ProHoster > Ibhulogi > iindaba ze-intanethi > URichard Hamming. "Isahluko esingekhoyo": Siyayazi njani into esiyaziyo (imizuzu eyi-1-10 kuma-40)

URichard Hamming. "Isahluko esingekhoyo": Siyayazi njani into esiyaziyo (imizuzu eyi-1-10 kuma-40)


Le ntetho yayingekho kwishedyuli, kodwa kwafuneka yongezwe ukunqanda ifestile phakathi kweeklasi. Intetho imalunga nendlela esiyazi ngayo into esiyaziyo, ukuba, ewe, siyayazi ngokwenene. Esi sihloko sidala njengexesha - sixoxiwe kwiminyaka engama-4000 edlulileyo, ukuba ayisekho. Kwifilosofi, igama elikhethekileyo lenziwe ukulichaza-i-epistemology, okanye inzululwazi yolwazi.

Ndingathanda ukuqala ngezizwe zamandulo zamandulo. Kuyaphawuleka ukuba ngamnye kubo kwakukho intsomi malunga nokudalwa kwehlabathi. Ngokutsho kwenye inkolelo yamandulo yaseJapan, umntu othile wavusa udaka, kwavela amathontsi eziqithi. Nabanye abantu babeneentsomi ezifanayo: ngokomzekelo, amaSirayeli ayekholelwa ukuba uThixo wadala ihlabathi kangangeentsuku ezintandathu, emva koko wadinwa waza wayigqiba indalo. Zonke ezi ntsomi ziyafana - nangona izicwangciso zabo zahluke kakhulu, zonke zizama ukucacisa ukuba kutheni ihlabathi likhona. Le ndlela yokufundisa ndiza kuyibiza ngokuba yeyobuthixo kuba ayibandakanyi ngcaciso ngaphandle kokuba β€œyenzeka ngokuthanda koothixo; benza into ababecinga ukuba iyimfuneko, ibe kwadalwa ngaloo ndlela ke ihlabathi.”

Malunga nenkulungwane yesi-6 BC. e. Iintanda-bulumko zaseGrisi yamandulo zaqala ukubuza imibuzo ethe ngqo-into ekhoyo kweli hlabathi, ziphi iinxalenye zalo, kwaye zazama ukusondela kubo ngokwengqiqo kunokuba zifundise. Njengoko kusaziwa, bagxininisa izakhi: umhlaba, umlilo, amanzi kunye nomoya; babenezinye iimbono neenkolelo ezininzi, yaye ngokuthe ngcembe kodwa ngokuqinisekileyo zonke ezi zatshintshwa zaba ziimbono zethu zale mihla zento esiyaziyo. Nangona kunjalo, esi sihloko siye saphazamisa abantu ixesha elide, kwaye namaGrike amandulo ayezibuza ukuba ayazi njani into abayaziyo.

Njengoko uya kukhumbula kwingxubusho yethu yezibalo, amaGrike amandulo ayekholelwa ukuba ijometri, apho imathematika yayilinganiselwe, yayilulwazi oluthembekileyo nolungenakuphikiswa ngokupheleleyo. Noko ke, njengoko uMaurice Kline, umbhali wencwadi ethi β€œMathematics,” wabonisayo. Ukungaqinisekanga,” nto leyo inkoliso yeengcali zezibalo evumelana nayo, akuyonyaniso kwizibalo. IMathematika ibonelela kuphela ngokungaguquguqukiyo xa kunikwa isethi yemigaqo yokuqiqa. Ukuba utshintsha le migaqo okanye uqikelelo olusetyenzisiweyo, imathematika iya kwahluka kakhulu. Akukho nyaniso ipheleleyo, ngaphandle kweMithetho Elishumi (ukuba ungumKristu), kodwa, yeha, akukho nto inxulumene nomxholo wengxoxo yethu. Ayimnandanga.

