious and frustrating lessons[...]there are no TV dramas with a good-looking statistician playing the lead, and few mothers’ chests swell with pride as they introduce their son or daughter as 'the statistician'." (Chap T Le & James R Boen, "Health and Numbers: Basic Statistical Methods", 1995)

"When an analyst selects the wrong tool, this is a misuse which usually leads to invalid conclusions. Incorrect use of even a tool as simple as the mean can lead to serious misuses. […] But all statisticians know that more complex tools do not guarantee an analysis free of misuses. Vigilance is required on every statistical level."  (Herbert F Spirer et al, "Misused Statistics" 2nd Ed, 1998)

On Axioms (1975-1999)

"Mathematics has been trivialized, derived from indubitable, trivial axioms in which only absolutely clear trivial terms figure, and from which truth pours down in clear channels." (Imre Lakatos, "Mathematics, Science and Epistemology", 1980)

"The axiom of choice has many important consequences in set theory. It is used in the proof that every infinite set has a denumerable subset, and in the proof that every set has at least one well-ordering. From the latter, it follows that the power of every set is an aleph. Since any two alephs are comparable, so are any two transfinite powers of sets. The axiom of choice is also essential in the arithmetic of transfinite numbers." (R Bunn, "Developments in the Foundations of Mathematics, 1870-1910", 1980)

"If the proof starts from axioms, distinguishes several cases, and takes thirteen lines in the text book […] it may give the youngsters the impression that mathematics consists in proving the most obvious things in the least obvious way." (George Pólya, "Mathematical Discovery: on Understanding, Learning, and Teaching Problem Solving", 1981)

"A slight variation in the axioms at the foundation of a theory can result in huge changes at the frontier." (Stanley P Gudder, "Quantum Probability", 1988)

"The mathematical theories generally called 'mathematical theories of chance' actually ignore chance, uncertainty and probability. The models they consider are purely deterministic, and the quantities they study are, in the final analysis, no more than the mathematical frequencies of particular configurations, among all equally possible configurations, the calculation of which is based on combinatorial analysis. In reality, no axiomatic definition of chance is conceivable." (Maurice Allais, "An Outline of My Main Contributions to Economic Science", [Noble lecture] 1988)

"Whenever we axiomitize a real-world system, we always, of necessity, oversimplify. Frequently, the oversimplification will adequately describe the system for the purposes at hand. In many other cases, the oversimplification may seem deceptively close to reality, when in fact it is far wide of the mark. The best hope, of course, is the use of a model adequate to explain observation. However, when we are unable to develop an adequate model, we would generally be well advised to stick with empiricism and axiomatic imprecision." (James R Thompson, "Empirical Model Building", 1989)

"It is not surprising to find many mathematical ideas interconnected or linked. The expansion of mathematics depends on previously developed ideas. The formation of any mathematical system begins with some undefined terms and axioms (assumptions) and proceeds from there to definitions, theorems, more axioms and so on. But history points out this is not necessarily the route that creativity" (Theoni Pappas, "More Joy of Mathematics: Exploring mathematical insights & concepts", 1991)

"This absolutist view of mathematical knowledge is based on two types of assumptions: those of mathematics, concerning the assumption of axioms and definitions, and those of logic concerning the assumption of axioms, rules of inference and the formal language and its syntax. These are local or micro-assumptions. There is also the possibility of global or macro-assumptions, such as whether logical deduction suffices to establish all mathematical truths." (Paul Ernest, "The Philosophy of Mathematics Education", 1991)

"A mathematical proof is a chain of logical deductions, all stemming from a small number of initial assumptions ('axioms') and subject to the strict rules of mathematical logic. Only such a chain of deductions can establish the validity of a mathematical law, a theorem. And unless this process has been satisfactorily carried out, no relation - regardless of how often it may have been confirmed by observation - is allowed to become a law. It may be given the status of a hypothesis or a conjecture, and all kinds of tentative results may be drawn from it, but no mathematician would ever base definitive conclusions on it." (Eli Maor, "e: The Story of a Number", 1994)

"In view of the developments of abstract mathematics, the first thing mathematicians studied was how to extract the property of 'nearness' from the set of numbers. If the property of nearness could be extracted using a few axioms, and if it was possible to associate the extracted property with a set, then the resulting set would provide an abstract scene to study 'nearness'." (Kenji Ueno & Toshikazu Sunada, "A Mathematical Gift, III: The Interplay Between Topology, Functions, Geometry, and Algebra", Mathematical World Vol. 23, 1996)

"Let us regard a proof of an assertion as a purely mechanical procedure using precise rules of inference starting with a few unassailable axioms. This means that an algorithm can be devised for testing the validity of an alleged proof simply by checking the successive steps of the argument; the rules of inference constitute an algorithm for generating all the statements that can be deduced in a finite number of steps from the axioms." (Edward Beltrami, "What is Random?: Chaos and Order in Mathematics and Life", 1999)

On Data (1940-1949)

"Scientific data are not taken for museum purposes; they are taken as a basis for doing something. If nothing is to be done with the data, then there is no use in collecting any. The ultimate purpose of taking data is to provide a basis for action or a recommendation for action. The step intermediate between the collection of data and the action is prediction." (William E Deming, "On a Classification of the Problems of Statistical Inference", Journal of the American Statistical Association Vol. 37 (218), 1942)

"The faith of scientists in the power of mathematics is so implicit that their work has gradually become less and less observation, and more and more calculation. The promiscuous collection and tabulation of data have given way to a process of assigning possible meanings, merely supposed real entities, to mathematical terms, working out the logical results, and then staging certain crucial experiments to check the hypothesis against the actual, empirical results. But the facts [...] accepted by virtue of these tests are not actually observed at all." (Susanne K Langer, "Philosophy in a New Key", 1942)

"Statistics is the branch of scientific method which deals with the data obtained by counting or measuring the properties of populations of natural phenomena. In this definition 'natural phenomena' includes all the happenings of the external world, whether human or not " (Sir Maurice G Kendall  & Alan Stuart,, "Advanced Theory of Statistics", Vol. 1, 1943)

"True, the universe is more than a collection of objective experimental data; more than the complexus of theories, abstractions, and special assumptions devised to hold the data together; more, indeed, than any construct modeled on this cold objectivity. For there is a deeper, more subjective world, a world of sensation and emotion, of aesthetic, moral, and religious values as yet beyond the grasp of objective science. And towering majestically over all, inscrutable and inescapable, is the awful mystery of Existence itself, to confound the mind with an eternal enigma." (Banesh Hoffmann, "The Strange Story of the Quantum", 1947)

"There is only one kind of whiskey, but two broad classes of data, good and bad." (William E Deming, "On the Classification of Statistics", The American Statistician Vol. 2 (2), 1948)

On Models (1900-1929)

"Confronted with the mystery of the Universe, we are driven to ask if the model our minds have framed at all corresponds with the reality; if, indeed, there be any reality behind the image." (Sir William Cecil Dampier, "The Recent Development of Physical Science", 1904)

