Pitshanger
16-09-2005, 20:55
I have a confession to make. Evolution or Intelligent Design? I don't care. What really gets my pet goat these days is the fact that no one is teaching Intelligent Numbers.
What are "Intelligent Numbers"? Numbers created by an Intelligent Being, of course. Oh sure, secular mathematicians would have you believe that their numbers are built into the Universe, that their theories are the result of observation, not invention. But then, how do they explain pi, a number that supposedly describes curves, yet stretches to infinity? How do they explain i--the square root of negative one--a number no one can calculate but which scientists claim is at the heart of weather and electricity and even existence itself? And why, if the world is as concrete as scientists and secular mathematicians want us to believe, do they need imaginary numbers to describe it?
Sep 14, 2005 -- 05:13:59 PM EST
Just as no one with common sense would suggest an eye can evolve all on its own, no one with common sense should suggest using numbers that can't be seen or counted. And yet, this is exactly what our schools are teaching our children.
Enter the theory of Intelligent Numbers--a system so simple and elegant it makes modern mathematics look like alchemy. The First Law of Intelligent Numbers is that all numbers must be measurable and observable. Nothing "imaginary." Nothing "irrational" or "relative." No eight-dimensional geometry. No clocks that slow down or rulers that get shorter. (Einstein may have been a brilliant patent clerk, but let's face it--he didn't know beans about math.)
The Second Law of Intelligent Numbers is that the number line has upper and lower limits; it is not infinite. The lowest possible integer is "1". Why? Because there has never been and never will be nothing. Even when the Universe was a Void, God existed. And as God can never not exist, there will always be One, even when everything else is taken away.
To see how much sense this makes, and how easy it is to teach in schools, consider the following problem:
QUESTION: If Adam has five apples, and Eve eats all of them, how many are left?
ANSWER: 1. (God is in all things and God is always present. Therefore, God is an apple.)
Conversely, the upper boundary of Intelligent Numbers is 87,653,456--the circumference of the Earth measured in cubits. Why the circumference of the Earth? Because let's face it--it's the only planet God cares about. We know this, because it has water and air and people on it. If God cared about Mars or Jupiter or Uranus, he would have put people on those, too, and created a system of bridges to let us drive there.
Of course, old-school mathematicians will say 87,653,456 can't be the highest number, because we can always add one more to it. But that would result in a double measuring of part of the Earth's circumference, wouldn't it? (Amazing how quickly secular mathematics breaks down under the weight of logic.)
Here is an example of how the upper boundary would be applied:
QUESTION: Mars is 78,000,000 kilometers from Earth. How long is the trip there and back?
ANSWER: 87,653,456 kilometers.
All right--now I'm going to make another confession: Converting our society to Intelligent Numbers won't be easy. For instance, zero is not a number in I.N.; therefore, all computers will have to use "1" and "2" instead of "0" and "1". Also, since negative numbers don't exist in I.N., all electrical systems will have to be modified. Instead of "+" and "-", the polarities will now be "α" (alpha) and "Ω" (omega). And no storage devices greater than 87.65 megabytes will be allowed. But this is a small price to pay for numerical morality.
Of course, I'm not going to force my beliefs on everyone else. I know the vast majority of numerical atheists will squawk if I say, "Teach Intelligent Numbers now!" But a responsible society should, at the very least, expose its children to different theories. Present both sides of the debate--traditional mathematics versus Intelligent Numbers--and let the students decide for themselves. That's all I ask.
So join me, please. Call or write or email your school boards, your congress-people and senators, the President. Demand that they include Intelligent Numbers in the math curriculum for our schools. But please don't sign the petition. We're already got 87,653,456 signatures.
What are "Intelligent Numbers"? Numbers created by an Intelligent Being, of course. Oh sure, secular mathematicians would have you believe that their numbers are built into the Universe, that their theories are the result of observation, not invention. But then, how do they explain pi, a number that supposedly describes curves, yet stretches to infinity? How do they explain i--the square root of negative one--a number no one can calculate but which scientists claim is at the heart of weather and electricity and even existence itself? And why, if the world is as concrete as scientists and secular mathematicians want us to believe, do they need imaginary numbers to describe it?
Sep 14, 2005 -- 05:13:59 PM EST
Just as no one with common sense would suggest an eye can evolve all on its own, no one with common sense should suggest using numbers that can't be seen or counted. And yet, this is exactly what our schools are teaching our children.
Enter the theory of Intelligent Numbers--a system so simple and elegant it makes modern mathematics look like alchemy. The First Law of Intelligent Numbers is that all numbers must be measurable and observable. Nothing "imaginary." Nothing "irrational" or "relative." No eight-dimensional geometry. No clocks that slow down or rulers that get shorter. (Einstein may have been a brilliant patent clerk, but let's face it--he didn't know beans about math.)
The Second Law of Intelligent Numbers is that the number line has upper and lower limits; it is not infinite. The lowest possible integer is "1". Why? Because there has never been and never will be nothing. Even when the Universe was a Void, God existed. And as God can never not exist, there will always be One, even when everything else is taken away.
To see how much sense this makes, and how easy it is to teach in schools, consider the following problem:
QUESTION: If Adam has five apples, and Eve eats all of them, how many are left?
ANSWER: 1. (God is in all things and God is always present. Therefore, God is an apple.)
Conversely, the upper boundary of Intelligent Numbers is 87,653,456--the circumference of the Earth measured in cubits. Why the circumference of the Earth? Because let's face it--it's the only planet God cares about. We know this, because it has water and air and people on it. If God cared about Mars or Jupiter or Uranus, he would have put people on those, too, and created a system of bridges to let us drive there.
Of course, old-school mathematicians will say 87,653,456 can't be the highest number, because we can always add one more to it. But that would result in a double measuring of part of the Earth's circumference, wouldn't it? (Amazing how quickly secular mathematics breaks down under the weight of logic.)
Here is an example of how the upper boundary would be applied:
QUESTION: Mars is 78,000,000 kilometers from Earth. How long is the trip there and back?
ANSWER: 87,653,456 kilometers.
All right--now I'm going to make another confession: Converting our society to Intelligent Numbers won't be easy. For instance, zero is not a number in I.N.; therefore, all computers will have to use "1" and "2" instead of "0" and "1". Also, since negative numbers don't exist in I.N., all electrical systems will have to be modified. Instead of "+" and "-", the polarities will now be "α" (alpha) and "Ω" (omega). And no storage devices greater than 87.65 megabytes will be allowed. But this is a small price to pay for numerical morality.
Of course, I'm not going to force my beliefs on everyone else. I know the vast majority of numerical atheists will squawk if I say, "Teach Intelligent Numbers now!" But a responsible society should, at the very least, expose its children to different theories. Present both sides of the debate--traditional mathematics versus Intelligent Numbers--and let the students decide for themselves. That's all I ask.
So join me, please. Call or write or email your school boards, your congress-people and senators, the President. Demand that they include Intelligent Numbers in the math curriculum for our schools. But please don't sign the petition. We're already got 87,653,456 signatures.