I'm not going to debate whether mathematics is beautiful in its pure form or not as I'm not equipped. However, I do wonder what is meant by beauty in respect of art as a lot of art (perhaps most contemporary work) is neither beautiful or intended to be. I also wonder what pure art might be - I've never come across that idea before?
On 8 Oct 2013, at 02:27, Paul Fishwick <email@example.com> wrote:
> In response to Perdue on "naked math is the root of all evil," I chose not
> to respond to to the blog, but rather to Yasmin. I understand Perdue's
> concept of naked math to encompass mathematics that is not modeling
> anything in particular. The point about mathematics being relevant,
> however, does make sense to engage more people within the field. But
> let's not be biased in the heat of debate because "naked art is the root of
> all evil" is a corollary of her argument, or should be. If art is shown that
> cannot be connected to anything in the real world, isn't it evil--as pure math
> is? What is the difference between pure math and pure art?
> Perhaps the point is to create bridge areas, but I would go further than
> Perdue with regard to modeling. I would say not only should we encourage
> mathematical modeling as one way to engage others, but that mathematics
> should be treated as subject material for design and art. This is something
> I stress in my classes -- let's take the core of mathematical thought in terms
> of both its solution-based output as well as its formal structure in terms of
> media design. Simultaneously, let's view art from a mathematical perspective--
> set theory, for instance - the ability to create amazing abstractions that go
> far beyond appearance. Mathematics and art are both beautiful in their
> pure forms.
> On Oct 7, 2013, at 6:22 PM, roger malina <firstname.lastname@example.org> wrote:
>> yes its a fact that the growth of the art science technology field is occurring
>> in a context where the arts and humanities are in general under budgetary
>> attack- your unesco news is part of a growing trend
>> in our own university at the same time that our art and technology
>> program and emerging media program are growing with new student enrollment,
>> there is declining enrollment in arts and humanities- i know in england the
>> effect of the new evaluation metrics has steadily reduced investment
>> in humanities-
>> and i remember seeing a university in canada closed down a humanities department
>> based on an inadequate student/faculty ratio- the idea of a 'liberal'
>> arts and sciences
>> foundation is disappearing
>> Sundar Sarukkai in his two SEAD white papers (links below) discusses
>> at length the situation in India
>> where the recent rapid growth of science and technology universities
>> with little serious effort to include
>> the arts and humanities - a 'polytechnic' approach that is common in
>> some other countries- it will be
>> interesting to see the path taken by higher education in india
>> HUMANITIES EDUCATION IN KARNATAKA (A draft note prepared for the
>> Karnataka Knowledge Commission, Government of Karnataka)
>> HUMANITIES IN SCIENCE AND TECHNOLOGY INSTITUTES (A CASE STUDY OF ONE
>> INSTITUTE IN INDIA)
>> One of the interesting things about robert and michele root
>> bernstein's work on the impact of early arts and crafts
>> education on future scientists and engineers is their strong claim
>> that it can be demonstrated using quantitative
>> evidence that if you want to train innovators-then the arts and
>> sciences have to be joined in the cultural imagination
>> at a very early age.
>> There is a fun discussion on linked in right now on naked Math as the
>> Root of All Evil !!
>> Naked Math is the Root of All Evil
>> Dr. Diana S. PerdueMathematics Educator & Entrepreneur
>> Mathematics should have meaning... that requires context. As such, the
>> latest post on the Solver Blog makes the case that Naked Math (i.e.
>> math without context) is the root of all (educational) evil. Read more
>> That's the mission of Rimwe Educational Resources LLC.
>> It really is that simple. Math is the language of science,
>> technology, engineering, art, music, nature, and the universe. As
>> such, it is critical that people, all people, as inhabitors of this
>> world, understand mathematics. It is the structure behind everything
>> we build, create, invent, and aspire to do. Sadly, the way we've
>> taught math in the past has been as a disjoint, disconnected set of
>> rules to memorize and "do" rather than understand. But fear not,
>> there is hope! There IS a better way: Rimwe ("rim-way")!
>> dont know how we work on the UNESCO problem-but sounds like
>> mobilisation is needed
>> roger malina
>> On Mon, Oct 7, 2013 at 4:32 AM, Jennifer Kanary Nikolov(a)
>> <email@example.com> wrote:
>>> HI All,
>>> Just wanted to point out this new petition about creativity in education in danger of being eliminated from UNESCO, very relevant to this discussion I would say:
>>> "UNESCO has been busy analyzing and ranking the areas of their work by
>>> priority, with those areas that receive the lowest ranking being marked
>>> for elimination. The Creativity programme, within which arts education
>>> falls, was ranked at the very bottom of UNESCO's 48 priority areas and
>>> is at risk of elimination. If this happens, UNESCO's invaluable work in
>>> this area, including the Road Map for Arts Education, the World
>>> Conferences for Arts Education, the International Arts Education week,
>>> and all the other projects related to both arts education and creativity
>>> in the broadest sense, will be terminated and will no longer receive
>>> support. An additional consequence will be to give our governments yet
>>> another excuse to de-prioritise Arts Education and to deny both
>>> promotion of and access to the arts for children and young people"
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> Paul Fishwick, PhD
> Chair, ACM SIGSIM
> Distinguished Chair of Arts & Technology
> and Professor of Computer Science
> Director, Creative Automata Laboratory
> The University of Texas at Dallas
> Arts & Technology
> 800 West Campbell Road, AT10
> Richardson, TX 75080-3021
> Home: utdallas.edu/atec/fishwick
> Blog: creative-automata.com
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