Rough Theory

Theory In The Rough

Category Archives: Family

Emoticon

My three-year-old son often tells me stories about his day when I pick him up from “school”. There’s a somewhat random relationship between the stories and anything that might actually have happened. Sometimes he’ll tell me something that happened at some point in the past, but not that day. Sometimes he’ll retell a story that was read to him. Sometimes he’ll pass on some flight of fancy. Occasionally, he’ll say something that actually took place. Read more of this post

Taking Note

I was just sitting down to look over the notes produced during an intensive discussion today with the ever-generous G Gollings and L Magee (more on this in a bit), when my son wandered over to have a look. I learned today, among other things, that L Magee and I have a similar style for capturing the logical (or, for that matter, associative) connections between ideas in our notes: we scatter words around the page, draw boxes around them, and then, as my son just noticed: “Oooo! Look at all those arrows!!!”

There is one key difference between our words, boxes and arrows, however: I have a tendency to double, triple, and quadruple the lines as the conversation returns to a point, such that more resonant concepts and relationships gradually come to inhabit a sort of layered cloud of increasingly dense and interweaving lines and half-sketched shapes, while the less well-travelled conversational paths remain in their original, more pristine form.

I also learned that LM is trying to understand what I am saying, by translating it into set theoretic notation – a discovery that elicits in me a certain combination of amusement and consternation. If anyone else feels this would be a step in the direction of greater clarity for me, I hereby appoint LM as the authorised translator of my work for such purposes… (Note that, while I have forbidden LM from commercialising this arrangement, LM may nevertheless require a small in-kind contribution in the form of ontology-matching services, to offset expenses…)

Message in a Klein Bottle

Animated Klein bottle with a möbius strip.Someone emailed to ask what that strange image was in the Hegel post, and why I illustrated the post that way. The image was probably not the clearest I could have found (I was writing a bit under time pressure, and illustrations weren’t my highest priority… ;-P), but is meant to be a picture of a Klein bottle – a figure I’ve occasionally toyed with using in place of the ouroboros as the basis for the site logo…

The animated image in this post – which is from Konrad Polthier’s article “Imaging Maths: Inside the Klein Bottle” in +plus magazine – provides a somewhat clearer sense of what a Klein bottle is. I know several people who lurk here who could explain the concept of a Klein bottle more easily and clearly (and accurately!!!) than I can… Perhaps one of them will step forward and bail me out here… ;-P But let me embarrass myself a bit first, to give them something to correct.

The basic idea is that a Klein bottle, like a möbius strip, is non-orientable – a concept that I won’t outline here (among other things, because this concept is easier to see than to read about): the Polthier article provides a nice illustration. In our everyday three-dimensional space, non-orientable objects appear to have only one side. So, in terms of the animated image in this post, if you were walking along the path mapped by the möbius strip then, at any given point along your journey, it might appear that you are moving across an object that has another “side”. As you continue to move along the surface, however, you will eventually reach what earlier appeared to be that “other” side without having to cross through a surface or clamber over an edge.

While all of this is quite cool to try to visualise, and non-orientable images – particularly möbius strips, but also the occasional Klein bottle – seem to crop up quite regularly as illustrations in social theoretic discussions of immanence, the underlying mathematics has no real implications for the social theoretic discussions about there being no transcendent “outside” from which to view our social experience or history… Nevertheless, there’s a nice aesthetic, metaphoric resonance between the social theoretic and mathematical concepts, which does no harm as long as it’s recognised as such… I tend to like the Klein bottle as a metaphor due to its various strange properties, as described in the Polthier article:

The bottle is a one-sided surface – like the well-known Möbius band – but is even more fascinating, since it is closed and has no border and neither an enclosed interior nor exterior.

And Wikipedia:

Picture a bottle with a hole in the bottom. Now extend the neck. Curve the neck back on itself, insert it through the side of the bottle without touching the surface (an act which is impossible in three-dimensional space), and extend the neck down inside the bottle until it joins the hole in the bottom. A true Klein bottle in four dimensions does not intersect itself where it crosses the side.

