Chapter 3: 伏線一

Storyline 1 … to be a time traveler …


3.1 In the beginning, …

Time traveling means traveling through time to different eras in history.

To the best knowledge of the known physical laws, time traveling is not feasible.

I was really disappointed until I started to realize that …


3.1.1 in a sense, we are all time travellers

We are travelling into the future now.

If you want to preserve your coordinates, (x, y, z), in space, you can simply choose not to move. You can be static in space. You can choose not to change your position in space.

However, even if you want to preserve your time coordinate, t, you cannot.

You are always moving from the past, through now, into the future.

The t-coordinate in (t, x, y, z) always increases.



2008.02.26 Tuesday \copyright CHK^2

Lectures 3

The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting — no more — and then it motivates one towards originality and instills the desire for truth.

Suppose someone were to go and ask his neighbors for fire and find a substantial blaze there, and just stay there continually warming himself: that is no different from someone who goes to someone else to get to some of his rationality, and fails to realize that he ought to ignite his own flame, his own intellect, but is happy to sit entranced by the lecture, and the words trigger only associative thinking and bring, as it were, only a flush to his cheeks and a glow to his limbs; but he has not dispelled or dispersed, in the warm light of philosophy, the internal dank gloom of his mind.

— On Listening to Lectures

— Mestrius Plutarchos



2008.02.25 Monday CHK_2


Time present and time past
Are both perhaps present in time future
And time future contained in time past.

We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.

— T. S. Eliot



2008.02.24 Sunday CHK_2


* Every morning I jump out of bed and step on a landmine. The landmine is me. After the explosion, I spent the rest of the day putting the pieces together.

— Ray Bradbury



2008.02.20 Wednesday CHK_2

Science Fiction

* Don’t think. Thinking is the enemy of creativity. It’s self-conscious and anything self-conscious is lousy. You can’t try to do things. You simply must do things.


* If we listened to our intellect we’d never have a love affair. We’d never have a friendship. We’d never go in business because we’d be cynical: “It’s gonna go wrong.” Or “She’s going to hurt me.” Or,”I’ve had a couple of bad love affairs, so therefore . . .” Well, that’s nonsense. You’re going to miss life. You’ve got to jump off the cliff all the time and build your wings on the way down.

— Ray Bradbury



2008.02.17 Sunday CHK_2


Pascal’s Pensees:

Words differently arranged have a different meaning,

and meanings differently arranged have different effects.


In an A.Maths lesson (2006): I said,

係理論上, 理論上同實際上係無乜分別o既;

但係實際上, 理論上同實際上係有好大分別o既.


The next day, in a G.Maths lesson, a student said she would collect my words to construct a quotation book.

As a joke, I said,

I am going to publish an autobiography.

Its name will be “我與A.Maths 爭鬥三十年“.





(1) Written Chinese and English versions:

在理論上, 理論上和實際上是沒有什麼分別的;

但是在實際上, 理論上和實際上是有很大分別的.

The difference between theory and practice is small in theory but big in practice.


The original quotation is “The difference between theory and practice tends to be very small in theory, but in practice it is very large indeed.” — Anonymous

I discovered this quotation from the book Open Sources: Voices from the Open Source Revolution in 2002.

(2) A Thirty-year War against Additional Mathematics.




2008.02.08 Friday \copyright CHK^2

1.1 專博之爭 1.2 第二是沒有意思的

2.1 軟硬智力 2.2 提昇軟硬智力 2.21 提昇硬智力 2.22 硬件常識


2.23 提昇軟智力 2.231 作業系統 2.232 公用程式 2.233 主題程式

2.2331 程式情境 2.2332 情境程式

2.2341 程式員 2.2342 Brain programmers 2.235 寫程式

2.236 寫 寫程式 程式


3.1 幻想智力 3.11 洗衣機與電飯煲 3.12 鱷魚與長頸鹿

3.21 迷宮 3.22 G.Maths by A.Maths


4. 專等於博




第一層次的看法是 中心為專 周邊為博.

第二層次的看法是 以專攻博: 透過物理掌握其他學問.

第三層次的看法是 以博攻專: 透過各門學問掌握物理,

以物理作為, 各門學問的學習主題.


學數學時問, 這個物理課題, 需要哪門數學? 需要知到甚麼程度?

學語言時問, 物理文章恰當的風格是甚麼? 用甚麼字眼可以, 令行外人也能明白?

學心理時問, 研究物理需要, 甚麼心理素質? 物理大家的思考方法, 工作習慣中, 有哪些是值得學習的呢?

學程式時問, 這冗長的運算是必須的嗎? 可否用電腦來代勞?


第四層次的看法是 專博合一:


PHYSICS = logic + language + mathematics + physics + chemistry + computer + psychology + …


Model of the atom by Ernest Rutherford: Permission is granted to copy, distribute and/or modify this document (refers to the above graph only) under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation.


當一塊大鑽石弄碎時, 價值只等於許多小鑽石.
當一個偉大的心靈, 被干擾而分散時, 就只是一個平凡的心靈.
偉大心靈的優越之處在於, 集中一切心力於某一點, 如凹鏡集中所有光線一樣.

— 叔本華


— This is the end of the StoryArc. —



2008.02.06 Wednesday \copyright CHK^2