Kodwa unokusebenzisa ezinye iindlela kwaye ufumane izigqibo ezahlukeneyo. UDescartes, eqwalasele iingcamango zeentanda-bulumko ezininzi phambi kwakhe, wathabatha umva waza wabuza lo mbuzo: β€œKuncinane kangakanani na endingaqiniseka ngako?”; Njengempendulo, wakhetha ibinzana elithi β€œNdiyacinga, ngoko ndinguye.” Kule ngxelo wazama ukufumana ifilosofi kunye nokufumana ulwazi oluninzi. Le ntanda-bulumko ayizange ingqinwe ngokufanelekileyo, ngoko asizange sifumane ulwazi. UKant uthe wonke umntu uzalwa enolwazi oluqinileyo lwe-Euclidean geometry, kunye nezinye izinto ezahlukeneyo, nto leyo ethetha ukuba kukho ulwazi lwendalo olunikwayo, ukuba uyathanda, nguThixo. Ngelishwa, kanye njengokuba uKant wayebhala iingcinga zakhe, iingcali zezibalo zazisenza iijiyometri ezingezizo eze-Euclidean ezazingaguquguquki njengeprototype yazo. Kwavela ukuba uKant wayephosa amazwi emoyeni, njengaye wonke umntu owayezama ukuqiqa malunga nendlela ayazi ngayo into ayaziyo.

Esi sihloko esibalulekileyo, kuba isayensi ihlala iguqulelwe kubungqina: unokuhlala uva ukuba isayensi ibonise oku, ibonakaliswe ukuba iya kuba njalo; siyayazi le nto, siyayazi loo nto - kodwa ngaba siyayazi? Ingaba uqinisekile? Ndiza kujonga le mibuzo ngokweenkcukacha. Masikhumbule umthetho ovela kwibhayoloji: i-ontogeny iphinda i-phylogeny. Kuthetha ukuba ukuphuhliswa komntu, ukusuka kwiqanda eliqhamileyo ukuya kumfundi, kuphinda ngokucwangcisiweyo yonke inkqubo yangaphambili yendaleko. Ngaloo ndlela, izazinzulu zithi ngexesha lokuphuhliswa kwe-embryonic, i-gill slits ibonakala kwaye iyanyamalala kwakhona, ngoko ke bacinga ukuba ookhokho bethu abakude babeyintlanzi.

Kuvakala kulungile ukuba awucingi ngayo ngokunzulu kakhulu. Oku kunika umbono olungileyo wendlela indaleko esebenza ngayo, ukuba uyayikholelwa. Kodwa ndiza kuhamba kancinci ndibuze: bafunda njani abantwana? Balufumana njani ulwazi? Mhlawumbi bazalwa benolwazi olumiselwe kwangaphambili, kodwa oko kuvakala kusisiqhwala. Ukunyaniseka, ayiqinisekisi kakhulu.

Benza ntoni ke abantwana? Banethuku elithile, ukuthobela oko, abantwana baqala ukwenza izandi. Benza zonke ezi zandi esidla ngokuzibiza ngokuba kukubhibhidla, kwaye oku kubhibhidla akubonakali kuxhomekeke kwindawo umntwana azalelwe kuyo - eTshayina, eRussia, eNgilani okanye eMelika, abantwana baya kubhakraza ngendlela efanayo. Nangona kunjalo, ukubhibhidla kuya kukhula ngokwahlukileyo kuxhomekeke kwilizwe. Ngokomzekelo, xa umntwana waseRashiya esithi igama elithi "mama" izihlandlo ezimbalwa, uya kufumana impendulo eyakhayo kwaye ngoko uya kuphinda ezi zandi. Ngokusebenzisa amava, ufumanisa ukuba zeziphi izandi ezinceda ekufezekiseni into ayifunayo nezingayifuniyo, aze ke afunde izinto ezininzi.

