This is how our brain should operate which is based on mathematical principles where the mathematical principles are the definition of a set which is a group or list of objects with specific characteristics i.e. they are connected plus languages natural maths or symbolic properties. It should be stressed the maths element is not number crunching or complicated equations but lists with particular characteristics e.g. any experience or member of reality can be represented by a set or list of knowledge.

The strategy includes
1/ KEY is not seeking reality i.e. let the information go over your head as the set of information on which it is based can be false and incomplete instead one can learn how to use 15 classes of knowledge to describe any experience or system. The big question is WHY do you need to know reality i.e. create perceptions, to live life as it is unobtainable as Plato’s Cave demonstrates [SEE BELOW] other than for human interest? You should live in a bubble rather than seeking to make sense of the outside world through the senses. You should concentrate on living your own life mathematically see below. It does not make sense that our wonderful brain should operate subjectively. By adopting an objective thinking strategy means your consciousness and subconsciousness are at one and your mind is not cluttered with perceptions or generalisations.

2/ Realising everyone is unique i.e. they can be represented by a unique set of knowledge although based on the same template. This challenges stereotyping, tribalism or racialism.
3/ When one reviews the set or list of knowledge that represents any human one realises the most important is that which is not directly detected by the senses e.g. kindness, helpfulness, honesty, loyalty v appearance and smell. This challenges celebrity culture, body image, image in general and racialism.
4/ Learning how to create a set or list to expand your knowledge base e.g. ‘classify’ when one defines the characteristics of the set e.g. a way of getting from A to B ‘expand’ when one seeks members of the set or list e.g. walking, hiring a private car etc. One can refine the characteristics of the set or list to suit the situation e.g. getting from A to B by walking and taking public transport.
5/ Realising when there is more than one item one can order or prioritise by comparing or connecting with one another e.g. selecting an empty seat to sit on from a number of them available on in public transport or selecting a slice of cake from a number.
6/ Also where there is more than one item needed to do one can apply permutation and combination i.e. A e.g. items of clothes and B e.g. elements associated with making breakfast then one can adopt this principle i.e. partly dress then start breakfast, finish dressing and finish making breakfast etc. All have the same result Y say.

7/ Socialising mathematically.

Youngsters should be taught how to socialise mathematically where the mathematical element is a group of objects with specific characteristics i.e. they are connected which is fundamental in mathematics [Murray R Spiegel]. Another important aspect is to realise how to create a set to expand your knowledge base i.e. ‘classify’ – define the characteristics of the set then ‘expand’ seek members of the set thus defined.

(a) Learn manners when you connect with the other person e.g. say thank you ‘classify’ manners ‘expand’, please, sorry, excuse me etc. Define the characteristics of when to carry out manners e.g. say thank you when X occurs e.g. someone helps you.

(b) Ask how they are or say take care, say hello or Good bye are all ways to connect with the other person.

(c) ‘Classify’ Learn small talk ‘expand’ talk about the weather or ask what done for holidays etc. so more likely to connect with them

(d) Connect with the other person’s hobbies ‘classify’ an interest they have ‘expand’ etc.

(e) Connect with the theme of the conversation or change direction.

(f) Empathise or connect with the other person

(g) In polite circles agree or connect with the other person even if disagree or don’t understand.

8/ One should just accept what received through the senses without interpretation. The reality which you view can be represented by a set of knowledge
9/ life is a set of decisions. You should consider the consequences where possible of any decision. This should be taught whilst the child grows up. Ideally all instructions made to the child should be justified rather than made with a threat of punishment or they are told because they say so. This can be represented by an equation decision = consequences where both sides form a set.
10/ It should be stressed the importance of having a routine which is applicable to rich or poor as with socialising and what every person should be taught as a youngster. Having a routine gives life a framework /structural solution and can ensure importance matters have been carried out plus not adopting bad habits which are a set or series of actions. Routine can be expressed mathematically i.e. a set of objects e.g. breakfasts with particular characteristics e.g. always having porridge. Routine tasks can be taught as a youngster with justification by responsible person or as a back up by schools.
11/ A connection example to demonstrate the beauty of mathematics.

Basics

(a) a set or list is a group of objects with a specific characteristics.

(b) methods of creating sets or lists is to ‘classify’ describe the characteristics of the set then ‘expand’ seek members of the set or list.

