1,229 karma · joined May 9, 2013
For instance, I've seen a lot of interviews like this https://youtu.be/7Pl4rvZ9amc?si=RMm8B1BmSSdNt0vq
My brother, who is a high school teacher in Canada tells me similar stories from his first-hand experience.
Reference https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4686746/
https://x.com/jonathan_blow/status/1722710169744757071?s=46&...
I have also lived five years in San Francisco, and Paris overall feels much safer to me.
A three-dimensional sphere also loops around, but it's not quite the same. One way to get the three-dimensional sphere would be to glue each points at the cube boundary to every other point on the boundary. One way to show that this three-dimensional sphere is not the same as the three-dimensional torus is that in the three-dimensional sphere, you could gather up any tied rope by passing it around the cube boundary.
As a side note, if you lived in a small three-dimensional sphere, you would be able to see an object located at the antipodal point smeared out in every direction, because following a geodesic in each direction leads to the antipode. I've seen this visualised in the video game Hyperbolica.
I think this could help you a lot. It really seems to me that what you’re missing is human connection, and social dance is a way to facilitate it.
There are dance communities with plenty of people your age. It’s a totally different scene from bars and clubs. People don’t drink very much because it gets in the way of dancing.
It’s also a good way to find potential relationship partners, although the primary interest should be the dancing, since people can tell if you’re just there to hook up and that will come off as creepy and predatory.
The reason why math is taught in school is not because math is useful (it is useful in certain situations, but this is only tangentially related). We teach it because it keeps students busy and out of trouble, and lends itself well to unambiguous testing and is therefore an effective tool for sorting students into the various social classes.
This all became clear to me when I was in the middle of my math PhD and wondering why all of the math courses I had taken did next to nothing to prepare me for actual mathematical research.
Viewed from this perspective, it’s obvious why we don’t use the math we learn in school.