"The different sciences are not even parts of a whole; they are but different aspects of a whole, which essentially has nothing in it corresponding to the divisions we make; they are, so to speak, sections of our model of Nature in certain arbitrary planes, cut in directions to suit our convenience." (Sir William Cecil Dampier, "The Recent Development of Physical Science", 1904)

"We can only study Nature through our senses – that is […] we can only study the model of Nature that our senses enable our minds to construct; we cannot decide whether that model, consistent though it be, represents truly the real structure of Nature; whether, indeed, there be any Nature as an ultimate reality behind its phenomena." (Sir William C Dampier, "The Recent Development of Physical Science", 1904)

"A symbolical representation of a method of calculation has the same significance for a mathematician as a model or a visualisable working hypothesis has for a physicist. The symbol, the model, the hypothesis runs parallel with the thing to be represented. But the parallelism may extend farther, or be extended farther, than was originally intended on the adoption of the symbol. Since the thing represented and the device representing are after all different, what would be concealed in the one is apparent in the other." (Ernst Mach, "Space and Geometry: In the Light of physiological, phycological and physical inquiry", 1906) 

“We should always aim toward the economy of thought. It is not enough to give models for imitation. It must be possible to pass beyond these models and, in place of repeating their reasoning at length each time, to sum this in a few words.” (Jules H Poincaré, 1909)

"It seems rather futile, if such be the normal history of hypothetical models, to inflict on us the labor of learning abstruse hypotheses which continually revamp old metaphysical terms and merely dress them up in new transcendental symbols. It is a valuable exercise to strip hypotheses of their technical phraseology; to change those words which deceive our minds into believing that a clear idea has been conveyed, when, in fact, they have merely been wrenched from any real significance." (Louis T More," The Limitations of Science", 1915)

"Our model of Nature […] should be like an engine with movable parts. We need not fix the position of any one lever; that is to be adjusted from time to time as the latest observations indicate. The aim of the theorist is to know the train of wheels which the lever sets in motion - that binding of the parts which is the soul of the engine." (Sir Arthur S Eddington, "The Internal Constitution of Stars", Nature Vol. 106 (2603), 1920)

"[…] while the building of Nature is growing spontaneously from within, the model of it, which we seek to construct in our descriptive science, can only be constructed by means of scaffolding from without, a scaffolding of hypotheses. While in the real building all is continuous, in our model there are detached parts which must be connected with the rest by temporary ladders and passages, or which must be supported till we can see how to fill in the understructure. To give the hypotheses equal validity with facts is to confuse the temporary scaffolding with the building itself." (John H Poynting, "Collected Scientific Papers", 1920)

"As we continue the great adventure of scientific exploration our models must often be recast. New laws and postulates will be required, while those that we already have must be broadened, extended and generalized in ways that we are now hardly able to surmise." (Gilbert Newton Lewis, "The Anatomy of Science", 1926)

On Networks (1980-1989)

"A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the meaning of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept." (David E Rumelhart, "Schemata: The building blocks of cognition", 1980)

"The traditional boundaries between various fields of science are rapidly disappearing and what is more important science does not know any national borders. The scientists of the world are forming an invisible network with a very free flow of scientific information - a freedom accepted by the countries of the world irrespective of political systems or religions. […] Great care must be taken that the scientific network is utilized only for scientific purposes - if it gets involved in political questions it loses its special status and utility as a nonpolitical force for development." (Sune K. Bergström, [speech] 1982) 

"We define a semantic network as 'the collection of all the relationships that concepts have to other concepts, to percepts, to procedures, and to motor mechanisms' of the knowledge." (John F Sowa, "Conceptual Structures", 1984)

"Cybernetics, although not ignoring formal networks, suggests that an informal communications structure will also be present such that complex conversations at a number of levels between two or more individuals exist." (Robert L Flood, "Dealing with Complexity", 1988) 

"When loops are present, the network is no longer singly connected and local propagation schemes will invariably run into trouble. [...] If we ignore the existence of loops and permit the nodes to continue communicating with each other as if the network were singly connected, messages may circulate indefinitely around the loops and process may not converges to a stable equilibrium. […] Such oscillations do not normally occur in probabilistic networks […] which tend to bring all messages to some stable equilibrium as time goes on. However, this asymptotic equilibrium is not coherent, in the sense that it does not represent the posterior probabilities of all nodes of the network." (Judea Pearl, "Probabilistic Reasoning in Intelligent Systems: Networks of Plausible Inference", 1988)

"A culture may be conceived as a network of beliefs and purposes in which any string in the net pulls and is pulled by the others, thus perpetually changing the configuration of the whole. If the cultural element called morals takes on a new shape, we must ask what other strings have pulled it out of line. It cannot be one solitary string, nor even the strings nearby, for the network is three-dimensional at least." (Jacques Barzun, "The Culture We Deserve", 1989)

On Extrema III

"In order to regain in a rigorously defined function those properties that are analogous to those ascribed to an empirical curve with respect to slope and curvature (first and higher difference quotients), we need not only to require that the function is continuous and has a finite number of maxima and minima in a finite interval, but also assume explicitly that it has the first and a series of higher derivatives (as many as one will want to use)." (Felix Klein, "Elementary Mathematics from a Higher Standpoint" Vol III: "Precision Mathematics and Approximation Mathematics", 1928)

"A variety of natural phenomena exhibit what is called the minimum principle. The principle is displayed where the amount of energy expended in performing a given action is the least required for its execution, where the path of a particle or wave in moving from one point to another is the shortest possible, where a motion is completed in the shortest possible time, and so on." (James R Newman, "The World of Mathematics" Vol. II, 1956)

"In the mathematical theory of the maximum and minimum problems in calculus of variations, different methods are employed. The old classical method consists in finding criteria -as to whether or not for a given curve the corresponding number assumes a maximum or minimum. In order to find such criteria a considered curve is a little varied, and it is from this method that the name 'calculus of variations' for the whole branch of mathematics is derived." (Karl Menger, "What Is Calculus of Variations and What Are Its Applications?" [James R Newman, "The World of Mathematics" Vol. II], 1956)

"We frequently find that nature acts in such a way as to minimize certain magnitudes. The soap film will take the shape of a surface of smallest area. Light always follows the shortest path, that is, the straight line, and, even when reflected or broken, follows a path which takes a minimum of time. In mechanical systems we find that the movements actually take place in a form which requires less effort in a certain sense than any other possible movement would use. There was a period, about 150 years ago, when physicists believed that the whole of physics might be deduced from certain minimizing principles, subject to calculus of variations, and these principles were interpreted as tendencies--so to say, economical tendencies of nature. Nature seems to follow the tendency of economizing certain magnitudes, of obtaining maximum effects with given means, or to spend minimal means for given effects." (Karl Menger, "What Is Calculus of Variations and What Are Its Applications?" [James R Newman, "The World of Mathematics" Vol. II], 1956)

"While the minimum and maximum problems of calculus of variations correspond to the problem in the ordinary calculus of finding peaks and pits of a surface, the minimax problems correspond to the problem of finding the saddle points of the surface (the passes of a mountain)."(Karl Menger, "What Is Calculus of Variations and What Are Its Applications?" [James R Newman, "The World of Mathematics" Vol. II], 1956)