Unlike a drinking glass, this object has no “rim” where the surface stops abruptly. Unlike a balloon, a fly can go from the outside to the inside without passing through the surface (so there isn’t really an “outside” and “inside”).

So we have a closed but borderless surface with no inside or outside, which can be embedded only in a four-dimensional space – not a terrible metaphor for the object of an immanent historical theory… ;-P

If anyone is looking for some holiday procrastination opportunities (or do we not have to call it “procrastination”, since it’s the holidays?), Beyond the Third Dimension has some nice animations of Klein bottles, including some interactive ones, as does the Polthier article referenced above.

Anyone needing ideas for belated Christmas presents (or perhaps looking forward to Valentine’s Day…) might consider purchasing a three dimensional immersion of a Klein bottle from Acme Klein Bottles – a company which, I note, also offers “industrial and post-industrial consulting”, boasts about its “finite but unbounded warehouse”, and displays diverse mottos, including “where yesterday’s future is here today!”, “since 1995, imposing on the impossible!”, and – my personal favourite – “where there’s one side to every problem!”

Even if you don’t intend to buy, I’d still recommend browsing the Acme Klein Bottles website – the “Important Information for Idiots” section might be a good starting point (not to imply anything about my readership, mind you… ;-P). It’s also worth checking out Acme’s pioneering lifetime guarantee – something that I suspect you might be able to convince them to extend to you, even if you don’t purchase a Klein bottle.

[Updated to add: my son noticed the animation on my laptop, and came over to have a look. He asked what it was called, and then stared, fascinated, for around fifteen minutes. He finally turned to me, all concern and wrinkled brow, and anxiously asked: “There’s no end to the bottle?! Where’s the end of the bottle??”]

[Note: animated gif @2003 Konrad Polthier from +plus magazine “Imaging maths – Inside the Klein Bottle: Klein Bottle with Möbius Band” September 2003.]

Santa Pause

Small suggestion to roving santas cropping up in unexpected places along the street: if a small boy looks absolutely terrified of you, to the point that he embeds himself bodily into his parent’s leg and will later require an almost surgical extraction, chances are it isn’t the best idea to continue following the boy’s family down the street, in the vain attempt to prove that you aren’t the most terrifying thing their child has ever seen in his life… I’m sure there are plenty of other children this time of year who would be eager for your attention: by all means, prioritise. We promise we won’t mind…

Oh – and please accept our apologies for the velocity with which your lolly was returned to you… The trajectory probably wasn’t all that ideal either… Maybe it was just the wrong flavour…

Positive Reinforcement

I’ve been amused recently, watching the various things we do refracted into our son’s interactions and play. One conclusion I’ve drawn is that we’ve perhaps overdone the chorus of praise that tends to follow pretty much any action more ambitious than walking… When my son plays independently, he punctuates his own play with a steady chant of things like “well done!” and “great!” – I think he believes they’re sort of an all-purpose conjunction… And in the evenings, when I finish whatever work I’ve brought home, he has taken to wandering over, patting me on the shoulder and saying, “Good job!”

Close Reading

My son has seized my copy of Protestant Ethic, and has slipped away to a corner with his prize. He is now sitting on a bean bag elephant, reading the book out loud – one letter at a time.

So Where Do You Stop From Here?

My son has just made a sort of conceptual breakthrough. He’s at an age where all activities must be repeated over and over and over – and over. Whoever believes that children have short attention spans really should compare them to their parents…

Fortunately, my son is also an expert negotiator so, when I can begin to feel brain cells suiciding from the Nth repetition of an activity, we hold a conversation that goes something like: “X more times?” He’ll contemplate this, and occasionally suggest a different number (since his numerical knowledge is still slightly shaky, sometimes the revised number involves fewer repetitions… ;-P). And then we count down the repetitions, until the final one, when I’ll announce, “Last time?”. Up until today, he has always followed this with a nod and a confirming “Last time!” And then we usually do one final repetition, and the activity ends peacefully…

Today, though, he departed the text. “Last time?”, I asked. “Last time!” he replied. Then, once we had done our “last time”, I could almost feel the strain of concentration, and he turned hopefully and asked, “Another last time?”

