Adler, Steve

Steve Adler
Institute for Advanced Study (IAS)
Princeton, New Jersey

Working articles & projects

First email: Wednesday, 26 April 2017
RE: Idiosyncratic concepts can emerge from a high school geometry class

Dear Prof. Dr. Steve Adler:

I was reading the 2008 compilations and commentaries on ArXiv  — and thought you
just might be bold enough to tell us where we have gone so wrong.

In December 2011 with my favorite geometry classes, we followed
Zeno inside the tetrahedron to find the octahedron and four half-
sized tetrahedrons (by dividing all the edges by 2 then connecting
up those new vertices). We continued with our simple progression.

Besides ending up with an enormous number of parts, within 43
steps we were near the limits of CERN-labs measurements,
somewhere around the size of the Fermion. We continued our
base-2 divisions, on paper and in theory back to the Planck units
in just 67 additional steps.  The next day we multiplied our original

objects by 2; and just over 90 steps later, we were at the Age of
the Universe.

We had tiled and tessellated the universe with octahedral-tetrahedral
clusters and had a terrific chart of everything, everywhere throughout
all time.

Of course, it was a bit of silliness. Or is it?

We weren’t sure. For three years we search around for something
like it and only found Kees Boeke’s work from 1957.  My old friend,
Phil Morrison (MIT) loved Boeke’s work. Without any clear criticisms,

we started putting it up within its own site on the web and today,
I beg people to tell us where we have gone wrong. We are just

high school people.

Are the first 67 notations the matrix or Frank Wilczek’s grid? Is this
the domain of pointfree geometries?

I would be perfectly delighted to hear from you no matter how harsh
your criticisms.  Thank you.

Warm regards,

Bruce Camber
New Orleans