master_coda said:
Using intuitive definitions still gives you math based on axioms. The only difference is that you're now under the illusion that your axioms somehow have have some special validity because they're intuitive. And since the idea that we have to use intuitive definitions has done nothing but hold math back, it's a good thing that it's finally been discarded by mainstream mathematics. There are a large number of useful constructs (zero, negative numbers, complex numbers, non-Euclidean geometry, etc.) that were held back for a long time because of mathematicians whose intuition told them these concepts were absurdities.
I personally don't believe that human comprehension is an
illusion. That it, assuming that it's
true comprehension. However, it's quite obvious that humans are famous for believing that they comprehend things that they don't really comprehend at all. I certainly agree that in this situation they are indeed living an
illusion.
A couple of the so-called useful constructs that you've mentioned are actually not merely unintuitive, but they are also quite incorrect notions. The idea that zero can be considered to be a number is absurd. It is not intuitive, and neither is it correct. That doesn't mean that we can't use a concept of zero. We simply understand it to be the
absence of number, or the
absence of quantity rather than thinking of it as a set that exists yet is not a collection of a thing. Comprehending the true nature of zero and understanding why that concept doesn't technically qualify to be called a number is actually quite enlightening. (of course, within ZF is certainly qualifies as a number because of the axiom that there exists an empty set).
Can't you see the logical contradiction of that axiom?
Concept: Set - a collection of things
Axiom: There exists an empty set. (i.e. There exists a collection of things that is not a collection of a thing.)
To justify this you can take one two roads, both of which lead to nowhere,…
First road: A set is something other than a collection of things, therefore there is no contradiction. Yeah right! Then just explain precisely what constitutes a set in unambiguous terms and you'll be done! Good luck!
Second road: Nothing is something! Attempting to treat nothing as something is full of contradictions. The first one is quite obvious. If the nothing is something then the empty set isn't really empty after all, it contains this thing called nothing! Therefore zero has the quantitative property of being a collection of One thing! It's simply can't be intuitively rationalized because it's an absurd idea.
Thinking of the existence of negative numbers in their own right is also a very poor idea. In our universe there is no such thing as an absolute negative quantity. (antimatter is not considered to be negative energy by the way!). The negative aspect of number is totally a
relative concept between sets. The very existence of a negative quantity implies that a
relative situation must be present! It's not that the idea of negativity can't be used in mathematics. It's just that that concept should be recognized for arising from relative situations between quantities rather than being taught that it is an absolute property of a set. Creating artifice absolute negative numbers is really a bad thing. It distracts from the true nature of negativity as a relative property between sets.
The other two concepts you mentioned, complex numbers, and non-Euclidean Geometries
are intuitive actually. When I speak of something being
intuitive I simply mean that it is ultimately comprehensible. In other words, it can be conceived as an idea. I don't mean that every Tom, Dick, and Harry on the street necessarily needs to feel that these concepts are
intuitive to them.
After all, even Special Relativity seems non-intuitive when a student is first introduced to the concept. But once they fully understand the reasoning behind the theory they begin to realize that it is quite intuitive. We still may not fully understand precisely
how time dilates, or lengths contract, but we understand intuitively why they
must behave this way. Once a person fully understands the principles behind relativity the conclusions are indeed intuitive.
matt grime said:
If intuition were accepted as the de facto standard of proof, then what would I say to my students who say that "obviously the sum of two irrational numbers is irrational"? That to them is intuitively true. Unless you formally declare what is intuitive (oh no! axioms!) who's to say what's correct?
Like I was telling Master_coda, when I say that definitions should be
intuitive I don't mean to imply that we accept just anyone's intuition. What I really mean by
intuitive is that ideas should ultimately be comprehensible. It is my firm believe that an idea that cannot be
conceived is no idea at all. Just telling me that a bunch of incomprehensible axioms have been satisfied does nothing for me at all.
With respect to your particular example on adding irrational
numbers. Well, to begin with if Cantor's empty set where tossed out of mathematics then the irrational
numbers would go right along with it!
Once again, that doesn't mean that mathematics would be left dangling without the concept of irrationality. On the contrary, the concept would simply be seen in light of it's relative self-referencing situations. Then you wouldn't need to rely on axioms when you explain these things to your students. You could simply show them why the self-referencing goes away during the process of addition. Then they would actually comprehend what's going on instead of having to bow down before the great axioms of faith.
You could even go on to explain how in some cases the irrationality cancels and the self-reference is removed, while in other cases the self-reference is simply shifted to a different area of the problem like in the case of a circle; when the diameter is rational the circumference is irrational and vice versa, but they both can't be made rational simultaneously.
Ironically, when you rely on unintuitive axioms is when you run into problems where people don't believe things.
Unfortunately you're kind of stuck with modern formal mathematics, so you have no choice but to teach this dogma to your students. If you tried to explain what's
really going on you'd probably get kicked out of your university.