"Extrema is the generic term for the concepts 'maximum' and 'minimum' , like 'parents' is the generic term for 'father' and 'mother'. Extremal problems have to do with finding maxima and minima. We encounter them everywhere. It is hardly an exaggeration to say that all problems solved by living organisms are those involving a search for extrema." (Yakov Khurgin, "Did You Say Mathematics?", 1974)

"Maximum and minimum always exist together: if our cup-like surface is turned over, we get a cap, in which the highest point (maximum) corresponds to the lowest point of the cup (minimum). By climbing to the uppermost peak of a mountain we can find ourselves (via reflection in a nearby lake) in the lowest point of the valley below. Here, the mathematician calmly reasons to within an accuracy that amounts to the opposite, so to say, for if we find a maximum and then view the situation from another angle, we see a minimum. The answer thus depends solely on how we view the surface. That is why we always speak of seeking an extremum and not, separately, a maximum or a minimum." (Yakov Khurgin, "Did You Say Mathematics?", 1974) 

"A proven theorem of game theory states that every game with complete information possesses a saddle point and therefore a solution." (Richard A Epstein, "The Theory of Gambling and Statistical Logic" [Revised Edition], 1977)

"So the strategy of mixing the choices with equal likelihood is an equilibrium point for the game, in the same sense that the minimax point is an equilibrium for a game having a saddle point. Thus, using a strategy that randomizes their choices, Max and Min can each announce his or her strategy to the other without the opponent being able to exploit this information to get a larger average payoff for himself or herself." (John L Casti, "Five Golden Rules", 1995)

"What's important about a saddle point is that it represents a decision by the two players that neither can improve upon by unilaterally departing from it. In short, either player can announce such a choice in advance to the other player and suffer no penalty by doing so. Consequently, the best choice for each player is at the saddle point, which is called a 'solution' to the game in pure strategies. This is because regardless of the number of times the game is played, the optimal choice for each player is to always take his or her saddle-point decision. […] the saddle point is at the same time the highest point on the payoff surface in one direction and the lowest in the other direction. Put in algebraic terms using the payoff matrix, the saddle point is where the largest of the row minima coincides with the smallest of the column maxima." (John L Casti, "Five Golden Rules", 1995)

On Networks (1970-1979)

"Nature is a network of happenings that do not unroll like a red carpet into time, but are intertwined between every part of the world; and we are among those parts. In this nexus, we cannot reach certainty because it is not there to be reached; it goes with the wrong model, and the certain answers ironically are the wrong answers. Certainty is a demand that is made by philosophers who contemplate the world from outside; and scientific knowledge is knowledge for action, not contemplation. There is no God’s eye view of nature, in relativity, or in any science: only a man’s eye view." (Jacob Bronowski, "The Identity of Man", 1972)

"In the province of the mind, what one believes to be true is true or becomes true, within certain limits to be found experientially and experimentally. These limits are further beliefs to be transcended. In the mind, there are no limit. […] In the province of connected minds, what the network believes to be true, either is true or becomes true within certain limits to be found experientially and experimentally. These limits are further beliefs to be transcended. In the network's mind there are no limits." (John C Lilly, "The Human Biocomputer", 1974)

"As with any graphic, networks are used in order to discover pertinent troups of to inform others of the groups and structures discovered. It is a good means of displaying structures, However, it ceases to be a means of discovery when the elements are numerous. The figure rapidly becomes complex, illegible and untransformable." (Jacques Bertin, "Graphics and graphic information processing", 1977)

"An autopoietic system is organized (defined as a unity) as a network of processes of production (transformation and destruction) of components that produces the components that: (a) through their interactions and transformations continuously regenerate and realize the network of processes (relations) that produce them and, (b) constitute it (the machine) as a concrete unity in the space in which they exist by specifying the topological domain of its realization as such a network." (Francisco Varela, "Principles of Biological Autonomy", 1979)

"Information is recorded in vast interconnecting networks. Each idea or image has hundreds, perhaps thousands, of associations and is connected to numerous other points in the mental network." (Peter Russell, "The Brain Book: Know Your Own Mind and How to Use it", 1979)

On Inequalities II

"Although they play a fundamental role in nearly all branches of mathematics, inequalities are usually obtained by ad hoc methods rather than as consequences of some underlying 'theory of inequalities'. For certain kinds of inequalities. the notion of majorization leads to such a theory that is sometimes extremely useful and powerful for deriving inequalities." (Albert W Marshall, "Inequalities: Theory of Majorization and its Applications", 1979)

"Inequalities are useful for bounding quantities that might otherwise be hard to compute." (Larry A Wasserman, "All of Statistics: A concise course in statistical inference", 2004)

"The triangle inequality is perhaps the most important property for proving theorems involving distance. The name is appropriate because the triangle inequality is an abstraction of the property that the sum of the lengths of two sides of a triangle must be at least as large as the length of the third side." (Robert Messer & Philip Straffin, "Topology Now!", 2006)

"There are three reasons for the study of inequalities: practical, theoretical and aesthetic. In many practical investigations, it is necessary to bound one quantity by another. The classical inequalities are very useful for this purpose. From the theoretical point of view, very simple questions give rise to entire theories. […] Finally, let us turn to the aesthetic aspects. As has been pointed out, beauty is in the eye of the beholder. However. it is generally agreed that certain pieces of music, art, or mathematics are beautiful. There is an elegance to inequalities that makes them very attractive." (Claudi Alsina & Roger B Nelsen, "When Less is More: Visualizing Basic Inequalities", 2009)

"[...] we may also look for representations which make inequalities obvious. Often, these representations are maxima or minima of certain quantities. […] we know that many inequalities are associated with geometric properties. Hence. we can go in either direction. We can find the geometric equivalent of an analytic result, or the analytic consequence of a geometric fact such as convexity or duality." (Claudi Alsina & Roger B Nelsen, "When Less is More: Visualizing Basic Inequalities", 2009)

"Second Law of thermodynamics is not an equality, but an inequality, asserting merely that a certain quantity referred to as the entropy of an isolated system - which is a measure of the system’s disorder, or ‘randomness’ - is greater (or at least not smaller) at later times than it was at earlier times." (Roger Penrose, "Cycles of Time: An Extraordinary New View of the Universe", 2010)

On Intelligence (Unsourced)

"Education appears to be the thing that enables a man to get along without using his intelligence." (A E Wiggan)

"Education is one of the chief obstacles to intelligence and freedom of thought." (Bertrand Russel)

"Much learning does not teach a man to have intelligence." (Heraclitus)

"Music is architecture translated or transposed from space into time; for in music, besides the deepest feeling, there reigns also a rigorous mathematical intelligence." (Georg W F Hegel)

"Science is intelligence in action with no holds barred." (Percy W Bridgman)

"The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education." (Martin L King, Jr.)

