Classical Mathematics by Kris Yotam

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Motivation

"Education is the kindling of a flame, and not the filling of a vessel."
— Socrates

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As the above quote seeks to explain Education should be akin to the kindling of a flame, and less the filling of a vessel. True Education should spark curiosity, inspire ciritical thinking, and foster and immense passion for any given subject. In modern times this type of learning has been replaced by Rote Memorization, and Passive Learning. Whilst is made nie impossible due to Information Overload, and lack of understanding of what I refer to as the Liberal Arts Quadrivium, based liberally on the Trivium.

This type of menial education plagued my childhood and left me starving for true knowledge while being forcefead babble. Upon re-entering University for Mathematics I noticed the pattern reering to continue itself. I decided to take a gap semester and focus on building a supplamentative curriculum to go along with my formal one that would properly kindle my flame.

Contact me: krisyotam.c on Discord, Matrix, or Mastodon

What is this?

• A revised approach to learning mathematics in a classical sense as defined well by Daniel Maycock here.
• A way for math philomaths to gain a deeper understanding of the history, purpose, and art of mathematics.
• A more meaningful attempt at developing Logical Intuition, and Mathematical Maturity.
• A dive into Mathematical Philosophy that should have you question the nature and implications of mathematical concepts.

What this isn't.

• A rigirous guide containing endless problems. I have lots of those that can be visited here on my blog.
• A exhausitive alternative to formal education or more filled out methods of learning mathematics such as curricula by OSSU Math.
• A strict program with defined timelines or outcomes, this is passion for passions sake and will *probably have little to no translation to monetary value.
• A replacement for Hands-On-Practice; Reading documentations of my practice does not equate to going through the struggle yourself. If you want to do this project do it the hard way, and take a Deep Dive.

Structure

As previously mentioned, this will be fairly loosely structured, and I will do my best to update this section as it evolves. I tend to include reflections in which I discuss the Deep Dives, what was learned in each section, the insights I gained, and even include problem sets with solutions for those that I believe were particularly beneficial for understanding various outcomes and processes.

For now the structure I have decided on is below and can be read about here.

Arithmetic
├── History
├── Practice
├── Philosophy
└── Reflection
Algebra
├── Beginner
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
├── Intermediate
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
└── Advanced
    ├── History
    ├── Practice
    ├── Philosophy
    └── Reflection
Geometry
├── History
├── Practice
├── Philosophy
└── Reflection
Trigonometry
├── History
├── Practice
├── Philosophy
└── Reflection
Calculus
├── Precalculus
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
├── Calculus 1
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
├── Calculus 2
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
├── Calculus 3
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
├── Differential Equations (Des)
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
├── Partial Differential Equations (PDes)
│   ├── History
│   ├── Practice
│   ├── Philosophy
│   └── Reflection
└── Ordinary Differential Equations (ODEs)
    ├── History
    ├── Practice
    ├── Philosophy
    └── Reflection