On 30 January 2014 12:48, Jesse Mazer <[email protected]> wrote: > On Wed, Jan 29, 2014 at 6:39 PM, LizR <[email protected]> wrote: > >> On 30 January 2014 12:34, Russell Standish <[email protected]> wrote: >> >>> On Thu, Jan 30, 2014 at 12:07:08PM +1300, LizR wrote: >>> > On 30 January 2014 12:11, Russell Standish <[email protected]> >>> wrote: >>> > >>> > > Yes. Pity the poor blighters at high school if someone tried to teach >>> > > them this stuff. I remember someone once showed me the definition of >>> > > continuity in year 11 (with all the upside down As and back to frount >>> > > Es), and it nearly did my head in. Of course, that is part and parcel >>> > > of the 2nd year introduction to analysis course :). >>> > > >>> > >>> > My son (15) is rather keen on summing infinite series now, after I >>> showed >>> > him the -1/12 demonstration. I am wondering whether to introduce him to >>> > modal logic and the other things Bruno is trying to teach me (then he >>> can >>> > do the exercises :) >>> > >>> >>> Hard to say without knowing your son. If he's into Multiverses, then >>> Kripke semantics might engage him. Goedel's theorem is nice and simple >>> from provability theory. I'd probably steer clear of the AUDA, though, >>> at least at first :). >>> >>> He's read quite a few books by Raymond Smullyan... >> > > Has he checked out Godel Escher Bach? > > Good idea! Thanks, I will dig it out.
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