An example

‘I switch on the microwave’ – this is a set or list of information that represents reality then ‘classify’ – part of the morning routine ‘expand’ other members of the list include wash face, cleaning teeth etc. Raising the ‘classification’ say one of my routines ‘expand’ – other routines e.g. going to bed routine, car tyres routine etc. i.e. another list. Raising the ‘classification further’ something that should be taught by a youngster ‘expand’ other matters e.g. philosophical phrases, members within ‘worst things happen at sea’. Any other members of the list of what should be taught to youngsters? In all cases one can justify actions by considering the consequences of not carrying out the routine which can be represented by an equation Decision = consequences where both sides form a set. One can raise the classification to include it being a part of the whole of human knowledge i.e. so everything is connected mathematically.

12/ Learn philosophical phrases e.g. ‘worse things happen at sea’ ; ‘reduce, reuse recycle’ etc.
13/ Making maximum use of time e.g. do crosswords during train journey / do your knitting whilst watching TV – applying classification or generalising and expand to consider doing other activities whilst doing another activity e.g. getting dressed whilst waiting for breakfast to be cooked versus getting fully dressed then making breakfast.
14/ Every person should be taught the same classes of knowledge for adulthood including an objective thinking strategy e.g. do not directly seek reality plus what is included in this list. Ideally this information should be included in a reference book and circulated nationally and internationally as this is the only knowledge everyone should be taught.
15/ One should plan or connect with a future event where necessary and don’t need to harbour bad memories.
16/ Improvisation can be expressed mathematically e.g. use the opposite end to a dirty spoon to stir a drink. Let X be that relevant end of the spoon that you stir a drink and Y the end of the spoon designed to stir then X and Y share the same characteristics.
17/ Metaphor and an analogy is a connections between two items.

Per internet

Analogy meaning ‘a comparison between one thing and another, typically for the purpose of explanation or clarification’

A metaphor is a figure of speech that, for rhetorical effect, directly refers to one thing by mentioning another. It may provide clarity or identify hidden similarities between two different ideas.

18/ What common mistakes can be made plus relevant precautions. E.g: look behind when leaving a scene, to prevent leaving something behind.

Per Sir Roger Penrose New Scientist 18^th November 2006 – To address the nature of reality we need to understand its connection to consciousness and mathematics.

Class comment

There are various reality and all can be represented by a set i.e. mathematical function

1/ The reality we experience = set of knowledge we experience e.g. TV, chair, table, carpet etc. plus each can be represented by a set of knowledge of which colour shapes and smell are the ones that our senses detect.

2/ Life is a set of experiences which can be represented by a set of 15 classes of experiences and set creation as illustrate separately. This includes a category or classes of knowledge reality that has a subclasses of human, animal, fire, atmosphere, vegetation, weather, fungi. See Mathematical models for any experience

1/ Plato Cave

Plato uses an analogy to illustrate his view of human experience and his theory of knowledge. A row of prisoners sit near the back of the cave, chained so that they cannot turn to face its mouth. Behind them is a fire, in front of which paraded various objects. The fire casts shadows of these objects onto the cave wall, and this is all that they can see. This corresponds to the normal way in which things are experienced: shadows, not reality itself.

Only then does it become clear to the prisoner that his former way of perceiving was only of shadows , not of reality.

[Teach yourself Philosophy Mel Thompson]

Class comment

Do not seek reality from information received through the senses / just live your life mathematically e.g. classify and expand, consider where possible the consequences of decisions represented by an equation and if you wish to discover reality independently either use the 15 class of knowledge which includes establishing the truth or establishing the truth of an element of reality singularly.

$ Analysing the mathematical thought processes for the start of a typical day [one that most people can connect with i.e. relate to] in order to learn lessons for life.

Basic mathematics is the definition of a set which is a group or list of objects that have a specific characteristics i.e. they are connected and method of set creation i.e. ‘classify’ define the characteristics of the set then ‘expand’ seek members.

Throughout the experience one can ask oneself what rules apply e.g. instructions given as a youngster for adulthood and principles for a person. One can justify them and what are the consequences of breaking them. Also determine what mistakes can occur and what precautions should be taken to prevent them occurring and which ones taken in case the mistake is made.

(a) Wake up – when? connect when normally wake or for a special event, other classes include when naturally wake or woken by some other means e.g. by alarm or by another person

(b) Getting out of bed – as there are normally more than one option you may ‘classify’ a way out of bed ‘expand’ seek other ways e.g. left, right bottom complete set then select appropriate one i.e. consider the consequences of that decision which may be your routine.