I wonder if I can use this concept for article deadlines?

Reading Group Lite

For anyone following the reading group at large, just an update that our next discussion will be a bit on the lighter side – with two of our members travelling, and with me preparing two dissertation-related presentations, this seemed a good time to relax a bit. Our next discussion, therefore, won’t take place until the end of the third week in November, when G. Gollings has offered to get the discussion started online. As mentioned previously, the work is Steven Pinker’s The Language Instinct – a very light, fairly easy read that summarises Pinker’s specific take on the cognitive science of language acquisition. I’m personally midway through the book, and I can make two very general comments that will not, I think, pre-empt the “official” reading group discussion:

(1) Unlike our previous selection, this work passes the toddler test. (This may sound like a small matter, but you try reading Austin’s How to Do Things with Words while hiding the book under blankets and behind other books, because your son goes ballistic every time he so much as sees the spine…) My son warmed to this selection immediately, wandering over curious: “Whazzat?”

“That’s a book by Steven Pinker,” I explained, holding out the book for inspection and pointing to the picture of Pinker on the back cover.

“Ahhhhh,” my son said, nodding and giving me a knowing smile, “Tevin Pinkuh! Veeery gooood!”

The side effect of this, of course, is that I’ve now had to read large portions of this book out loud, pausing at regular intervals to share our mutual admiration for the various diagrams inside. “Tri Angles!” my son says helpfully. Triangles indeed.

(2) Much of the material in this book is actually very familiar to me – but this would be because I decided that cognitive science was essential reading while preparing for the birth of my son: after all, how could one possibly parent without knowing knowing this stuff? ;-P

Using My Words

L Magee has offered to open the discussion of Austin’s How to Do Things with Words some time later this week – jet lag and other distractions permitting. I won’t pre-empt this “official” reading group discussion, but I did want to offer a few choice words on the personal impact of this reading selection:

(1) My son doesn’t like it. Every time I settle down to read this work, he comes up and says: “No! No Auttin! Read Tchsomsi! Read Tchsomsi!” Perhaps there’s something to that nativist notion, after all… (My son’s reading preferences have been discussed previously…)

(2) I will never again believe LM’s evaluations of how long it will take to read a work. When we discussed the timelines for the “diasporic” readings, I remember some claim to the effect that we should easily be able to knock this work off in a week, given that it was a slim volume of a scant 150-odd pages. Next time, I’ll have a closer look at what’s in those pages before I fall for this…

(3) More seriously, I am quite enjoying the work. It has a wonderful, playful style. It leaves me, though, with the sense that I am stepping into the conversation in medias res: I feel like I need more context to assess what I’m reading (or else risk falling into reading the work in an idiosyncratic way). In particular, I’m worried about missing the strategic intent of the work – again, it’s a matter of getting a clearer sense of the core problem the work is trying to resolve (not the problem addressed directly in the text itself, which is clearly enough presented, but the overarching problem addressed by the broader discussion into which this work intervenes). LM might feel comfortable providing a bit of context – or perhaps this will need to be built into our future reading selections, once we’ve followed the Chomsky tangent as far as we believe it will take us.

Chocolate Covered Homework

Guess what I just dug out of my backpack…

My son apparently decided to file a chocolate bar in my bookbag, which I then crushed under a large stack of student papers. It gives a certain chocolate gild effect to the edges of the assignments…

I suppose it’s better than the time he got to my desk while I was grading, and left his own “comments” all over a student’s assignment…

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