Shayan Doroudi

Since I was asked for an explanation: 1. It's not particularly surprising or impressive. 2. It's ugly, building basic objects from a baroque one. 3. It's useless. 4. It's foundationally and algorithmically pointless, since you still need to define exp and log, which you can't do without all the basic objects underneath. You can think of EML as a generator, but you still need the relations. As a 2-variable function, it is a syntactic building block for other stuff, but you still need to know which axioms it is subject to. So, yes, on paper it could be used to prove certain things by induction, but good luck finding some interesting property that is easier to prove on EML than on a relatively simple list of basic objects. And, no, it's not computationally useful, even less on silicon—good luck building a gate that implements that, and using it in a stable and packageable way.

Professors are hired and promoted based on research output, not teaching ability; Courses rush through content instead of ensuring understanding; Classroom is passive, not participatory; Learning structure is 19th-century industrial instruction; Students cram → forget → move on; Everyone must follow the same learning style despite different backgrounds and cognitive styles; Textbooks present sterile, finished knowledge (students never learn how ideas were discovered, why the structures exist, how concepts evolved, how theory grows); Courses pretend fields are isolated; Students learn procedures instead of understanding (e.g. math = symbol manipulation); Dissent is punished, both socially and academically; Top marks go to those who learn to write what professors want to hear; Success comes from writing papers in the right style and mimicking intellectual fashions; The entire culture encourages imitation; Trains students to speak a dialect, not to express ideas (jargon signals “intelligence”); Genuine intellectual risks are punished; True debate is all but extinct (discussions are status games, signaling and pre-approved opinions); Enforces a narrow moral and political lens on everything (thought policing and intellectual monocultures are the norm); Ratio of administrators to teachers has exploded, shifting priorities to bureaucracy instead of education; Students are treated as customers; Grade inflation; Teaching models do not reflect how people learn; Lectures scale broadcasting, not learning; Topics central to modern understanding are barely taught; Modern developments take 20–30 years to become curricula; System does not produce independent learners, it produces dependent ones; Tuition is predatory; Overproduction of degrees has devalued them; Universities sell prestige, not skill. …………but yes, now that AI is here we have a problem. Give me a break.