The contradiction in the heart of my being

A path leads to the endless blackness of the infinite void. And truly; I drown in analogies and wake up in a dream that’s called reality.
No way is visible, for it fades into a single tangle of recursive self-reference.
You and I – We are one in perfection, merge into a symbiosis of self-similar fractals. We are pleonasms and yet false tautologies!

The Mathemagican

The mathematician
is indeed a magician
for he plays with numbers
like they were some kind
of juggle balls.

He speaks the language of the universe,
the language of logic;
Speaking in analogies
he combines equations
like the chemist combines toxic elements…

Equations
– they are the words
of logical thought,
are capable to tell stories
about the universe’s very first days.

The mathemagician’s passion
is to find analogies
between analogies,
just like the writer
searches for metaphors…

He searches for understanding the cosmos…
In dialoque with the universe
he begins to wonder and wander
across the ocean of infinite possibilities…

Fervor with measure,
passion with exactness,
that’s the ultimate of mathematics;
Connecting the details
to create the big puzzle…

Holistic thinking
clashes together
with reductionistic thinking…
That’s when the details coalesce
to one big picture.

The mathemagician loves riddles,
is as fascinated as a child discovering something new.
Nothing can stop the mathemagician’s curiosity
from finding out
by what the world is held together in its innermost…

Passion
and fascination;
that’s what drives him
– almost crazy…

Dark Monster of Mathemagics

Dark monster of numbers,
please tell me,
why do you look so angry
when messing around the symbols?

Dark monster of logic,
why are you searching for quantors
that aren’t for everyone?

Dark monster of topology,
why are you inside out
the same
as outside in?

Dark monster of abstract algebra,
why are you messing around
with my beloved structures?

What are you doing
with your scattered mind
in such a bizarre,
but fragile world of mathematics?

Can’t you just sit
and listen,
and don’t mess around?

What are your intentions,
you dolt,
what can you do
with such an unprepared mind?

It replies,
and I have to think twice
about what it said:

“My dearest,
you seem to be stuck
in your conventional ideas,
why don’t you try something new instead?

Do you lack creativity
or do you still live in the illusional reality
that mathematics doesn’t need such thing?

My dear,
I know your intention was not bad,
but you do more harm than good
with the idea of never trying something new.

Guess, what where these people
who made scientific breakthroughs?
Conservatives who built their ideas on conventional ideas!?

I tell you,
my dear,
every breakthrough was made by someone
who was at least a third of a rebel!

So don’t dare to tell me I can’t achieve that,
let me try
and find new possible ways!”

Into the Heart of Punk & Math

This is a short reminder that one can be whatever she/he/whatever wants to be! I’m a math enthusiast and have a punk-like appearance, am an artist and writer and lover of the sciences. Some might say it’s an oxmoron, but that’s simply not true. Just because there are many pointless clichés about punks or any other alternative style doesn’t mean they are in any way true!

But before we dig deeper into this matter, I’ll shortly say something about my circumstances and how my love for the sciences evolved.

As I was a child I loved science in general (as far as I could grasp it), I really enjoyed mineralogy and loved to distinguish different gem stones. This was about the time in elementary school. But sadly, as school continued, my love for science, the enthusiasm and especially the curiosity became lost. I was condemned to “learn”, alias memorize, things without being shown of the glorious connections between them. It is really sad, because that’s what I later found in math the most; You can always ask why, and you have to ask it to really understand it ! It doesn’t bring anything to simply memorize, you’ll either forget or don’t know how to process the information properly. I never learnt how to think, instead I only “learnt” what to think. The problem is, if you don’t know how to think what give you all these facts? – They becomes pointless! But perhaps that’s what our world wants; people who obey the system without questioning stupid rules that make no sense, people smart enough to run the machines, but dumb enough to continue to play this deadly game…

However, as school continued I lost all hope for my future, because I had no passions, no interests, no anything anymore. Besides, I made experience with bullying that made it worse as well – but I don’t want pity, I just want to tell everyone of you; It’s okay, it made me strong, strong enough for this world of a superficial society.

In a world where stupefaction is most alive, (true) education is an act of rebellion.

