The Calculus Worldview/ Ronnie Mizrachi/ Essay

The Calculus Worldview

Ronnie Mizrachi

“This is just nonsense,” my friend tried convincing me one day in AP Calculus. “Two points can never actually become one, so the concept of a derivative is only abstract,” he cynically remarked. “But think about how profound that is, Marc. By imagining their convergence, we can come up with real results about the actual slope,” I explained to him. But his rolling eyes and unwavering expression of discontent made it clear to me that he was stuck in the rigidity of algebraic manipulation. I related to his skepticism. As a rudimentary mathematics student, I was taught to seek truth by asking questions like “What is the case?” in algebraic equations, and “How do you know?” in geometric proofs. But my experiences in AP Calculus distanced me from those processes of concrete analysis. Calculus’s approach intrigued me because it relied on the preexisting axioms of algebra and geometry, but also searched for mathematical truths by asking “What if?” What if a rectangle could have infinitesimally small width? What if a function could approach infinity? While I noticed that many seemed to fear such abstractions, I felt inspired by the seemingly limitless potential to elaborate on the nuance of what is real and true. In a sense, calculus taught me that delving into abstract gray areas is an integral part of seeking truth and inspiration.

I began to find Calculus everywhere. For two summers, I had the privilege of working for my grandfather, “Grandpa Ronnie,” on his Bible commentary, both as a writer and an editor. Much of his commentary focuses on literary elements such as intertextuality, structure, and symbolism, which may be observed only by departing from a simplistic reading of the text. Through his tough criticism, my grandfather taught me the value in questioning and challenging traditionally

concrete explanations. For instance, when I began to notice examples of intertextuality on my own, I came to the realization that a concrete, literal reading of any Biblical text was inherently incomplete. Rather, I could only recognize how different passages speak to each other by adopting a new way of approaching text; that is, to seek connections and understand that there are infinite layers to interpretation.

As a calculus student, it was easy to gravitate to my grandfather’s approach to text, but this philosophy impacted my life as a tutor and peer as well. People often say, “teachers learn more from their students than their students learn from them,” and this resonates with me in the way I tutor. I enjoy engaging with others in my search for inspiration, and I find that diversity in thought is crucial in formulating detailed opinions about the world. As we review material together, the insights and questions that surface in our sessions push me further into the gray area. My peers challenge my opinions and preconceived notions, and together we shift our perspectives in the pursuit of knowledge. I often wonder: “although my peers’ struggles can be solved using my method, perhaps their approach provides another lens of understanding the problem?” By allowing myself to be open to other methods of thought and inquiry, whether in Bible study or in peer tutoring, I see myself embodying the calculus approach.

I’ve come to realize that my intellectual pursuit stems from grasping truths, while simultaneously reaching for infinite possibilities. My parents and siblings are all teachers, and I find that together we are always asking “What if?” and searching for ways to engage those around us in our search for answers. In the coming years I hope to continue reading, learning, and exploring the nuances of the world, to shape a broader understanding of the complexity of life.