Mandikukhumbuze oko sele ndithethe izihlandlo eziliqela - akukho gama lokuqala kwisichazi-magama; igama ngalinye lichazwa ngamanye, nto leyo ethetha ukuba isichazi-magama sisangqa. Ngendlela efanayo, xa umntwana ezama ukwakha ukulandelelana okuhambelanayo kwezinto, unobunzima bokuhlangabezana nokungahambelani okufuneka alungise, kuba akukho nto yokuqala ukuba umntwana afunde, kwaye "umama" akahlali esebenza. Ukubhideka kuvela, umzekelo, njengokuba ndiza kubonisa ngoku. Nali iqhula elidumileyo laseMelika:

amazwi engoma edumileyo (ngovuyo ndingawuthwala umnqamlezo, ndiwuthwale ngovuyo umnqamlezo wakho)
kunye nendlela abantwana abayiva ngayo (ngovuyo ibhere elinqamlezileyo, ngovuyo ibhere eliphambanayo)

(NgesiRashiya: ivayolin-impungutye/ivili levili, mna ndiyi-emerald ephelelwayo/iicores ziyi-emeraldi esulungekileyo, ukuba ufuna iibhulu iiplum/ukuba ufuna ukonwaba, beka i-shit-esile yakho/ikhulu amanyathelo ngasemva.)

Kwakhona ndajamelana nobunzima obunjalo, kungekhona kule meko, kodwa kukho iimeko ezininzi ebomini bam endandizikhumbula xa ndandicinga ukuba oko ndandikufunda noko ndandikuthetha mhlawumbi kwakuchanile, kodwa abo babendingqongileyo, ingakumbi abazali bam, babeqonda okuthile. .. yahluke ngokupheleleyo.

Apha unokujonga iimpazamo ezinzulu kwaye ubone ukuba zenzeka njani. Umntwana ujongene nesidingo sokwenza uqikelelo malunga nentsingiselo yamagama kulwimi kwaye ngokuthe ngcembe afunde iindlela ezichanekileyo. Nangona kunjalo, ukulungisa iimpazamo ezinjalo kunokuthatha ixesha elide. Akunakwenzeka ukuba uqiniseke ukuba baye balungiswa ngokupheleleyo nangoku.

Ungaya kude kakhulu ungayiqondi into oyenzayo. Sele ndithethe ngomhlobo wam, ongugqirha wenzululwazi yezibalo osuka kwiYunivesithi yaseHarvard. Xa wathweswa isidanga eHarvard, wathi uyakwazi ukubala derivative ngenkcazelo, kodwa akayiqondi ngokwenene, uyazi nje indlela yokwenza oko. Oku kuyinyaniso kwizinto ezininzi esizenzayo. Ukukhwela ibhayisekile, ibhodi yokutyibiliza, ukuqubha nezinye izinto ezininzi, akuyomfuneko ukuba siyazi indlela yokuzenza. Kubonakala ngathi ulwazi lungaphezu kokuba lunokuchazwa ngamazwi. Ndiyathandabuza ukuthi awukwazi ukukhwela ibhayisekile, nokuba awukwazi ukundixelela ukuba njani, kodwa uhamba phambi kwam ngevili elinye. Ngaloo ndlela, ulwazi lunokwahluka kakhulu.

Makhe sishwankathele into endiyithethileyo. Kukho abantu abakholelwa ukuba sinolwazi lwendalo; Ukuba uqwalasela imeko xa iyonke, unokuvumelana noku, uqwalasela, ngokomzekelo, ukuba abantwana banotyekelo lwemvelo lokukhupha izandi. Ukuba umntwana wazalelwa eTshayina, uya kufunda ukubiza izandi ezininzi ukuze afezekise oko akufunayo. Ukuba wazalelwa eRashiya, uya kwenza izandi ezininzi. Ukuba wazalelwa eMelika, useza kwenza izandi ezininzi. Ulwimi ngokwalo alubalulekanga kangako apha.