"The learning of many things does not teach intelligence […]." (Pythagoras of Samos)

"The present state of the system of nature is evidently a consequence of what is in the preceding moment, and if we conceive of an intelligence which at a given instant knew all the forces acting in nature and the position of every object in the universe - if endowed with a brain sufficiently vast to make all necessary calculations - could describe with a single formula the motions of the largest astronomical bodies and those of the smallest atoms. To such an intelligence, nothing would be uncertain; the future, like the past, would be an open book." (Pierre-Simon Laplace)

"The scientist does not study nature because it is useful; he studies it because he delights in it, and he delights in it because it is beautiful. If nature were not beautiful, it would not be worth knowing, and if nature were not worth knowing, life would not be worth living. Of course I do not here speak of that beauty that strikes the senses, the beauty of qualities and appearances; not that I undervalue such beauty, far from it, but it has nothing to do with science; I mean that profounder beauty which comes from the harmonious order of the parts, and which a pure intelligence can grasp." (Henri Poincaré)

Chaos Theory II

"Fractal geometry and chaos theory can convey a new level of understanding to systems engineering and make it more effective." (Arthur D Hall, "The fractal architecture of the systems engineering method", 1989)

"At the large scale where many processes and structures appear continuous and stable much of the time, important changes may occur discontinuously. When only a few variables are involved, as well as an optimizing process, the event may be analyzed using catastrophe theory. As the number of variables in- creases the bifurcations can become more complex to the point where chaos theory becomes the relevant approach. That chaos theory as well as the fundamentally discontinuous quantum processes may be viewed through fractal eyeglasses can also be admitted. We can even argue that a cascade of bifurcations to chaos contains two essentially structural catastrophe points, namely the initial bifurcation point at which the cascade commences and the accumulation point at which the transition to chaos is finally achieved." (J Barkley Rosser Jr., "From Catastrophe to Chaos: A General Theory of Economic Discontinuities", 1991)

"There is no question but that the chains of events through which chaos can develop out of regularity, or regularity out of chaos, are essential aspects of families of dynamical systems [...]  Sometimes [...] a nearly imperceptible change in a constant will produce a qualitative change in the system’s behaviour: from steady to periodic, from steady or periodic to almost periodic, or from steady, periodic, or almost periodic to chaotic. Even chaos can change abruptly to more complicated chaos, and, of course, each of these changes can proceed in the opposite direction. Such changes are called bifurcations." (Edward Lorenz, "The Essence of Chaos", 1993)

"Chaos theory explains the ways in which natural and social systems organize themselves into stable entities that have the ability to resist small disturbances and perturbations. It also shows that when you push such a system too far it becomes balanced on a metaphoric knife-edge. Step back and it remains stable; give it the slightest nudge and it will move into a radically new form of behavior such as chaos." (F David Peat, "From Certainty to Uncertainty", 2002)

"In chaos theory this 'butterfly effect' highlights the extreme sensitivity of nonlinear systems at their bifurcation points. There the slightest perturbation can push them into chaos, or into some quite different form of ordered behavior. Because we can never have total information or work to an infinite number of decimal places, there will always be a tiny level of uncertainty that can magnify to the point where it begins to dominate the system. It is for this reason that chaos theory reminds us that uncertainty can always subvert our attempts to encompass the cosmos with our schemes and mathematical reasoning." (F David Peat, "From Certainty to Uncertainty", 2002)

"[…] while chaos theory deals in regions of randomness and chance, its equations are entirely deterministic. Plug in the relevant numbers and out comes the answer. In principle at least, dealing with a chaotic system is no different from predicting the fall of an apple or sending a rocket to the moon. In each case deterministic laws govern the system. This is where the chance of chaos differs from the chance that is inherent in quantum theory." (F David Peat, "From Certainty to Uncertainty", 2002)

"Chaos theory is a branch of mathematics focusing on the study of chaos - dynamical systems whose random states of disorder and irregularities are governed by underlying patterns and deterministic laws that are highly sensitive to initial conditions. Chaos theory is an interdisciplinary theory stating that, within the apparent randomness of complex, chaotic systems, there are underlying patterns, interconnectedness, constant feedback loops, repetition, self-similarity, fractals, and self-organization. The butterfly effect, an underlying principle of chaos, describes how a small change in one state of a deterministic nonlinear system can result in large differences in a later state (meaning that there is a sensitive dependence on initial conditions)." (Nima Norouzi, "Criminal Policy, Security, and Justice in the Time of COVID-19", 2022)

On Knowledge (1740-1749)

"Mathematical knowledge adds vigor to the mind, frees it from prejudice, credulity, and superstition." (John Arbuthnot, "An Essay on the Usefulness of Mathematical Learning", 1701)

"It is your opinion, the ideas we perceive by our senses are not real things, but images, or copies of them. Our knowledge therefore is no farther real, than as our ideas are the true representations of those originals. But as these supposed originals are in themselves unknown, it is impossible to know how far our ideas resemble them; or whether they resemble them at all. We cannot therefore be sure we have any real knowledge." (George Berkeley, "Three Dialogues", 1713)

"There is nothing more pleasant for man than the certainty of knowledge; whoever has once tasted of it is repelled by everything in which he perceives nothing but uncertainty. This is why the mathematicians who always deal with certain knowledge have been repelled by philosophy and other things, and have found nothing more pleasant than to spend their time with lines and letters." (Christian Wolff, 1741)

"He that would make a real progress in knowledge must dedicate his age as well as first fruits - the latter growth as well as the first-fruits - at the altar of truth." (Bishop George Berkeley, "Siris", 1744)

"Those who have not imbibed the prejudices of philosophers, are easily convinced that natural knowledge is to be founded on experiment and observation." (Colin Maclaurin, "An Account of Sir Isaac Newton’s Philosophical Discoveries", 1748)

On Knowledge (1900-1929)

"A system is not so important as a method. A system is of significance because it brings order and clearness into our knowledge, but he who hopes by its help to reach something more, he who thinks to extend his knowledge by means of a system is self-deceived." (Harald Høffding, "A history of modern philosophy", 1900)

"Mathematical science is in my opinion an indivisible whole, an organism whose vitality is conditioned upon the connection of its parts. For with all the variety of mathematical knowledge, we are still clearly conscious of the similarity of the logical devices, the relationship of the ideas in mathematics as a whole and the numerous analogies in its different departments." (David Hilbert, "Mathematical Problems", Bulletin American Mathematical Society Vol. 8, 1901-1902)

"Man's determination not to be deceived is precisely the origin of the problem of knowledge. The question is always and only this: to learn to know and to grasp reality in the midst of a thousand causes of error which tend to vitiate our observation." (Federigo Enriques, "Problems of Science", 1906)

"If the fresh facts which come to our knowledge all fit themselves into the scheme, then our hypothesis may gradually become a solution." (Arthur C Doyle, "The Adventure of Wisteria Lodge", 1908)

"Knowledge is the distilled essence of our intuitions, corroborated by experience." (Elbert Hubbard, "A Thousand & One Epigrams, 1911)

"It is experience which has given us our first real knowledge of Nature and her laws. It is experience, in the shape of observation and experiment, which has given us the raw material out of which hypothesis and inference have slowly elaborated that richer conception of the material world which constitutes perhaps the chief, and certainly the most characteristic, glory of the modern mind." (Arthur J Balfour, "The Foundations of Belief", 1912)

