Today's lesson focuses on a small word wrapped in a big package...Infinity.
Indeed, the term infinity has many distinct interpretations depending on the subject matter, and often, popular usages run counter to its more scientific meanings.
On the lighter side, for example, we have the battle cry of Disney's animated space action figure Buzz Lightyear: "To Infinity...and beyond!"
And, of course, there is the tongue-in-cheek observation of English dramatist Tom Stoppard: Infinity is "...a terrible thought...where's it all going to end?"
(Stoppard, Tom, Rosencrantz and Guildenstern Are Dead, Act 2, Faber, London, 1967)
Generally speaking, we define infinity as a state of endlessness, with no limits of space, time, or any other measurable quantity.
The concept has been hounding scholars for years, as scientists and mathematicians vigorously debate whether to outlaw the idea or to embrace it.
"Is (infinity) part of the problem or part of the solution?" questions author John Barrow in his book, The Infinite Book: A Short Guide to the Boundless, Timeless and Endless. Are infinities just a signal that we have not found enough pieces of the puzzle, or are they a vital part of (solving) ultimate problems like the beginning and end of the Universe...?"
(Barrow, John D., The Infinite Book - A Short Guide to the Boundless, Timeless and Endless, 2005, p. xiv)
A recent Wall Street Journal column by Sharon Begley gives us an idea of infinity's complexity. In her article, "Definition of Infinity Expands for Scientists and Mathematicians, "she begins with a thought experiment called "Hotel Infinity," which was devised many years ago by German Mathematician David Hilbert.
At this hotel, it is impossible to overbook and customers are never refused a room. Here's how it works:
"If you arrive with a reservation and find that the hotel's infinite number of rooms are all occupied, the manager simply moves the guest in Room 1 to Room 2, the guest in Room 2 to Room 3, and on and on until every guest has a room and you get Room 1. In an ‘infinite set,' such as the rooms at the Hotel, whatever you thought was the highest-numbered member of that set, isn't."
"If thinking of infinities makes your head spin, you're in good company," Begley adds..."Georg Cantor, the early-20th-century mathematician, who did more than anyone (at that time) to explore infinities, suffered a nervous breakdown..."
(Begley, Ibid)
Indeed, there was a time when mathematics was simpler. Long before humans could read and write, their only thought was in keeping track of property and following the passage of time. Light meant day and dark meant night, and primitive languages had no words for high numbers. Likely, the only way to express quantities was "one" and "many."
Just as confusing and possibly more illogical is infinity's cousin, zero. According to author Charles Seife, "Within Zero, there is the power to shatter the framework of logic." Seife wrote the book, Zero: The Biography of a Dangerous Idea.
(Seife, Charles, Zero: The Biography of a Dangerous Idea, Chapter Zero, p. 5)
"The biggest questions in science...are about nothingness and eternity..." he states. Zero and infinity "...are equal and opposite, yin and yang. They are equally paradoxical and troubling."
(Seife, Ibid)
"...through all its history, despite the rejection and the exile, zero has always defeated those who opposed it. Humanity could never force zero to fit its philosophies. Instead, zero shaped humanity's view of the universe..."
(Seife, Ibid)
Some mathematicians also point out that zero not only represents nothing, it can represent the sum of everything if an infinite quantity of positive and negative numbers are added together.
"Today, however, infinities aren't just a central part of mathematics. More surprising, says cosmologist John Barrow, (a research professor at the University of Cambridge)... scientists who study the real world are having to take infinities seriously, too."
(Begley, Ibid)
"Not long ago, if the solution to an equation included an infinity, alarms went off. In particle physics, for instance, ‘the appearance of an infinite answer was always taken as a warning that you had made a wrong turn.'"
(Begley, Ibid)
"Suspecting just that, some scientists now see infinities ‘as an essential part of the physical description of the universe.'"
(Begley, Ibid)
"In addition to coming around to the view that infinities might be real...some cosmologists suspect that infinities at the beginning and end of time ‘have quite different structures.'"
(Begley, Ibid)
In other words, not all infinities are created equal!
Yet the concept of infinity remains intriguing. "It lies at the heart of all sorts of fundamental human questions," writes Barrow. "Can you live forever? Will the Universe have an end? Did it have a beginning? Does the Universe have an ‘edge' or is it simply unbounded in size?"
