Sacred Geometry in Masonry: Basic Concepts By Bro. David Lang Masonic District No. 2 Education Officer Grand Lodge of Virginia Sacred geometry is a term used to describe repeating patterns found in the natural world from the subatomic to the galactic and beyond. These patterns have been recognized since the earliest days of recorded history and duplicated in art, architecture, and philosophy. Sacred geometry is also incorporated into Masonic ritual and teaching and forms the basis for many common Masonic symbols. This is emphasized to us as new Fellowcrafts when we are introduced to the Seven Liberal Arts and Sciences, arrested by the fifth science, or Geometry, and reminded that this science treats the powers and properties of magnitudes in general. It is noteworthy that the word magnitudes is capitalized in the Manual of Work thus hinting at the significance of the concept. We are then informed that the superstructure of Masonry is erected upon geometry and that by geometry we may trace the windings of nature to her most concealed recesses and discover the power, wisdom, and goodness of the Grand Artificer of the Universe. Building Blocks: The Golden Rectangle One of the basic concepts of sacred geometry is the Golden Rectangle, Golden Section, Golden Ratio, or Divine Proportion. Based upon the irrational number Phi (φ) or 1.618033…, the Golden Rectangle (or oblong square as it is known in Masonry) describes many proportions in nature and is frequently replicated in architecture, art, and music as a representation of perfect beauty. More importantly, the existence of the Golden Rectangle in everything from the path of elementary particles to the structure of the known universe provides compelling evidence for the idea of intelligent design or the presence of the divine in everything around us.
Squaring the Circle a Case Study in the History of Mathematics the Problem
Squaring the Circle A Case Study in the History of Mathematics The Problem Using only a compass and straightedge, construct for any given circle, a square with the same area as the circle. The general problem of constructing a square with the same area as a given figure is known as the Quadrature of that figure. So, we seek a quadrature of the circle. The Answer It has been known since 1822 that the quadrature of a circle with straightedge and compass is impossible. Notes: First of all we are not saying that a square of equal area does not exist. If the circle has area A, then a square with side √A clearly has the same area. Secondly, we are not saying that a quadrature of a circle is impossible, since it is possible, but not under the restriction of using only a straightedge and compass. Precursors It has been written, in many places, that the quadrature problem appears in one of the earliest extant mathematical sources, the Rhind Papyrus (~ 1650 B.C.). This is not really an accurate statement. If one means by the “quadrature of the circle” simply a quadrature by any means, then one is just asking for the determination of the area of a circle. This problem does appear in the Rhind Papyrus, but I consider it as just a precursor to the construction problem we are examining. The Rhind Papyrus The papyrus was found in Thebes (Luxor) in the ruins of a small building near the Ramesseum.1 It was purchased in 1858 in Egypt by the Scottish Egyptologist A.
The Dual Language of Geometry in Gothic Architecture: the Symbolic Message of Euclidian Geometry Versus the Visual Dialogue of Fractal Geometry
Peregrinations: Journal of Medieval Art and Architecture Volume 5 Issue 2 135-172 2015 The Dual Language of Geometry in Gothic Architecture: The Symbolic Message of Euclidian Geometry versus the Visual Dialogue of Fractal Geometry Nelly Shafik Ramzy Sinai University Follow this and additional works at: https://digital.kenyon.edu/perejournal Part of the Ancient, Medieval, Renaissance and Baroque Art and Architecture Commons Recommended Citation Ramzy, Nelly Shafik. "The Dual Language of Geometry in Gothic Architecture: The Symbolic Message of Euclidian Geometry versus the Visual Dialogue of Fractal Geometry." Peregrinations: Journal of Medieval Art and Architecture 5, 2 (2015): 135-172. https://digital.kenyon.edu/perejournal/vol5/iss2/7 This Feature Article is brought to you for free and open access by the Art History at Digital Kenyon: Research, Scholarship, and Creative Exchange. It has been accepted for inclusion in Peregrinations: Journal of Medieval Art and Architecture by an authorized editor of Digital Kenyon: Research, Scholarship, and Creative Exchange. For more information, please contact noltj@kenyon.edu. Ramzy The Dual Language of Geometry in Gothic Architecture: The Symbolic Message of Euclidian Geometry versus the Visual Dialogue of Fractal Geometry By Nelly Shafik Ramzy, Department of Architectural Engineering, Faculty of Engineering Sciences, Sinai University, El Masaeed, El Arish City, Egypt 1. Introduction When performing geometrical analysis of historical buildings, it is important to keep in mind what were the intentions