(c) Go the bathroom – Classify this action can be represented by a set of knowledge. and expand all other movement around the house or elsewhere can also. It is important to recognise that when you go from A to B you are part of three types of sets

(i) walking ‘classify’ means of getting from A to B ‘expand’ running, skipping, hoping etc.

and (ii) ‘classify’ direction ‘expand’ e.g. forward, sidesway, backwards complete set or turn right or left complete set plus possible angles i.e. 0 to 360 degrees. One could introduce delta X smallest element if necessary. You then choose the one you wish to follow e.g. 90 degrees to go round a corner to the bathroom i.e. ‘classify’ / ‘expand’ then select appropriate member.

(iii)Overall speed ‘classify’ and ‘expand’ range minimum to maximum speed select appropriate.

These are the thought processes of your subconsciousness although you can override them as you have freewill. As there is more than one alternative to choose from one can apply permutation and combination e.g. slow, quick, quick, slow etc. and ordering e.g. prioritising.

(d) Clean teeth, wash hands, neck and face – this is classed as routine where one adopts a philosophy of repeating actions. You may ask yourself what RULES apply e.g. what your parents said should be done [one can classify and expand as what parents taught you], what are your relevant principles and what a dentist taught you or NOT. Also one could seek justification i.e. what are the consequences of not cleaning each part of the body or NOT. Where ‘or NOT’ is an act of freewill. The set of items need to perform the action is water, soap, toothpaste toothbrush [REALITY] is it a complete set? One can generalise to create more alternatives e.g. something to clean my face e.g. shaving foam. One could ask oneself have I complete set i.e. have I cleaned all the relevant areas of the body thoroughly which is a characteristics of the set of actions of cleaning[i.e. have I made a MISTAKE missing relevant areas of the body]. As there again a number of operations you can order and also apply permutation and combination i.e. wash face first then clean teeth etc. or clean teeth first then clean face etc.

(e) Dry areas which are wet with a towel. Again you are laying down characteristics of the set of actions in this case drying wet areas. Touching the towel you can be represented by a mathematical model set of objects with specific characteristics they touch one another. The place on the towel you touch is part of a set of the whole towel. You can select an area with dry characteristics by feel. If towel has all wet characteristics you can refer to the set of other towels.

(f) Get dressed, make breakfast e.g. making porridge can be represented by a set of knowledge. Again as it is a number items e.g. dressing involves top e.g. shirt etc. is it complete set? and bottom e.g. trousers, shoes socks etc. is it complete set? Then one can apply ordering in importance plus combination and permutation viz. Partly dress then partly make breakfast then finish dressing and finish making the breakfast. One can connect what class of clothes wear with the weather [REALITY]

(g) The organising the breakfast can be to minimise the time taken e.g. first put kettle on for tea. At the same time start microwaving the porridge classify starting the breakfast. Whilst waiting take clean mug and honey to the dining room and bring back a dirty mug used last time and teapot to be filled. One can seek relevant instructions i.e. INFORMATION on the porridge pack for cooking porridge and obey or not.

(h) Fill the teapot with boiling water, Perhaps not putting a new teabag in as a money FINANCE and resources saving policy whilst the taste is satisfactory and finish microwaving the porridge.

(i) You may have select a drink mathematically by ‘classify’ a hot drink that one has ‘expand’ coffee, tea, Horlicks, Chocolate – do you have any others i.e. is it a complete set? You could expand the set to include obtaining those hot drinks sold in the supermarket that you do not have. You may of course have a cold drink as well as or instead of when class thinking may be applied i.e. defining the characteristics of the set e.g. alcoholic or non-alcoholic drinks.

(j) You consider having something else in the porridge then you can ‘classify’ define the characteristics of the set e.g. a sweet edible substances that I like – connect with personal taste then ‘expand’. Perhaps connecting with the set of items in your larder or connect with a friends recommendation or connecting further to the supermarket set of items that fulfilled the characteristics.

(k) When opening the door you adopt the same approach (connect) as drying oneself on a towel in that you touch the item and leads to other parts or set of those objects i.e. door and the other object i.e. persons body. Expand re body elbow, leg these may be needed to close the door if hands are occupied with carrying an article. Similarly you can consider touching all parts of the door when opening and closing the door. As an aside you can consider the consequences of repeated opening the door at a particular place on the door and a plastic shield which could be connected i.e. where the people in the house connect touch the door when opening and closing the door.