"The mathematical facts worthy of being studied are those which, by their analogy with other facts, are capable of leading us to the knowledge of a physical law. They reveal the kinship between other facts, long known, but wrongly believed to be strangers to one another." (Henri Poincaré, 1913)

"By intuition is frequently understood perception, or the knowledge of actual reality, the apprehension of something as real. […] Intuition is the undifferentiated unity of the perception of the real and of the simple image of the possible. " (Benedetto Croce, "The Essence of Æsthetic", 1921)

"Observed facts must be built up, woven together, ordered, arranged, systematized into conclusions and theories by reflection and reason, if they are to have full bearing on life and the universe. Knowledge is the accumulation of facts. Wisdom is the establishment of relations. And just because the latter process is delicate and perilous, it is all the more delightful." (Gamaliel Bradford, "Darwin", 1926)

"Hypothesis, however, is an inference based on knowledge which is insufficient to prove its high probability." (Frederick L Barry, "The Scientific Habit of Thought", 1927) 

"With fuller knowledge we should sweep away the references to probability and substitute the exact facts." (Sir Arthur S Eddington, "The Nature of the Physical World", 1928)

On Variables (1950-1959)

"Dynamic theory [...] shows how certain changes in the variables can be explained on the basis of [...] structural characteristics of the system. [...] The economy, of course, does not necessarily find an equilibrium position." (Wassily Leontief, "Studies in the Structure of the American Economy", 1953)

"The primary purpose of a graph is to show diagrammatically how the values of one of two linked variables change with those of the other. One of the most useful applications of the graph occurs in connection with the representation of statistical data." (John F Kenney & E S Keeping, "Mathematics of Statistics" Vol. I 3rd Ed., 1954)

"The well-known virtue of the experimental method is that it brings situational variables under tight control. It thus permits rigorous tests of hypotheses and confidential statements about causation. The correlational method, for its part, can study what man has not learned to control. Nature has been experimenting since the beginning of time, with a boldness and complexity far beyond the resources of science. The correlator’s mission is to observe and organize the data of nature’s experiments." (Lee J Cronbach, "The Two Disciplines of Scientific Psychology", The American Psychologist Vol. 12, 1957)

"A satisfactory prediction of the sequential properties of learning data from a single experiment is by no means a final test of a model. Numerous other criteria - and some more demanding - can be specified. For example, a model with specific numerical parameter values should be invariant to changes in independent variables that explicitly enter in the model." (Robert R Bush & Frederick Mosteller,"A Comparison of Eight Models?", Studies in Mathematical Learning Theory, 1959)

"A satisfactory prediction of the sequential properties of learning data from a single experiment is by no means a final test of a model. Numerous other criteria - and some more demanding - can be specified. For example, a model with specific numerical parameter values should be invariant to changes in independent variables that explicitly enter in the model." (Robert R Bush & Frederick Mosteller,"A Comparison of Eight Models?", Studies in Mathematical Learning Theory, 1959)

On Variables (1900-1949)

"The territory of arithmetic ends where the two ideas of 'variables' and of 'algebraic form' commence their sway." (Alfred North Whitehead, "An Introduction to Mathematics", 1911)

"Every scientific problem can be stated most clearly if it is thought of as a search for the nature of the relation between two defi nitely stated variables. Very often a scientific problem is felt and stated in other terms, but it cannot be so clearly stated in any way as when it is thought of as a function by which one variable is shown to be dependent upon or related to some other variable." (Louis L Thurstone, "The Fundamentals of Statistics", 1925)

"There is a science of simple things, an art of complicated ones. Science is feasible when the variables are few and can be enumerated; when their combinations are distinct and clear. We are tending toward the condition of science and aspiring to it. The artist works out his own formulas; the interest of science lies in the art of making science." (Paul Valéry, "Moralités", 1932)

"Maximal knowledge of a total system does not necessarily include total knowledge of all its parts, not even when these are fully separated from each other and at the moment are not influencing each other at all. Thus it may be that some part of what one knows may pertain to relations […] between the two subsystems (we shall limit ourselves to two), as follows: if a particular measurement on the first system yields this result, then for a particular measurement on the second the valid expectation statistics are such and such; but if the measurement in question on the first system should have that result, then some other expectation holds for that one the second. […] In this way, any measurement process at all or, what amounts to the same, any variable at all of the second system can be tied to the not-yet-known value of any variable at all of the first, and of course vice versa also." (Erwin Schrödinger, "The Present Situation in Quantum Mechanics", 1935)

"And nobody can get far without at least an acquaintance with the mathematics of probability, not to the extent of making its calculations and filling examination papers with typical equations, but enough to know when they can be trusted, and when they are cooked. For when their imaginary numbers correspond to exact quantities of hard coins unalterably stamped with heads and tails, they are safe within certain limits; for here we have solid certainty [...] but when the calculation is one of no constant and several very capricious variables, guesswork, personal bias, and pecuniary interests, come in so strong that those who began by ignorantly imagining that statistics cannot lie end by imagining, equally ignorantly, that they never do anything else." (George B Shaw, "The Vice of Gambling and the Virtue of Insurance", 1944)

"The general method involved may be very simply stated. In cases where the equilibrium values of our variables can be regarded as the solutions of an extremum (maximum or minimum) problem, it is often possible regardless of the number of variables involved to determine unambiguously the qualitative behavior of our solution values in respect to changes of parameters." (Paul Samuelson, "Foundations of Economic Analysis", 1947)

"[Disorganized complexity] is a problem in which the number of variables is very large, and one in which each of the many variables has a behavior which is individually erratic, or perhaps totally unknown. However, in spite of this helter-skelter, or unknown, behavior of all the individual variables, the system as a whole possesses certain orderly and analyzable average properties. [...] [Organized complexity is] not problems of disorganized complexity, to which statistical methods hold the key. They are all problems which involve dealing simultaneously with a sizable number of factors which are interrelated into an organic whole. They are all, in the language here proposed, problems of organized complexity." (Warren Weaver, "Science and Complexity", American Scientist Vol. 36, 1948)

On Induction (1900-1949)

"Induction applied to the physical sciences is always uncertain, because it rests on the belief in a general order of the universe, an order outside of us." (Henri Poincaré, "Science and Hypothesis", 1901)

"I may as well say at once that I do not distinguish between inference and deduction. What is called induction appears to me to be either disguised deduction or a mere method of making plausible guesses." (Bertrand Russell, "Principles of Mathematics", 1903)

"If one intends to base arithmetic on the theory of natural numbers as finite cardinals, one has to deal mainly with the definition of finite set; for the cardinal is, according to its nature, a property of a set, and any proposition about finite cardinals can always be expressed as a proposition about finite sets. In the following I will try to deduce the most important property of natural numbers, namely the principle of complete induction, from a definition of finite set which is as simple as possible, at the same time showing that the different definitions [of finite set] given so far are equivalent to the one given here." (Ernst Zermelo, "Ueber die Grundlagen der Arithmetik", Atti del IV Congresso Internazionale dei Matematici, 1908)

