Luna Jaskowiak

What does it mean to think well? In this course we will explore classical logic from a modern formal point of view as a prerequisite for investigating this question. Topics covered will include propositional logic, truth tables, validity and soundness of arguments, inductive vs. deductive logical systems. There will be significant emphasis on natural deduction as a type of game that features its own particular set of permissible moves?much like chess or checkers. This is not a course focused on rhetoric or debate, but rather on the experimental creative process of constructing logically sound arguments and the way in which abstract information can be organized visually. In our exploration of these subjects, collaborative learning techniques will be utilized extensively. This will include in-class group work, regular homework assignments, a two-stage collaborative midterm. The final will be a self-directed project. A familiarity with any kind of mathematics, such as a high-school-level understanding of algebra, would be helpful, but it is not required.

What does it mean to think well? In this course we will explore classical logic from a modern formal point of view as a prerequisite for investigating this question. Topics covered will include propositional logic, truth tables, validity and soundness of arguments, inductive vs. deductive logical systems. There will be significant emphasis on natural deduction as a type of game that features its own particular set of permissible moves?much like chess or checkers. This is not a course focused on rhetoric or debate, but rather on the experimental creative process of constructing logically sound arguments and the way in which abstract information can be organized visually. In our exploration of these subjects, collaborative learning techniques will be utilized extensively. This will include in-class group work, regular homework assignments, a two-stage collaborative midterm. The final will be a self-directed project. A familiarity with any kind of mathematics, such as a high-school-level understanding of algebra, would be helpful, but it is not required.

What does it mean to think well? In this course we will explore classical logic from a modern formal point of view as a prerequisite for investigating this question. Topics covered will include propositional logic, truth tables, validity and soundness of arguments, inductive vs. deductive logical systems. There will be significant emphasis on natural deduction as a type of game that features its own particular set of permissible moves?much like chess or checkers. This is not a course focused on rhetoric or debate, but rather on the experimental creative process of constructing logically sound arguments and the way in which abstract information can be organized visually. In our exploration of these subjects, collaborative learning techniques will be utilized extensively. This will include in-class group work, regular homework assignments, a two-stage collaborative midterm. The final will be a self-directed project. A familiarity with any kind of mathematics, such as a high-school-level understanding of algebra, would be helpful, but it is not required.

Issac Newton is credited with creating mathematical models of the laws of classical physics as well as being an inventor of infinitesimal calculus, but is less well-know as an alchemist despite almost a tenth of his writing being dedicated to the subject. Far from being an isolated example, this is a surprisingly normal occurrence when considered against what we know of the history of mathematics. In this course we will examine the shared history and similar ontological and epistemological structure of mystical and mathematical practice Babylon in the early second millennium until now. Some relevant topics that this class will investigate include: epistemology, ontology, access to knowledge, collective acceptance of new knowledge, what constitutes forbidden or obscene knowledge, the irrationality of the square root of 2, Cantor's project, occult mathematical practice in the second world war, basic algebraic geometry, the psychology of new religious movements and secret societies, recent history of mathematics and natural science, mathematical logic, what “is” truth, systems of inference, symbolic representation, combinatorics, chaos magic, aesthetics of mathematics, meditation and more. Course work may vary, but will primarily consist of weekly reading and short quizzes in addition to less frequent writing assignments.

Issac Newton is credited with creating mathematical models of the laws of classical physics as well as being an inventor of infinitesimal calculus, but is less well-know as an alchemist despite almost a tenth of his writing being dedicated to the subject. Far from being an isolated example, this is a surprisingly normal occurrence when considered against what we know of the history of mathematics. In this course we will examine the shared history and similar ontological and epistemological structure of mystical and mathematical practice Babylon in the early second millennium until now. Some relevant topics that this class will investigate include: epistemology, ontology, access to knowledge, collective acceptance of new knowledge, what constitutes forbidden or obscene knowledge, the irrationality of the square root of 2, Cantor's project, occult mathematical practice in the second world war, basic algebraic geometry, the psychology of new religious movements and secret societies, recent history of mathematics and natural science, mathematical logic, what “is” truth, systems of inference, symbolic representation, combinatorics, chaos magic, aesthetics of mathematics, meditation and more. Course work may vary, but will primarily consist of weekly reading and short quizzes in addition to less frequent writing assignments.

Issac Newton is credited with creating mathematical models of the laws of classical physics as well as being an inventor of infinitesimal calculus, but is less well-know as an alchemist despite almost a tenth of his writing being dedicated to the subject. Far from being an isolated example, this is a surprisingly normal occurrence when considered against what we know of the history of mathematics. In this course we will examine the shared history and similar ontological and epistemological structure of mystical and mathematical practice Babylon in the early second millennium until now. Some relevant topics that this class will investigate include: epistemology, ontology, access to knowledge, collective acceptance of new knowledge, what constitutes forbidden or obscene knowledge, the irrationality of the square root of 2, Cantor's project, occult mathematical practice in the second world war, basic algebraic geometry, the psychology of new religious movements and secret societies, recent history of mathematics and natural science, mathematical logic, what “is” truth, systems of inference, symbolic representation, combinatorics, chaos magic, aesthetics of mathematics, meditation and more. Course work may vary, but will primarily consist of weekly reading and short quizzes in addition to less frequent writing assignments.