True eductaion? – How can one define it? Well, let me try. True education comes from the inside and is not supplied from the outside (like schools try to do so), it can only be fed by the outside through enthusiasm and truly delightful, inspirational curiosity. Teachers who do their job for their lifes may have a similar philsophy – and I value this kind of teacher by far the most! Not that I don’t respect “ordinary teachers”, but I think that’s not what our world really needs. We need people who can make us think for ourselves, üpeople who give us motivation, teachers who have perhaps a kind of compassion and empathy towards their students/ pupils, because everyone has a different learning style. It is important to understand each other. The relationship between student and teacher is far more important than one might actually think! It can truly shape our future life, makes us go “Uhh, dude, I simply hate science, so much boring facts!”, or it will ignite a flame of pure wonder  in which we’ll be able to see beyond the borders of our own understanding and recognize the holistic connections of the whole, called by us “universe”.

In the end we are all, each of us, students and teachers! I once made an ambigram to this idea. It can be seen in the following video:

 

Incompleteness

Mathematical Surrealism

I’m a system
of strict and rigorous rules.
Don’t dare to break them
or you are incredible fools!

Prove me wrong,
but don’t dare
to leave me along
for it’s all we ever were.

Don’t dare to leave me,
because I’m all of this,
don’t dare to be
that very last beautiful kiss.

But what are you doing?
Where are you going
after all?
What were you saying in your very last call?

Are you telling me
I’m incomplete,
that no one can see
me being utterly complete?

What am I supposed to be
without a complete identity?
Paradox, I am,
being self-referent is all I can!

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The Mathemagician’s Room

Isles of Time

It’s a place full of wonder, strangeness and bizarre beauty: the room – or should I say space – of a “mathematician that’s merely a magician.

It’s a common optical illusion, a kind of tricky paradox. “If our brains are simple enough for us to understand them, then we’d be so simple that we couldn’t.” ~ Quote by Ian Steward (a mathematician)

The floor itself is an impossible figure – a typical symbol for paradoxes…
The spirals on the checkerboard-floor are Fibonacci spirals.

This drawing is mostly about the beauty of Phi Φ, Psi ψ and the Fibonacci-sequence.

The fibonacci sequence
The fibonacci sequence works this way:
1+1 = 2
1+2 = 3
2+3 = 5
3+5 = 8
5+8 = 13
8+13 = 21
13+21 = 34
21+34 = 55
34+55 = 89
55+89…
… and so on…
The sequence then is: 1;1;2;3;5;8;13;21;34;55;89;…….

Let’s play with these numbers!
1/1=1
2/1=2
3/2=1.5

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Platonic Solids and the Golden Ratio

There are five regular polyhedra. These are they: tetrahedron, cube/hexahedron, octahedron, dodecahedron and icosahedron. Here is a short summary in form of a table about the vertices, edges, faces and volumes of these solids:

Tetrahedron

Cube/ Hexahedron

Octahedron

Dodecahedron

Icosahedron

v vertices

4

8

6

20

12

e edges

6

12

12

30

30

f faces

4

6

8

12

20

V volume

√2 /12*a³

√2 /3*a³

(15+7*√5)/4*a³

(15+5*√5)/12*a³

We could group them into three groups:

• The triangular faced ones {tetrahedron, octahedron, icosahedron}

• The square faced one {cube}

• The pentagon faced one {dodecahedron}

If we put these polygons together like this, we can recognize the golden ratio in it: Here we add a triangle, square and a pentagon together in the following way. Then we connect the point A and H with each other – and exactly where this line crosses the square the golden ratio appears:

New very simple golden ratio construction incorporating a triangle, square, and pentagon all with sides of equal length.

Source
Also, if you didn’t know about the pentagram, even there appears the golden ratio:

Source: Wikipedia

And, two of the platonic solids have the golden ratio in themselves: the icosahderon and the dodecahedron.

Imagine 3 planes put together like this:

In a dodechedron the exact same planes can be put into it like this:

But if we want the edges of the planes to be on the edges of the dodecahedron, we have to use another ratio:

Then the ratio is 1 to phi².