Kwelinye icala, umntwana unamandla okufunda naluphi na ulwimi njengazo zonke ezinye iilwimi. Ukhumbula ukulandelelana kwezandi aze abone ukuba zithetha ukuthini. Ufanele anikele intsingiselo kwezi zandi ngokwakhe, ekubeni kungekho nxalenye yokuqala anokuyikhumbula. Bonisa umntwana wakho ihashe uze umbuze: β€œNgaba igama elithi β€œihashe” ligama lehashe? Okanye ngaba oku kuthetha ukuba unemilenze emine? Mhlawumbi lo ngumbala wakhe? Ukuba uzama ukuxelela umntwana ukuba yintoni ihashe ngokubonisa, umntwana akayi kukwazi ukuphendula loo mbuzo, kodwa yiloo nto uthetha ngayo. Umntwana akayi kukwazi ukuba loluphi udidi amakahlule kweli gama. Okanye, umzekelo, thatha isenzi β€œukubaleka.” Ingasetyenziswa xa uhamba ngokukhawuleza, kodwa unokuthi kwakhona imibala yehempe yakho iye yaphela emva kokuhlamba, okanye ukukhalaza malunga nokukhawuleza kwewotshi.

Umntwana ufumana ubunzima obukhulu, kodwa ngokukhawuleza okanye kamva ulungisa iimpazamo zakhe, evuma ukuba wayeqonda into ephosakeleyo. Ngokuhamba kweminyaka, abantwana baye banciphe ngokukwazi ukwenza oku, kwaye xa sele bekhulile ngokwaneleyo, abasakwazi ukutshintsha. Ngokucacileyo, abantu banokuphazama. Ngokomzekelo, khumbula abo bakholelwa ukuba unguNapoleon. Akukhathaliseki nokuba bungakanani ubungqina obunikelayo kumntu onjalo ukuba oku akunjalo, uya kuqhubeka ekholelwa kuyo. Uyazi, baninzi abantu abaneenkolelo eziqinileyo ongavumelaniyo nazo. Ekubeni usenokukholelwa ukuba iinkolelo zabo ziphambene, ukuthi kukho indlela eqinisekileyo yokufumanisa ulwazi olutsha akuyonyaniso ngokupheleleyo. Uya kuthi kule: "Kodwa isayensi icocekile kakhulu!" Makhe sijonge indlela yenzululwazi kwaye sibone ukuba oku kuyinyani.

Enkosi kuSergei Klimov ngenguqulelo.

Iza kuqhubeka…

Ngubani ofuna ukunceda uguqulelo, uyilo kunye nokupapashwa kwencwadi - bhala kwi-PM okanye nge-imeyile [imeyile ikhuselwe]

Ngendlela, siye saqalisa ukuguqulelwa kwenye incwadi epholileyo - "Umatshini wePhupha: Ibali leNguqulelo yeKhompyutha")

Sikhangele ngokukodwa abo baya kunceda ukuguqulela isahluko sebhonasi, ekwividiyo kuphela. (ukudluliselwa kwemizuzu ye-10, i-20 yokuqala sele ithathwe)

