Lunch Logic

We examine the underlying causes of accidents and the extent to which they can be anticipated or prevented. We then turn to the subjective experience of being in such accidents, as well as the broader social responses, often marked by indifference or a lack of empathy toward victims. Further, we consider the question of responsibility: whether individuals can reasonably be held accountable for every accident, or whether responsibility should be evaluated in light of their knowledge and circumstances. We conclude by reflecting on the inevitability of accidents, asking whether this renders an unattainable Utopia, and what, if anything, might be done to transform the reality we inhabit.

For the third time on Lunch Logic, we introduce new insights on helping the public engage with mathematics and other STEM subjects. We start by introducing the idea that emphasizes the importance of processing and understanding the information rather than merely “learning” it. We give examples of some of the coolest discoveries we’ve learned from our past math and science classes and reflect on how captivating they can be if taken properly. By trying to resolve this problem, we introduce the idea of bringing seminars into not just humanities courses but in STEM subjects as well since having to think and reflect on the meaning behind these discoveries is not only beneficial to appreciate our reality better but also enhances learning. We also talk about how important it is to come into the world as if you are awakened into the world and not accepting reality as it is and how this world can be viewed as a giant playground. To help the public engage with math and science, we introduce how we can combine those disciplines with their history and the impact they had on human civilization to help students understand better. We also talk about what causes the public to shy away from including math and science theories into the box of “common sense” and discuss how ironic it is that disciplines that indefinitely dictate our fundamental reality aren’t considered to be as important. We briefly mention the fear from the students behind new mathematical symbols and how they are caused simply due to the lack of knowledge within the subject and that one should lean more towards a state of excitement rather than a state of fear. We end our conversation with the limitations of the educational system and what we can do to help people with different abilities and interests as much as possible by connecting our topic to the overall educational system.

We dive deeper into the nature of superstition and question the why and how behind its existence. These questions include whether it works, why it exists, whether it will go away, and whether it should go away. We also try to understand the motivation behind them by understanding humanity’s nature to confront fear and impose control as well as how our lack of knowledge enhances the belief.

We start our episode by acknowledging how the term “laws” subconsciously affects us into thinking they are constructible and engineered entities such as governmental laws which shows how much role language and framing play in our thought processes. Then, we introduce a few thought experiments to demonstrate that the laws might arise from preventing these paradoxes from occurring rather than them being engineered. We dive even deeper into questioning why the Universe follows logic at all and what the world would look like if there were no laws governing the Universe. We go back to the question of how many laws are governing the Universe and whether they are even quantifiable. We also question if we can continue to ask “why” to every natural phenomenon and whether they would imply that there are an infinite number of laws. In addition, we question if the laws of the Universe are finite, research will ever stop and what life after Truth would be like. To understand the essence of the laws of nature better, we investigate how we come to understand mathematical and physical laws as well as the constants. We introduce a “blind mathematician” thought experiment and try to analyze whether it’s possible to intuitively understand mathematical or even physical concepts while having no observation or empirical data of the world. Furthermore, we question if the laws of physics, such as Maxwell’s equations, could be derived without experimentation and purely from mathematical concepts. We also question if there were to be two different sets of laws that are derivable/underivable with imagination and logic only, this would give distinction to the laws of mathematics and physics. Finally, we scrutinize the essence of mathematical and physical constants and whether it is possible to make physical constants dimensionless and more “fundamental” like mathematical constants. (ex. setting the permittivity of free space equal to 1 to make the mathematical value of electric flux equal to only the charge enclosed) We conclude that because the units are constructed, the “realness” in physics is focused on the proportion rather than the numbers and the exact values. We also explore how these mathematical and physical constants are related to each other and whether we can count the number of them. We end off by introducing a hypothesis such as a variable speed of light and what the social impact the change of fundamental constants would have and how we should address them if they ever occur.Edit: Only after tracing this path did we realize later that we have been discussing the frameworks of rationalism and empiricism without naming them and the motivation behind natural units in physics.

In our one year anniversary episode, we once again talk about one of our most mentioned and favorites topics: Math. We explore the properties of mathematics and why they make the subject so loveable. These properties include Truth, wisdom, beauty, perfection, logic, satisfaction, and objectivity. We also explore whether because of those same properties, they might cause hatred towards the subject and what we can do to spread the wonders and beauty of the world.