READ: does my essay make sense or am I crazy?

<p>Rationalizing the Sky</p>

<p>A curve is a naturally occurring phenomenon. A tulip’s pellet, a perceptive eye’s cornea, and a panoramic horizon are all examples of such mundane curves. Yet, many scientists and other professionals analyze how a flower’s pellet develop, how the curve of our cornea influences our vision, and how the horizon curve would look like to us if we are standing on X elevation (such professionals include movie directors who seek that perfect view.) From a young age, we are taught to think scientifically and rationally. We are taught that there is only one correct answer; one plus one could only be two. In life, it pays to think rationally, but rationality is only the half of it. We need to understand that.</p>

<p>In calculus class, we are taught that a curve represents changes in an imperfect world. I imagine then, in a perfectly predicable world, everything will be equal. Y is always equal to X, creating a straight line with the slope of one, a perfectly idle number. The line is infinitely continuous and infinitely boring and easy to understand. If I were so bored by this fictional world that I decided to jump off a roof, it wouldn’t matter if it is five feet or five thousands feet off the ground; the speed at which I fall will be constant (zero acceleration.) But the world is not perfectly simple in the way I have imagined. The time I spent falling will determine how fast I was falling. I have learned many things in calculus to help me grasp the one true reality. For example, I learned that businesses and scientists use precise equations to calculate the precise amount of goods to produce in order to maximize profit and the amount of fuel needed for the rocket in order for it to go into orbit. The world is complex.</p>

<p>When I was still a child, I thought I knew everything without knowing anything. My ignorance was my shield against confusion. I was perfectly content, as a child should be. But as I grew progressively more rational and educated, I found myself getting less and less secure about my understanding of the universe and more and more confused about everything.
In school, unfortunately, we are taught to accept things as they are. A teacher is expected to teach the subject of geometry in one year, the subject that thousands of mathematicians throughout thousands of years have devoted their lives to. We are given a theory or an equation and we are taught to just accept it without understanding the reasoning behind it. Trigonometry was taught in three days; to understand it is impossible with the time given. If you stall in class, beating your brain for a rationale on a theory given three days ago, your grades will be in big trouble. On the contrary, we are rewarded with high grades for our ignorance. The vicious cycle is that we are given a theory to accept and before we understand it, we are given another theory that builds on the last theory that we never understood in the first place, creating a mountain of unanalyzed data. I knew so many college graduates who couldn’t apply what they learned to real life. If I did not have the ability to slip into my dream world so often (also know as being lazy and ignorant,) I am sure I would go insane trying to understand everything.</p>

<p>As I was walking home one drizzling day after school, I was trying to truly understand and rationalize the derivative of logs (a calculus problem.) I asked my teacher in school and she told me that at our level, we should just accept it. I had a perfect score on the calculus test covering that subject and yet, I was the most confused person in the class. My mind drifted away to entertain some abstract notion of general connectivity; my theory that there is one equation to accommodate the whole university (I found out only now that such an idea is already published.) Again, my attention drifted to the ripples in the puddles on the ground. I was trying to count the ripples made by the rain but there were too many of them. Why couldn’t I capture all the ripples in a mental picture, close my eyes, and count them all? I became angrily frustrated at myself because I didn’t have an exact number. But I knew there were a lot of ripples.</p>

<p>I looked up just when I thought I was losing my mind and there was the sky, an infinite plain. I, like most people, am too concerned about finding the one truth, the one reality. But in the sky, to me at least, there lies an alternative answer. There lies subjectiveness, the often underutilized power of discretion. To me, the sky represents hope because of its unexplored vastness; but the sky itself is not hope. The sky is beautiful; but it is not more correct than things that are ugly. The sky is dominating; but it is not wrong. The sky is not a yes or a no, it is a subjective adjective. The sky is literatures and arts; it is satisfying to me and I didn’t care if I could rationalize my satisfaction.</p>

<p>The fact is that we don’t live in a perfectly simple world. We use an equation to find the velocity of a rocket so it can successfully go into space. The universe is vast and complex and the laws of nature are not handed to us. We must, therefore, attempt to capture the single reality with equations and theories. But we must learn not to ignore our power to be subjective. There might only be one true answer, but we can attach any adjective to it.</p>

<p>I really love this essay, and it doesn't make you seem crazy, but you seem to be a slave to the educational system and this "overachiever overdrive" which is the point I think you're trying to make</p>