"We shall call this universal organizational science the 'Tektology'. The literal translation of this word from the Greek is 'the theory of construction'. 'Construction' is the most generaI and suitable synonym for the modern concept of 'organization'. [...] The aim of tektology is to systematize organizational experience; this science is clearly empirical and should draw its conclusions by way of induction." (Alexander Bogdanov, "Tektology: The Universal Organizational Science" Vol. I, 1913)

"The great difference between induction and hypothesis is that the former infers the existence of phenomena such as we have observed in cases which are similar, while hypothesis supposes something of a different kind from what we have directly observed, and frequently something which it would be impossible for us to observe directly." (Charles S Peirce, "Chance, Love and Logic: Philosophical Essays, Deduction, Induction, Hypothesis", 1914)

"We know that the probability of well-established induction is great, but, when we are asked to name its degree we cannot. Common sense tells us that some inductive arguments are stronger than others, and that some are very strong. But how much stronger or how strong we cannot express." (John M Keynes, "A Treatise on Probability", 1921)

"The process of induction is the process of assuming the simplest law that can be made to harmonize with our experience. This process, however, has no logical foundation but only a psychological one. It is clear that there are no grounds for believing that the  simplest course of events will really happen." (Ludwig Wittgenstein, "Tractatus Logico-Philosophicus", 1922)

"The so-called law of induction cannot possibly be a law of logic, since it is obviously a proposition with a sense. - Nor, therefore, can it be an a priori law." (Ludwig Wittgenstein, "Tractatus Logico Philosophicus", 1922)

"There is a tradition of opposition between adherents of induction and of deduction. In my view it would be just as sensible for the two ends of a worm to quarrel. (Alfred N Whitehead, "The Aims of Education & Other Essays", 1929)

"When an induction, based on observations, is made, it is not intended that it shall be accepted as a universal truth, but it is advanced as a hypothesis for further study. Additional observations are then made and the results compared with the results expected from the hypothesis. If there is more deviation between the experimental results and the computed results than can be expected from the inaccuracies of observation and measurement, the scientist discards the' hypothesis and tries to formulate another." (Mayme I Logsdon, "A Mathematician Explains", 1935)

"It is time, therefore, to abandon the superstition that natural science cannot be regarded as logically respectable until philosophers have solved the problem of induction. The problem of induction is, roughly speaking, the problem of finding a way to prove that certain empirical generalizations which are derived from past experience will hold good also in the future." (Alfred J Ayer, "Language, Truth and Logic", 1936)

"Given any domain of thought in which the fundamental objective is a knowledge that transcends mere induction or mere empiricism, it seems quite inevitable that its processes should be made to conform closely to the pattern of a system free of ambiguous terms, symbols, operations, deductions; a system whose implications and assumptions are unique and consistent; a system whose logic confounds not the necessary with the sufficient where these are distinct; a system whose materials are abstract elements interpretable as reality or unreality in any forms whatsoever provided only that these forms mirror a thought that is pure. To such a system is universally given the name Mathematics." (Samuel T. Sanders, "Mathematics", National Mathematics Magazine, 1937)

"It is essential to the possibility of induction that we shall be prepared for occasional wrong decisions." (Harold Jeffreys, "Theory of Probability", 1939)

"The question of the origin of the hypothesis belongs to a domain in which no very general rules can be given; experiment, analogy and constructive intuition play their part here. But once the correct hypothesis is formulated, the principle of mathematical induction is often sufficient to provide the proof." (Richard Courant & Herbert Robbins, "What Is Mathematics?: An Elementary Approach to Ideas and Methods" , 1941)

"In mathematics as in the physical sciences we may use observation and induction to discover general laws. But there is a difference. In the physical sciences, there is no higher authority than observation and induction but In mathematics there is such an authority: rigorous proof." (George Pólya, "How to solve it", 1945)

"Induction is the process of discovering general laws by the observation and combination of particular instances. […] Induction tries to find regularity and coherence behind the observations. Its most conspicuous instruments are generalization, specialization, analogy. Tentative generalization starts from an effort to understand the observed facts; it is based on analogy, and tested by further special cases." (George Pólya, "How to solve it", 1945)

On Numbers (-1599)

"Why do we believe that in all matters the odd numbers are more powerful […]?" (Pliny the Elder, "Natural History", cca. 77-79 AD)

"[…] in the science of numbers ought to be preferred as an acquisition before all others, because of its necessity and because of the great secrets and other mysteries which there are in the properties of numbers. All sciences partake of it, and it has need of none." (Boethius, cca. 6th century)

"Number is divided into even and odd. Even number is divided into the following: evenly even, evenly uneven, and unevenly uneven. Odd number is divided into the following: prime and incomposite, composite, and a third intermediate class (mediocris) which in a certain way is prime and incomposite but in another way secondary and composite." (Isidore of Seville, Etymologies, Book III, cca. 600)

"Music is fashioned wholly in the likeness of numbers. […] Whatever is delightful in song is brought about by number. Sounds pass quickly away, but numbers, which are obscured by the corporeal element in sounds and movements, remain." (Anon, "Scholia Enchiriadis", cca. 900)

"Every number arises from One, and this in turn from the Zero. In this lies a great and sacred mystery - in hoc magnum latet sacramentum: HE is symbolized by that which has neither beginning nor end; and just as the zero neither increases nor diminishes another number to which it is added or from which it is subtracted so does HE neither wax nor wane. And as the zero multiplies by ten the number behind which it is placed so does HE increase not tenfold, but a thousand fold - nay, to speak more correctly, HE creates all out of nothing, preserves and rules it  - omnia ex nichillo creat, conservat atque gubernat." ("Salem Codex", 12th century)

"The existence of an actual infinite multitude is impossible. For any set of things one considers must be a specific set. And sets of things are specified by the number of things in them. Now no number is infinite, for number results from counting through a set of units. So no set of things can actually be inherently unlimited, nor can it happen to be unlimited." (St. Thomas Aquinas, "Summa Theologica", cca. 1266-1273)

"Sound is generated by motion, since it belongs to the class of successive things. For this reason, while it exists when it is made, it no longer exists once it has been made. […] All music, especially mensurable music, is founded in perfection, combining in itself number and sound." (Jean de Muris, "Ars novae musicae", 1319)

"Every measurable thing, except numbers, is imagined in the manner of continuous quantity. Therefore, for the mensuration of such a thing, it is necessary that points, lines and surfaces, or their properties be imagined. For in them, as the Philosopher has it, measure or ratio is initially found, while in other things it is recognized by similarity as they are being referred to by the intellect to the geometrical entities." (Nicole Oresme, "The Latitude of Forms", cca. 1348-1362)

"There are certain pleasures which only fill the outward senses, and there are others also which pertain only to the mind or reason; but music is a delectation so put in the midst that both by the sweetness of the sounds it moveth the senses, and by the artificiousness of the number and proportions it delighteth reason itself." (John Northbrooke , "Against Dicing", 1577)

