In the past 11 weeks, I have spent an average of 4 hours per 5 days of the week on Math, because I suck at it. So, that's a total of 220 (a total of almost 10 days) hours on math alone. Now, I must say that I got a perfect score on my first exam, an 'A' on my second, and I feel sure I will annihilate my next with similar fashion. So, my rage against math is not a matter of me doing poorly in it, considering I'm doing better than everyone in my class merely due to sheer will power, dedication, and a "let's get this shit over with pronto" mentality. That being said, in the words of Dr. Cox on Scrubs, I "megaloath" Math. Ever since about 5th grade I have had a deep disdain for math, because I was horrible at it, but I would argue I am horrible at it, because I can't allow my mind to mindlessly plug numbers into place without knowing the worth of what I'm doing. Math is mechanical, shit, robotic, shit, inhuman... poop.
I mean, almost everyone agrees that most things we learn in the math room we never, ever, ever, ever use in the entirety of our lives... so... why am I learning it? I realize it's beneficial to learn if you're going into engineering, physics, etc, but even these people don't use 97% of the things they are taught in the classroom, because everything we learn is so uselessly complex that everyone instinctually simplifies it to the fundamentals (addition, subtraction, division, multiplication, proportions, fractions, etc.) in an effort to reach an answer. So, again, why am I learning this when almost everyone I speak to or even just observe have demonstrated that they simply do not use it as it is taught. I'm not asking for the abolition of mathematics, but when 3x+4y+2t^3 = .087C - 41T^2/3^4:
I DO NOT CARE, BECAUSE I WILL NEVER ENCOUNTER THIS IN MY ENTIRE LIFE.
That statement is the one that plagues me every single day I am forced to cram this information down my throat (which, I promise you, I always forget within days of writing it on the exam.. and guess what? I'm able to get by with simple math in my daily life), and because it plagues me so, I find it nearly impossible to learn this information for good (rendering it, two part useless). It's like being told that a specific tool is going to be very useful for later life for no reason at all, and you know that is not the case, and yet you still have to learn how to use the tool for a job that will never happen.
Not to mention, the amount of rules in math is staggering (or maybe it is to someone who has a hard time allowing himself to process all the bull). In one chapter, the symbol "X" means one thing, but int he next chapter, it means something else. In one chapter, you're allowed to do something, but in the next... nope - no longer! I also love the instances in which it's obvious that the answer is impossible to reach based on the rules we currently know, but waaaaaaaait a second!, according to article 16, page 4, line 3C of the Bible of Math, we can tag in a ghost number that beats up the barrier that has stopped us, on every other chapter, from getting further in the answer, but once we have the ghost number (we will name it G here), we have to use another random formula that isn't explained as to why it exists to get rid of G, but remember... a negative can't be left in the numerfrator, because... oh, that's right, no explanation.. you just aren't supposed to have it there, because the Math Gestapo will come and get you (I wish they would, I'd go Jason Bourne on their asses) [long sentence much?]. What. The. Hell.
No.
My brain simply rejects things that A) Will not be used in life, B) Serve no use in my betterment as a person, and/or C) Activate my mind critically.
Don't get me wrong, math is extremely useful and I respect its use in day to day activities; I'm simply stating that most of the math we learn seems like it's there to make professors feel like they know something complex without much practical application. Even if some of these complex ways are "short cuts" to getting to an answer that will help build a convex bridge, there always seems to be a longer, yet far simpler way to reach that point - and I always prefer the longer route if it means I have to learn less in this particular subject.
Oddly enough, there are variations of math that I very much enjoy. For example, simple statistics are rather enjoyable.. because they pertain to my field of interest, and almost every scientist on planet Earth needs them to equate relevance and efficiency to their work - that, I can respect, would like to learn more about, and I will use it many times in my career.
Today, I genuinely thought about debating my math teacher about why I was in the class room learning this information and in what common situation I would be using this lecture. I held back, for tactical reasons: pissing off a professor in a subject you already have to work incredibly hard at is not my idea of a good idea.
Ok, so when I need to blast this subject again, I'll just add it to this lovely piece.
Listening to: Parkway Drive, "Boneyards" (Thanks Alex...)
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