<p>Darn, too bad i can't submit it to Chicago. I was writing this for English but it sounds so Chicago that I decided to post it.</p>

<p>i like the prose a lot; it flows really well and has sort of a lyrical feel. that said, i was a little confused at what your ultimate thesis/point was. it seems that you only really tie it together in the last paragraph, although you subtly develop ideas through the essay. i don't know if chicago likes that or not. also, there were some typos and grammatical problems, but c'est la vie; applications have been turned in (and believe me, i found mistakes in my essays upon submitting them).</p>

<p>but all said and done, i really liked your approach. good luck!</p>

<p>It's one of the best essays I've ever read on CC and that's saying a lot my boy</p>

<p>oops, i guess it doesn't matter whether chicago likes it or not since it is for english class...</p>

<p>i think the stuff is great but for some nit picky things that would be ironed out if you ever wanted to use this for anything formal: like, ending sentences with prepositions (the subject that thousands of mathematicians throughout thousands of years have devoted their lives to) and little stuff like that which would distract the careful reader. otherwise a very good piece imo.</p>

<p>if I was the kind of person who stole things from online, I would steal this. But fortenately I would never do such a thing :p</p>

<p>youre smitten with this one, arent you celebrian?</p>

<p>"one equation to accommodate the whole university"</p>

<p>hummm, wonder if each university has a different equation</p>

<p>ewwww, i only wrote this for an english class, i didn't spent too much time ironing it out. great example is "university" which is supposed to be universe. I typed "the university of" so many times online that i often mess up when i'm not using university.</p>

<p>I like the sentiment of the essay. However, if I were your English teacher or an interviewer, I'd challenge you on a lot of the vague points. What do you mean "one truth?" What one truth? Define truth, and why is there only one of them? And you say that "rationality is only the half of it"...so this supposed one truth departs from rationality all together? So why count ripples or differentiate logs? Could your attempt to "rationalize" the derivative of logs, in this half irrational world, be fruitless? I think your math teacher was asking you to have this same 'irrational' faith in the world you advocate yourself, faith that what she's teaching you is right and that as you become a better mathematician, you'll be able to fiddle around with the Newton quotient enough to understand the derivative on your own. And I think there are a lot of arguments to be made for temporary acceptance, which can then be built on, and then one can take what one has built upon the assumptions and try to use it explain the given. Every proof has some givens, we know that. Wittgenstein says that the hardest thing in the world is to find a beginning point, and when we do, we inevitably find an even early one. So I would question your essay, why givens are bad, as they seem necessary. If the blankness of sky is an answer to your bewilderment, it sounds as if you'd rather not have a real answer at all. I feel like you could resolve a lot of these questions with an additional final paragraph, saying what you wish education was like, how you could try to wrap your mind around the world in more creative ways beyond SAT "only one answer" thinking. I think the thoughtfulness the essay manifests, nonetheless, would be compelling to Chicago.</p>

<p>"so this supposed one truth departs from rationality all together?"</p>

<p>No, read my last sentence. "There might only be one true answer, but we can attach any adjective to it." I believe that being rational will lead you to the one truth and being subjective will make your view on that one truth different from others (kinda like how people use the same statistics to push opposing interests. 2004 election.) all this equations and theories are meant to show us the way to the one truth, to decode nature in a sense. </p>

<p>Your points are well taken.</p>

<p>I read your message again and got a better understanding of it. your response is very thoughtful and I agree with most of what you said. But in the end, my essay is a lot more philosophy than anything else and we all know how hard it is to change somebody's philosophy. the truth is we are students and we all need to learn a lot more. i'm just glad my essay (i really thought my essay was terrible before i got so many feedbacks) made people think about the things i think about often, even if they disagree.</p>

<p>ps. i sounded like i was a math loving freak in this essay. I am not. i am very interested in economics.</p>

<p>No, no, I really appreciated that about your essay! That you were attempting to philosophize. That's important. Especially with issues of art and math (I love art and math). Art is math. And when we learn it and talk about it, it's important that we take some time to meditate on what they mean and how we learn them. One of the reasons your essay engaged me so much was that I think how we learn about math is as important as the math material itself.</p>

<p>I am smitten with this one, I think it's a great essay, not just a good one. Sure, there are a few things that could be changed, but a perfect essay doesn't exist. I like the idea behind it, even if it's not on the most stable ground.</p>

<p>wow. thats some complement. if you are an admission officer, just look for the poor kid with a bad freshmen GPA in NJ. haha. i wish.</p>