Beyond the History of Mathematics IV

"[…] we are far from having exhausted all the applications of analysis to geometry, and instead of believing that we have approached the end where these sciences must stop because they  have reached the limit of the forces of the human spirit, we ought to avow rather we are only at the first steps of an immense career. These new [practical] applications, independently of the utility which they may have in themselves, are necessary to the progress of analysis in general; they give birth to questions which one would not think to propose; they demand that one create new methods. Technical processes are the children of need; one can say the same for the methods of the most abstract sciences. But we owe the latter to the needs of a more noble kind, the need to discover the new truths or to know better the laws of nature." (Nicolas de Condorcet, 1781)

"It would be difficult and rash to analyze the chances which the future offers to the advancement of mathematics; in almost all its branches one is blocked by insurmountable difficulties; perfection of detail seems to be the only thing which remains to be done. All of these difficulties appear to announce that the power of our analysis is practically exhausted." (Jean B J Delambre, "Rapport historique sur le progres des sciences mathematiques depuis 1789 et leur etat actuel, 1808)

"The progress of mathematics has been most erratic, and [...] intuition has played a predominant role in it. [...] It was the function of intuition to create new forms; it was the acknowledged right of logic to accept or reject these new forms, in whose birth it had no part. [...] the children had to live, so while waiting for logic to sanctify their existence, they throve and multiplied." (Tobias Dantzig, "Number: The Language of Science", 1930)

"The constructions of the mathematical mind are at the same time free and necessary. The individual mathematician feels free to define his notions and set up his axioms as he pleases. But the question is will he get his fellow-mathematician interested in the constructs of his imagination. We cannot help the feeling that certain mathematical structures which have evolved through the combined efforts of the mathematical community bear the stamp of a necessity not affected by the accidents of their historical birth. Everybody who looks at the spectacle of modern algebra will be struck by this complementarity of freedom and necessity." (Hermann Weyl, "A Half-Century of Mathematics", The American Mathematical Monthly, 1951)

“There is a real role here for the history of mathematics - and the history of number in particular - for history emphasizes the diversity of approaches and methods which are possible and frees us from the straightjacket of contemporary fashions in mathematics education. It is, at the same time, both interesting and stimulating in its own right.” (Graham Flegg, “Numbers: Their History and Meaning”, 1983)

"[…] calling upon the needs of rigor to explain the development of mathematics constitutes a circular argument. In actual fact, new standards of rigor are formed when the old criteria no longer permit an adequate response to questions that arise in mathematical practice or to problems that are in a certain sense external to mathematics. When these are treated mathematically, they compel changes in the theoretical framework of mathematics. It is thus not by chance that mathematical physics and applied mathematics have generally been formidable stimuli to the development of pure mathematics." (Umberto Bottazzini, "The Higher Calculus: A History of Real and Complex Analysis from Euler to Weierstrass", 1986)

"The main duty of the historian of mathematics, as well as his fondest privilege, is to explain the humanity of mathematics, to illustrate its greatness, beauty and dignity, and to describe how the incessant efforts and accumulated genius of many generations have built up that magnificent monument, the object of our most legitimate pride as men, and of our wonder, humility, and thankfulness, as individuals. The study of the history of mathematics will not make better mathematicians but gentler ones, it will enrich their minds, mellow their hearts, and bring out their finer qualities." (George Sarton, The American Mathematical Monthly, Vol. 102, No. 4, 1995)

"Experience has taught most mathematicians that much that looks solid and satisfactory to one mathematical generation stands a fair chance of dissolving into cobwebs under the steadier scrutiny of the next." (Eric T Bell)

Previous Post <<||>> Next Post

On Representation (1975-1989)

"[…] there is an irreducible difference between the world and our experience of it. We as human beings do not operate directly on the world. Each of us creates a representation of the world in which we live - that is, we create a map or model which we use to generate our behavior. Our representation of the world determines to a large degree what our experience of the world will be, how we will perceive the world, what choices we will see available to us as we live in the world." (Richard Bandler & John Grinder, "The Structure of Magic", 1975)

"The primitives of a representation are the most elementary units of shape information available in a representation." (David Marr, "Representation and recognition of the spatial organization of three-dimensional shapes", 1978) 

"A mental image occurs when a representation of the type created during the initial phases of perception is present but the stimulus is not actually being perceived; such representations preserve the perceptible properties of the stimulus and ultimately give rise to the subjective experience of perception." (Stephen M Kosslyn, "Image and Mind", 1980)

"Whenever I have talked about mental models, audiences have readily grasped that a layout of concrete objects can be represented by an internal spatial array, that a syllogism can be represented by a model of individuals and identities between them, and that a physical process can be represented by a three-dimensional dynamic model. Many people, however, have been puzzled by the representation of abstract discourse; they cannot understand how terms denoting abstract entities, properties or relations can be similarly encoded, and therefore they argue that these terms can have only 'verbal' or propositional representations." (Philip Johnson-Laird,"Mental Models: Towards a Cognitive Science of Language, Inference and Consciousness", 1983)

"The mapping from linguistic inputs to mental models is not a one-one mapping. So semantic properties of sentences may not be recoverable from a mental model. Reading or listening is typically for content not for form. People want to know what is being said to them, not how it is being said. [...] A mental model is a representation of the content of a text that need bear no resemblance to any of the text's linguistic representations. Its structure is similar to the situation described by the text." (Alan Granham, "Mental Models as Representations of Discourse and Text", 1987)

"When we focus consciously on an object - and create a mental image for eexample- it's not because the brain pattern is a copy or neural representation of the perceived object, but because the brain experiences a special kind of interaction with that object, preparing the brain to deal with it." (Roger W Sperry, "New Mindset on Consciousness", Sunrise magazine, 1987/1988)

“[…] a mental model is a mapping from a domain into a mental representation which contains the main characteristics of the domain; a model can be ‘run’ to generate explanations and expectations with respect to potential states. Mental models have been proposed in particular as the kind of knowledge structures that people use to understand a specific domain […]” (Helmut Jungermann, Holger Schütz & Manfred Thuering, “Mental models in risk assessment: Informing people about drugs”, Risk Analysis 8 (1), 1988)

Previous Post <<||>> Next Post

On Representation (-1899)

"Sometimes a thing is perceived [via sense-perception] when it is observed; then it is imagined, when it is absent [in reality] through the representation of its form inside, Sense-perception grasps [the concept] insofar as it is buried in these accidents that cling to it because of the matter out of which it is made without abstracting it from [matter], and it grasps it only by means of a connection through position [ that exists] between its perception and its matter. It is for this reason that the form of [the thing] is not represented in the external sense when [sensation] ceases. As to the internal [faculty of] imagination, it imagines [the concept] together with these accidents, without being able to entirely abstract it from them. Still, [imagination] abstracts it from the afore-mentioned connection [through position] on which sense-perception depends, so that [imagination] represents the form [of the thing] despite the absence of the form's [outside] carrier." (Avicenna Latinus [Ibn Sina], "Pointer and Reminders", cca. 1030)

"Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (receptivity for impressions), the second is the power of knowing an object through these representations (spontaneity [in the production] of concepts)." (Immanuel Kant, "Critique of Pure Reason", 1781)

“Hence all these theories lead to the conception of a medium in which the propagation takes place, and if we admit this medium as an hypothesis, I think it ought to occupy a prominent place in our investigations, and that we ought to endeavour to construct a mental representation of all the details of its action, and this has been my constant aim in this treatise.” (James C Maxwell, “Treatise on Electricity and Magnetism” Vol. II, 1873)