Iziqulatho zencwadi kunye nezahluko eziguqulelweyoI ngcaciso

  1. Intshayelelo kuBugcisa bokwenza iNzululwazi nobuNjineli: Ukufunda ukuFunda (ngoMatshi 28, 1995) Inguqulelo: Isahluko 1
  2. "Iziseko zeDigital (Discrete) Revolution" (ngoMatshi 30, 1995) Isahluko 2. Iziseko ze-digital (discrete) revolution
  3. "Imbali yeeKhompyutha - i-Hardware" (ngoMatshi 31, 1995) Isahluko 3. Imbali yeeKhompyutha - i-Hardware
  4. "Imbali yeeKhompyutha-Isoftware" (NgoAprili 4, 1995) Isahluko 4. Imbali yeeKhompyutha - iSoftware
  5. "Imbali yeeKhompyutha-Izicelo" (NgoAprili 6, 1995) Isahluko 5: Imbali yeeKhompyutha - ii-Practical Applications
  6. "I-Artificial Intelligence-Icandelo I" (Aprili 7, 1995) Isahluko 6. Ubukrelekrele beArtificial - 1
  7. "I-Artificial Intelligence-Icandelo II" (Aprili 11, 1995) Isahluko 7. Artificial Intelligence - II
  8. "I-Artificial Intelligence III" (ngoAprili 13, 1995) Isahluko 8. Artificial Intelligence-III
  9. "n-Dimensional Space" (ngoAprili 14, 1995) Isahluko 9. N-dimensional space
  10. "Ithiyori yeKhowudi - Ukumelwa koLwazi, iCandelo I" (Aprili 18, 1995) Isahluko 10. Ithiyori yokuKhowuda - I
  11. "Ithiyori yeKhowudi - Ukumelwa koLwazi, iCandelo II" (ngoAprili 20, 1995) Isahluko 11. Ithiyori yokuKhowuda - II
  12. "Iikhowudi zokulungisa impazamo" (ngomhla wama-21 kuEpreli 1995) Isahluko 12. IiKhowudi zokuLungisa iimposiso
  13. "Ithiyori yoLwazi" (ngoAprili 25, 1995) Ugqibile, ekufuneka uyenzile kukuyipapasha
  14. "Izihluzi zeDigital, iCandelo I" (Aprili 27, 1995) Isahluko 14. Izihluzi zeDijithali - 1
  15. "Izihluzi zeDijithali, iCandelo II" (ngoAprili 28, 1995) Isahluko 15. Izihluzi zeDijithali - 2
  16. "Izihluzi zeDigital, iCandelo III" (Meyi 2, 1995) Isahluko 16. Izihluzi zeDijithali - 3
  17. "Izihluzi zeDigital, iCandelo IV" (ngoMeyi 4, 1995) Isahluko 17. Izihluzi zeDijithali - IV
  18. "Ukulinganisa, Icandelo I" (ngoMeyi 5, 1995) Isahluko 18. Ukwenza iModeli - I
  19. "Ukulinganisa, Icandelo II" (ngoMeyi 9, 1995) Isahluko 19. Ukwenza iModeli - II
  20. "Ukulinganisa, Icandelo III" (ngoMeyi 11, 1995) Isahluko 20. Imodeli - III
  21. "I-Fiber Optics" (ngoMeyi 12, 1995) Isahluko 21. I-Fiber optics
  22. "Umyalelo woNcedo lweKhompyutha" (ngoMeyi 16, 1995) Isahluko 22: Umyalelo woNcedo lweKhompyutha (CAI)
  23. "IMathematika" (ngoMeyi 18, 1995) Isahluko 23. IMathematika
  24. "I-Quantum Mechanics" (ngoMeyi 19, 1995) Isahluko 24. I-Quantum mechanics
  25. "Ukudala" (ngoMeyi 23, 1995). Inguqulelo: Isahluko 25. Ukudala
  26. "Iingcali" (ngoMeyi 25, 1995) Isahluko 26. Iingcali
  27. "Idatha engathembekanga" (ngoMeyi 26, 1995) Isahluko 27. Idatha engathembekanga
  28. "Ubunjineli beeNkqubo" (ngoMeyi 30, 1995) Isahluko 28. IiNkqubo zobuNjineli
  29. "Ufumana Oko Ukulinganisayo" (Juni 1, 1995) Isahluko 29: Ufumana into oyilinganisayo
  30. "Siyazi njani into esiyaziyo" (Juni 2, 1995) guqulela kwimizuzu eli-10
  31. Hamming, β€œWena Nophando Lwakho” (Juni 6, 1995). Inguqulelo: Wena kunye nomsebenzi wakho

Ngubani ofuna ukunceda uguqulelo, uyilo kunye nokupapashwa kwencwadi - bhala kwi-PM okanye nge-imeyile [imeyile ikhuselwe]

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