The  wisdom of this world literally comes to naught. The 'number'  naught(zero) is in reality not a number.  A number is a quantitative symbol, it expresses quantity. If there is no quantity, there can be no number. Zero falsifies the numbering system.

The 'number' zero has its origin in the  Babylonian system approximately 300 BC. The symbol was first used as a 'placeholder'  on the abacus. At the time it was not regarded as a number. Later on, zero become  a 'number'  and gradually the symbol which has become the trademark of natural man, became accepted as a valid number by the 'scientific' community. For a detailed history of the origin of zero, as well as the struggle to keep it alive, I refer the reader to Charles Seife's book entitled: " ZERO The Biography of a Dangerous Idea." The good news is that the 'number' zero, the abomination of desolation, has finally kicked the bucket, and can now rest in peace.

In this word 'mathematics' is a very important part of the 'education' system. Most universities have grade twelve 'maths', as a prerequisite for enrolment. This means that there is a great deal of pressure on students to excel at 'mathematics' during their school 'education'. This pressure succeeds in keeping students who are reluctant to conform, out of university.

Modern 'mathematics' is riddled with contradictions. Professor Morris Kline's book entitled: " Mathematics the loss of certainty " clearly outlines that  the  idea of 'mathematics' as a science, makes a mockery of common sense. To quote  Morris:

" In fact mathematics had developed illogically. Its illogical development contained not only false proofs, slips in reasoning, and inadvertent mistakes  which with more care could have been avoided. Such plunders there were a plenty. "

" It is now apparent that the concept of a universally accepted, infallible body of reasoning - the majestic mathematics of 1800 and the pride of man - is a grand illusion."

Most students struggle with the inconsistencies of 'mathematics'. Take the case of 'proper and improper fractions'. A 'proper fraction' has a part (numerator), that is smaller than the whole (denominator). An 'improper fraction' on the other hand, has a 'part' that is larger than the 'whole'. The deluded student does not question this nonsense. The student that is close to reality knows that it does not make sense, however he refrains from asking questions, because of peer pressure, and the fear of being castigated by his 'teacher'.

A clear indicator of mathematical inconsistency is apparent when we examine the pocket calculator.  Multiplying by zero is acceptable. Dividing by zero gives an error message. Yet multiplication is seen as the inverse of division. By accepting zero as a valid number, natural man has fabricated a system that can only lead to chaos.  The consequences of working from false premises is devastating. Albert Einstein theory of 'special' relativity is a classic example of how a false premise, invariably leads to a false theory. Needless to say, false theories, lead to false conclusions. which in turn, lead to irrational behavior.

Addendum: 4/3/2010   The loss of certainty