"We produce these representations in and from ourselves with the same necessity with which the spider spins. If we are forced to comprehend all things only under these forms, then it ceases to be amazing that in all things we actually comprehend nothing but these forms. For they must all bear within themselves the laws of number, and it is precisely number which is most astonishing in things. All that conformity to law, which impresses us so much in the movement of the stars and in chemical processes, coincides at bottom with those properties which we bring to things. Thus it is we who impress ourselves in this way." (Friedrich Nietzsche, "On Truth and Lie in an Extra-Moral Sense", 1873)

"A person who knew the world only through the theatre, if brought behind the scenes and permitted to view the mechanism of the stage’s action, might possibly believe that the real world also was in need of a machine-room, and that if this were once thoroughly explored, we should know all. Similarly, we, too, should beware lest the intellectual machinery, employed in the representation of the world on the stage of thought, be regarded as the basis of the real world." (Ernst Mach, "The Science of Mechanics; a Critical and Historical Account of Its Development", 1893) 

"The steps to scientific as well as other knowledge consist in a series of logical fictions which are as legitimate as they are indispensable in the operations of thought, but whose relations to the phenomena whereof they are the partial and not unfrequently merely symbolical representations must never be lost sight of." (John Stallo, "The Concepts and Theories of Modern Physics", 1884) 

"The theory most prevalent among teachers is that mathematics affords the best training for the reasoning powers; […] The modem, and to my mind true, theory is that mathematics is the abstract form of the natural sciences; and that it is valuable as a training of the reasoning powers, not because it is abstract, but because it is a representation of actual things." (Truman H Safford, "Mathematical Teaching and Its Modern Methods", 1886)

Previous Post <<||>> Next Post

On Representation (1900-1949)

 "The sole purpose of physical theory is to provide a representation and classification of experimental laws; the only test permitting us to judge a physical theory and pronounce it good or bad is the comparison between the consequences of this theory and the experimental laws it has to represent and classify."  (Pierre-Maurice-Marie Duhem, “The Aim and Structure of Physical Theory”, 1908)

“A geometrical-physical theory as such is incapable of being directly pictured, being merely a system of concepts. But these concepts serve the purpose of bringing a multiplicity of real or imaginary sensory experiences into connection in the mind. To ‘visualise’ a theory, or bring it home to one's mind, therefore means to give a representation to that abundance of experiences for which the theory supplies the schematic arrangement” (Albert Einstein, “Geometry and Experience”, 1921)

"We wish to obtain a representation of phenomena and form an image of them in our minds. Till now, we have always attempted to form these images by means of the ordinary notions of time and space. These notions are perhaps innate; in any case they have been developed by our daily observations. For me, these notions are clear, and I confess that I am unable to gain any idea of physics without them. […] I would like to retain this ideal of other days and describe everything that occurs in this world in terms of clear pictures." (Hendrik A Lorentz, [Fifth Solvay Conference] 1927)

“It can scarcely be denied that the supreme goal of all theory is to make the irreducible basic elements as simple and as few as possible without having to surrender the adequate representation of a single datum of experience.” (Albert Einstein, [lecture] 1933)

"A scientific observation is always a committed observation. It confirms or denies one’s preconceptions, one’s first ideas, one’s plan of observation. It shows by demonstration. It structures the phenomenon. It transcends what is close at hand. It reconstructs the real after having reconstructed its representation." (Gaston Bachelard, "The New Scientific Spirit", 1934)

"Although we can never devise a pictorial representation which shall be both true to nature and intelligible to our minds, we may still be able to make partial aspects of the truth comprehensible through pictorial representations or parables. As the whole truth does not admit of intelligible representation, every such pictorial representation or parable must fail somewhere. The physicist of the last generation was continually making pictorial representations and parables, and also making the mistake of treating the half-truths of pictorial representations and parables as literal truths.” (James H Jeans, “Physics and Philosophy” 3rd Ed., 1943)

"A material model is the representation of a complex system by a system which is assumed simpler and which is also assumed to have some properties similar to those selected for study in the original complex system. A formal model is a symbolic assertion in logical terms of an idealised relatively simple situation sharing the structural properties of the original factual system." (Arturo Rosenblueth & Norbert Wiener, "The Role of Models in Science", Philosophy of Science Vol. 12 (4), 1945)

“Representation of the world, like the world itself, is the work of men; they describe it from their own point of view, which they confuse with absolute truth.” (Simone de Beauvoir, “The Second Sex”, 1949)

Previous Post <<||>> Next Post

On Representation (1950-1974)

"We have thus assigned to pure reason and experience their places in a theoretical system of physics. The structure of the system is the work of reason: the empirical contents and their mutual relations must find their representation in the conclusions of the theory. In the possibility of such a representation lie the sole value and justification of the whole system, and especially of the concepts and fundamental principles which underlie it. Apart from that, these latter are free inventions of human intellect, which cannot be justified either by the nature of that intellect or in any other fashion a priori." (Albert Einstein, "Ideas and Opinions", 1954)

"[a pictorial representation] is not a faithful record of a visual experience, but the faithful construction of a relational model […] Such a model can be constructed to any required degree of accuracy . What is decisive here is clearly the word 'required'. The form of a representation cannot be divorced from its purpose and the requirements of the society in which the given visual language gains currency." (Ernst H Gombrich," Art and illusion", 1960)

"A more problematic example is the parallel between the increasingly abstract and insubstantial picture of the physical universe which modern physics has given us and the popularity of abstract and non-representational forms of art and poetry. In each case the representation of reality is increasingly removed from the picture which is immediately presented to us by our senses." (Harvey Brooks, "Scientific Concepts and Cultural Change", 1965)

"A model is a qualitative or quantitative representation of a process or endeavor that shows the effects of those factors which are significant for the purposes being considered. A model may be pictorial, descriptive, qualitative, or generally approximate in nature; or it may be mathematical and quantitative in nature and reasonably precise. It is important that effective means for modeling be understood such as analog, stochastic, procedural, scheduling, flow chart, schematic, and block diagrams." (Harold Chestnut, "Systems Engineering Tools", 1965)

"As is used in connection with systems engineering, a model is a qualitative or quantitative representation of a process or endeavor that shows the effects of those factors which are significant for the purposes being considered. Modeling is the process of making a model. Although the model may not represent the actual phenomenon in all respects, it does describe the essential inputs, outputs, and internal characteristics, as well as provide an indication of environmental conditions similar to those of actual equipment." (Harold Chestnut, "Systems Engineering Tools", 1965)

"We say the map is different from the territory. But what is the territory? Operationally, somebody went out with a retina or a measuring stick and made representations which were then put on paper. What is on the paper map is a representation of what was in the retinal representation of the man who made the map; and as you push the question back, what you find is an infinite regress, an infinite series of maps. The territory never gets in at all. […] Always, the process of representation will filter it out so that the mental world is only maps of maps, ad infinitum." (Gregory Bateson, "Steps to an Ecology of Mind", 1972)

Previous Post <<||>> Next Post