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Project Polymath

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Check out our new course, a "mathematics curriculum in a box"! Requiring only precalculus as a prerequisite, our new "Introduction to Higher Mathematics" course is a friendly introduction to concepts in set theory, proofs, number theory, abstract algebra, and real analysis, and provides the foundations of calculus and linear algebra. This course lays the intuitive groundwork for further work in upper mathematics and is strongly recommended for high school or college students considering a major in mathematics or a related field such as computer science.

This course is free, and begins on January 28, 2013.

The instructor is Bill Shillito, winner of the nationwide Kohl's Cares / TedEd "Lectures worth sharing and the people who teach them" competition - for mathematics teaching. This is going to be sweet!

Check the course out at:

Or click on this link to enroll directly:
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Both, depending on the nature of the project. Projects such as building a water-powered car will obviously require a lot of facetime to see happen, while projects such as a human-grade algorithmic composition engine likely won't.
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Project Polymath

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The first article in our new blog is on photography! Explore how a camera works and how to control exactly how much light enters it to create stunning photographs.

Join us as we share interesting tidbits of knowledge on a regular basis!
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Project Polymath

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Check out our new courses, "Positive Psychology in the Workplace" and "The Computational Core of Social Cognition"!
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Project Polymath is an effort to start a truly interdisciplinary university
Project Polymath is an ongoing effort to create a new type of interdisciplinary university dedicated to the universal pursuit of knowledge and the development of students' full potential as thinkers, doers, and leaders. We believe that many students have talents that lie across multiple disciplines, and that it is possible to fully develop all of these talents in the standard timeframe of a university curriculum by blending disciplinary instruction with creativity courses that draw parallels between ideas from different disciplines. Furthermore, we believe that we can provoke the development of self-determined values (and ultimately self-actualization) required for moral leadership by allowing students to explore many different subjects and set their own courses in a goal and problem-directed, rather than subject-specific, curriculum. On that level, our goal is to promote the identification and pursuit of students' individual visions, training them to make full use of their talents as leaders, professionals, artists, scientists, and human beings. Because their training will focus on cross-disciplinary reasoning as well as individual fields, it will span all boundaries. In short, we will graduate polymaths.

However, as glorious as the individual effects of such a plan are, our ultimate goal is to provoke a second Renaissance by raising a new generation of polymaths, or “Renaissance Men”. Such training would vastly reduce the complexity of current interdisciplinary research challenges, accelerating the rate of artistic, scientific, and philosophical progress. The effect would be more profound than mere expediency, however: in the past, very few polymaths existed because they were all autodidacts. However, because an unprecedented number of polymaths will be taught under our system, they will drive new problem-solving approaches based on interdisciplinary fusion into the very fabric of human inquiry, deriving elegant solutions to existing challenges while posing exciting new challenges for the next century.
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