(Barrow, Ibid)
"Although it is easy to think about lists of numbers or sequences of clock ‘ticks' that go on forever, there are other sorts of infinity that seem to be more challenging. What about an infinite temperature or an infinite brightness - can such physical things actually be infinite? Or is infinity just a shorthand for ‘finite but awfully big'?"
(Barrow, Ibid)
According to Barrow, cosmologists must contemplate "...the possibility of an infinite future. Does the Universe seem to be on course to last forever? What does ‘forever' mean? Can life in any form continue forever? And, at the more human level, what would it mean - socially, personally, mentally, legally, materially and psychologically...?"
(Barrow, Ibid)
Indeed, these questions should keep scientists and mathematicians busy for centuries, but it is these unknowns and others that continue to drive our thirst for understanding. And therein lies the power of science and the magic of universities.
It lies in the relentless pursuit of truth, in the progressive discovery of knowledge, in the connectedness of life, and in the sense that we can, and we must, advance our common future.
Remarks Abstract:
"Seismic rumbles of change" are transforming traditional paradigms for research and higher education-to say nothing about the relationships between academia, industry, government and the public. The sources of cataclysmic pressure are many, including competition among universities, shifting demographics and their accompanying shifts in priorities, resource constraints, public/government scrutiny of productivity and accountability in universities, the evolution of a global economy and the innovation ecosystem, and, most recently, the worldwide economic downturn. Like many industries, higher education is on the threshold of major, complex changes that must be directed to optimal outcomes. The University of Akron is innovating through a continuous process that seeks to enhance its relevance, connectivity and productivity.
Relevance: Institutions of higher education generally are place-based, and this means that the competitive and comparative advantages of universities are inextricably linked to the vitality and sustainability of their surrounding communities. Thus, universities must act to optimize their impact upon the regions in which they reside, and would be wise to extend their efforts collaboratively into like regions internationally. The complexities of the 21st Century knowledge and conceptual economy require that every academic discipline be collaboratively engaged with the relevant questions of the day in concert with other disciplines and partners on and off campus. In other words, relevance requires the integrated application of all disciplinary knowledge for the public good.
Connectivity: Connectivity is an extension of relevance and refers to engagement with others by universities in the myriad forms represented by partnerships and collaboration that are not limited by institutional, sector, geographic or disciplinary boundaries. In other words, connectivity means relevant engagement among some combinations of other academic institutions, government, business and industry. This becomes essential as governments become a smaller and smaller financial partner, requiring universities increasingly to generate their own financial revenue opportunities.
Productivity: Finally, higher education must move from measuring "excellence" by exclusion and expense to a set of productivity-based metrics that reflect outcomes and achievements in solving "real-world" problems and in enabling student success.
Universities now are being called upon to explore opportunities that will create innovative educational processes and campus cultures congruent with new realities. This will require a close and deep collaboration between universities and other public- and private- sector organizations, along with a willingness to experiment with new models and new alliances. As we increasingly work with partners accustomed to aggressive delivery schedules and product mixes that rapidly change according to market demands, the core of academic processes will be challenged, and adaptability must become integrated into institutional culture.
As part of his 10th State of the University address, University of Akron President Luis M. Proenza promised to send this letter to the university community to ask that faculty, staff and students to "engage in timely and necessary conversations to bring... about (a mission- and vision-based university organizational structure). He said, "I am sure many lively and constructive ideas will be brought forward, but we must approach this with a sense of urgency because, as I have said before, doing business as usual is not an option."
University of Akron President Luis M. Proenza underscored the successes of the past year and set in motion the process of steering the university toward the future during his 10th State of the University Address. As promised during his 2008 address, Proenza provided a progress report on the formal 10-year strategic plan, which he said "will chart the course to our new destination." As he outlined these plans, Proenza encouraged the audience to think about the origin of the name "Akron," derived from the Greek "akros," meaning "high place," in setting and achieving those goals.
Proenza outlined five strategic goals that will guide the university through the next 10 years and beyond:
Proenza also said that, in addition to budget challenges, an increasingly competitive environment for higher education and universities can't continue to operate with an educational model that is more than 200-years-old. He said he believes that the university must try even harder to be to bring down academic silo walls and build connections--emphasizing UA's relevance, connectivity and productivity.