Life is real, don’t make it as complex: A mathematical Approach

The main problem of our life is ‘ego’.  If ego has gone from us then 

everything else will go away from us automatically.

The present day life is complex, not because nature gives us a complex life but because of our ego (I) we make the real life as a complex one. Now, we compare this with complex number a+ib, where a and b are real numbers. Further a is called real part, b is called imaginary part and i = sqrt (-1),  this number a+ib becomes complex because ‘i’ is there between a and b, otherwise it is sum of two real numbers a and b which is a real number.

Now we will discuss how to make this complex number (complex life) as a real number (real life)? This can be explained in the following easy ways:

· If we remove ‘I’ (‘I’ ness from us, that is, the ego from us) then the number (life) becomes real.

 Instead of living in the present, that is, in reality, we live most of the time either in the past or in the future. So we are always in the imaginary world. This makes our life as complex. Now by allowing the imaginary part of our life tends to zero (b→0) we can make the complex life (number) as a real life (number). This shows that we have to live in the present and utilize it as effectively as possible.

·        We think all the time about ourselves forgetting the absolute (God), which is the reason for our complexity. If we are in the remembrance of God then life becomes real. It is like taking absolute value of a complex number, that is,                      a+ib=sqrt (a^2 + b^2), which is a real number. From this can understand that if we are in the remembrance of God then the life becomes real.

·         Finally, if we find the root (origin) of positive value then we get real value. But if we try to find he root of negative value we get complex value, i.e., sqrt (-x^2)= ix. So in our life if we have any negative characters then there is no need to find the root of it, just remove it, so that life becomes real.

 Desire

Spirituality says that we suffer because of our desire. Buddha said cut the desire of chain anywhere then in will fall. So we can define happiness as follows:

Happiness = b/a, where a = Number of desires we have, b = Number of desires fulfilled. 

The fraction b/a value will increase by decreasing the value of a, that is we will be more happy if we reduce the number of desires. The fraction value will decrease by increasing the value of a, that is we will be less happy if we increase the number of desires. One who has infinite desires will not be happy at all. On the other hand one who has no desire happy at all times. The saints and children are the only people who allow a→0, so they are always happy.

From: Values Through Mathematics

Education is not Preparation for life; Education is life itself

Logical reasoning and deductions, understanding of relationships, finding implications, solving problematic situations, application of principles, Interpretation of data, Critical analysis, Evaluation and Discrimination are the challenges to the brain storming sessions. The real goal of education is making an interdependent global society. A society where enable and disable, superior and inferior successful and failure, winner and loser –all understand and learn from each other’s. It’s not just about the higher class, or highly qualified or even enables.  It’s about each and every individual. Learning is a place where paradise can be created. The classroom with all its limitations remains a location of possibility. This is education as the practice of freedom. The awakening of intelligence is more important than the cultivation of memory, both in life and in academics. The greatest things in life are those that cannot be taught but they can be learnt. The feeling of love, respect, beauty, and friendship, cannot be taught but like sensitivity, it can be awakened and this is an essential part of intelligence. The aims of education may vary a little from country to country but essentially, all over the world, education is aiming to produce a human being who is intelligent, knowledgeable, hard working, efficient, disciplined, smart, and successful; hopefully a leader in his field of endeavor. 

English Rendezvous with Math

It is indeed a myth that math is not about language but only about symbols and numbers. English language proficiency is strongly correlated to mathematical problem-solving skills. Promoting English language in teaching Mathematics is a positive attitude towards the acceptance of fascination of Mathematics. English is a practical and accessible language. It covers a wide range of getting sources and information of study material, new researches, subject knowledge and new technologies. Creating English Learning Environment in teaching Math is a need of developing countries for their development.

English language provides numerous opportunities for both students and teachers to engage in mathematical experiences within international learning communities linked via computer networking facilities. Everyone should develop his or her English language proficiency to understand the role of mathematical sciences in today’s world.

No doubt English-Mathematics combination is a highly intellectual one in which all the disciplines intersect. Mathematical culture and English learning upbringing provide a bridge for entering into intellectual galaxies.

Globalization is leaving its impact on Higher Education by way of new enhancement in technology, communication and International research work. In this era, we cannot imagine the development of any country without accepting the knowledge of English language as a valuable resource.

Mathematics is a highly intellectual discipline. The world of Mathematics is essentially a man-made world and has been designed to meet man’s ideas of intellectual perfection. This fascination should not be limited to its cultivators, the mathematicians or its users, the scientists, but must be felt by every citizen. 

Young people need to think innovatively and creatively on challenging problems from all fields of life by making mathematical models, drawing conclusions, comparing them with observations at local and global level. Of course it is true that Mathematics needs cognitive and logical thinking and the language part is not much essential while teaching but at the same time, the teaching of Mathematics in English provides the challenge to each others’ learning and practices and generally to increase their knowledge about problems of Mathematics around the world and about the solutions that have worked in other places and it is regarded as one of the corner stones for the sustaining of young ones.

Teaching Mathematics in English provides many opportunities: More accessibility like creating competitive environment, finding Global outreach, getting more accessibility of study material etc. So it is a need of any country to motivate and promote Mathematics teaching in English so that students satisfy the needs of the Mathematical Community.

Math Education

For the advanced student, participation in research should be part and parcel of the curriculum. Mathematics is an activity that can be learnt only by doing it. A young colleague told me that when turning to research after a successful study of Mathematics, he had believed that mathematical papers are invented in the style in which they are written and for a long time, he tried to do research in this way, of course to no avail.

Mathematics education should work for mathematical development of younger generation rather than for certification. Talent must be searched and nurtured and a sense of academic citizenship should be given to these students.