State of affair

सत्य कि बिबिधता सिमित हैं, यद्यपि सिर्फ एक में सीमित नहीं।

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बिज्ञान अक्सर परिभाषाओं के दायरे में सिमित रह जाती है क्यों कि इस से ऊपर उठना अल्बर्ट आइनस्टीन के भाषा में “बिज्ञान चमत्कार है अगर इसे कमाने कि एक पन्था से दुरी से देखा जाये तो” जैसे “पूर्ब सोम कि सत्य” जैसा प्रतीत है. यह अलग बिचारों से अलग हो जाती है, पर सत्य एक मात्र उपलब्धि न होने पर भी बहत सारे उपलब्धि भी नहीं हैं, कुछ और सीमित उपलब्धियां सत्य कि भरमाई करते हैं।

चेतन भगत के बिकने के कारण भी ढेर सारे हैं जो बिज्ञान से तालुक नहीं रखते, इसके परिभाषाओं के दायरे में, लेकिन क्या हम कह सकते हैं वो कामशास्त्र से ज्यादा महत्व रखता है? चेतन एक जातीय आशा कि कयामत से परिबंधित है, पर कामशास्त्र एक प्राचीन अतः अंतराष्ट्रीय, तथा एक कोमल भाबना कि महिमा जैसे परिकल्पनिया है. यह चेतन कि महनीयता के ऊपर प्रश्न नहीं, बल्कि सत्य कि बिबिधता के ऊपर आलोकित करने की चेष्टा है।

सत्य कि बिबिधता सिमित हैं, यद्यपि सिर्फ एक में सीमित नहीं।

सत्य अनिर्बचनिया है. यह सुन्दर भी है, शील भी है …

Growing Above All.

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What we conveniently forget is what I just parenthesized as “Ethereal Relativism”. Before Einstein’s work, the ether was taken to be something that gives motion a sense of absoluteness. Ether was the absolute measure or reference of motion, therefore all motion seemed to be known as absolute. But its widely silent that Galileo and Newton worked in a frame-work of Physics or laws of nature where a frame of reference keeps motion relative, and not absolute: a concept known as Galilean Relativity.

In other words, if there is an object falling under gravity, in telling our story, we almost forgot that, there can also be a situation where, the relative motion of the falling object, can be studied; with or without the gravity acting on the object. In other words, still, the central question is to ask; did this single object fall faster or slower w.r.t. a situation when there is no gravity? Was it known or not, to Galileo, that, this object can be tested; to be falling faster in presence of the gravity causing object.

As we know today: Gravity causes objects to fall faster, it does not cause them to fall in the first place, between heavier and lighter objects it does not make any one of them to fall faster than the other and this is a force of central attraction to the proportion of; strength being as higher as the square of separation is, less.

Why Harvard does not promote education.

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Its when we teach that we ourselves realize how effective our research quality is. As is said by the giants usually Einstein and Feynman “If you can’t explain it in simple terms perhaps you don’t understand”. So basically how can we be sure that the research Harvard is doing is applicable to validity or even a contribution towards intellectual assimilation by humanity? (Of-course Sean makes very clear all along that thats not the mandate of Harvard and its news to me that it isn’t.)

Only Industry, Funding Agency and Nobel Prize Committee will estimate the worth of the organization and its work. Isn’t that a death-nail to science? Because science is Research+Education not just research. I have done pain staking research in my life in last 12 years at-least for 10 years. But they will never be known, especially my particle physics research, if I will NOT be able to explain them or teach them, if some of them turn out to be interesting for any field. Of-course I am not Harvard and an individual. But this is the kind of difference between organizations and individuals, the organizations constitute of individuals but work in a fashion that respects only a specifically chosen policy, thats not questionable, whats questionable is why it will appeal the masses? Just because money flows from one end to another where no-one has a say?

A Physicist is a physicist’s way of talking about himself.

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In my case therefore you see, 0 publications in 2001. The year I joined my PhD, I was learning more about snow-fall, JC Peney and Bus rides. 2002 I have hardly 1 or 2, that was the year when in the later half I was given the privilege of being able to sign for science papers. The next year I am already acquainted quite a bit, so signing more than 1 paper a month is no irksome involvement. I already know what I am signing it for. 20 papers a year. Then it grows to 60 papers the next year, thats papers a month, my team of 400 was producing where I have a legit share of expert contributions, through weeks of data-collection, analysis and data-mining etc. (There would be papers where I won’t have legit share, .. ) The next year 2005-2006 was my peak, 70 papers, You can check my pictures from 05-06 (on f-b) and see how much I was involved in the literally tons of ways experimentalists contribute ;) No kidding not everything is visible outside the vacuum pipe, its risky)

Then you can see I am gradually climbing down, but its hard enough to climb down faster because you already have a history. Becoming celebrity is a one way affair, no return. With years my direct contribution goes down but history has that which is yet to come and that shows up as bigger share in contribution. (Just like the electron’s history-of-all-path must contribute towards its momenta for future)
I think thats a good connection, like the electrons the Physicists are lost, they are picking on different things and survive and their history makes it bigger.

House is to brick what society is to family and …

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Apply this to the education system, we can’t criticize the students, the teachers or the admin for ever, once a reasonable bits and pieces of them (and only that no less) is in place we can’t go on around criticizing the same. WE can’t blame the teacher for ever nor can we blame the students for ever. Then we talk about education system. But whats a education system? Do we define it? WE have to first define it from its bits and pieces and see the links and processes in its most effective info-graphic, if thats possible. That would be like a carbon-cycle. We do understand that (carbon-cycle) perfectly, why else we would understand our physiology so well? (we may not be applying such in a given situation, thats another dimension and thats criticism-awaiting) .

We need to therefore see exactly how our education system is defined: here is higher education department and it consists of so and so with such and such qualification assigned to execute such and such. That follows regional level officers who are assigned with such and such power and privilege and RESPONSIBILITY. Then comes the tertiary level and the ground workers. And here is the process. We need to thoroughly understand the principle and the process behind each component in this info-graphic, and how effective they are. Then we need to objectify the big-picture goal and see what gets carried out and what NOT.