Rose-Hulman Undergraduate Mathematics Journal Volume 18 Issue 2 Article 1 Squaring the Circle in Elliptic Geometry Noah Davis Aquinas College Kyle Jansens Aquinas College, kyle.jansens@aquinas.edu Follow this and additional works at: https://scholar.rose-hulman.edu/rhumj Recommended Citation Davis, Noah and Jansens, Kyle (2017) "Squaring the Circle in Elliptic Geometry," Rose-Hulman Undergraduate Mathematics Journal: Vol. 18 : Iss. 2 , Article 1. Available at: https://scholar.rose-hulman.edu/rhumj/vol18/iss2/1 Rose- Hulman Undergraduate Mathematics Journal squaring the circle in elliptic geometry Noah Davis a Kyle Jansensb Volume 18, No. 2, Fall 2017 Sponsored by Rose-Hulman Institute of Technology Department of Mathematics Terre Haute, IN 47803 a mathjournal@rose-hulman.edu Aquinas College b scholar.rose-hulman.edu/rhumj Aquinas College Rose-Hulman Undergraduate Mathematics Journal Volume 18, No. 2, Fall 2017 squaring the circle in elliptic geometry Noah Davis Kyle Jansens Abstract. Constructing a regular quadrilateral (square) and circle of equal area was proved impossible in Euclidean geometry in 1882. Hyperbolic geometry, however, allows this construction. In this article, we complete the story, providing and proving a construction for squaring the circle in elliptic geometry. We also find the same additional requirements as the hyperbolic case: only certain angle sizes work for the squares and only certain radius sizes work for the circles; and the square and circle constructions do not rely on each other. Acknowledgements: We thank the Mohler-Thompson Program for supporting our work in summer 2014. Page 2 RHIT Undergrad. Math. J., Vol. 18, No. 2 1 Introduction In the Rose-Hulman Undergraduate Math Journal, 15 1 2014, Noah Davis demonstrated the construction of a hyperbolic circle and hyperbolic square in the Poincar´edisk [1].
Geometric Patterns and the Interpretation of Meaning: Two Monuments in Iran
BRIDGES Mathematical Connections in Art, Music, and Science Geometric Patterns and the Interpretation of Meaning: Two Monuments in Iran Carol Bier Research Associate, The Textile Museum 2320 S Street, NW Washington, DC 20008 cbier@textilemuseum.org Abstract The Alhambra has often served in the West as the paradigm for understanding geometric pattern in Islamic art. Constructed in Spain in the 13th century as a highly defended palace, it is a relatively late manifestation of an Islamic fascination with geometric pattern. Numerous earlier Islamic buildings, from Spain to India, exhibit extensive geometric patterning, which substantiate a mathematical interest in the spatial dimension and its manifold potential for meaning. This paper examines two monuments on the Iranian plateau, dating from the 11 th century of our era, in which more than one hundred exterior surface areas have received patterns executed in cut brick. Considering context, architectural function, and accompanying inscriptions, it is proposed that the geometric patterns carry specific meanings in their group assemblage and combine to form a programmatic cycle of meanings. Perceived as ornamental by Western standards, geometric patterns in Islamic art are often construed as decorative without underlying meanings. The evidence presented in this paper suggests a literal association of geometric pattern with metaphysical concerns. In particular, the argument rests upon an interpretation of the passages excerpted from the Qur' an that inform the patterns of these two buildings, the visual and verbal expression mutually reinforcing one another. Specifically, the range and mUltiplicity of geometric patterns may be seen to represent the Arabic concept of mithal, usually translated as parable or similitude.
Sacred Geometry, Mandalas, Crop Circles, Fractals and the NDE Phillip S
Sacred Geometry, Mandalas, Crop Circles, Fractals and the NDE Phillip S. Mitchell's research Phillip S. Mitchell, M.A., M.F.T., M.A.C. is an enthusiast and researcher of sacred geometry, crop circles, fractals and spiritual teaching. He has worked in the mental health field for over thirty years in various capacities and holds a Masters Degree in Humanistic and Transpersonal Psychology. Phillip currently serves as a licensed therapist and lecturer. The following pages describe some of his research and its relationship to the near-death experience. Have you noticed similarities among mandala motifs, crop circles and fractal images? Have you noticed that they are frequently reported as being seen in dazzling beauty by many who share their reports of near-death experience and other altered states of consciousness? (Note: See the UFO/NDE connection page) Similarities and connections abound. As Pythagoras taught, Sacred Geometry is an ancient, universal language (land-guage). Geometric formations hold information and communicate ideas; not necessarily at a cognitive level, but often at a cellular level. They in-form us cellularly, just as our cells, the building blocks of our physiology, inform our bodies, providing a template for our development. Our cells are vehicles of involution; the movement from spirit to matter, as well as vehicles of evolution; movement from matter to spirit. One such tool of Sacred Geometry is the Phi Ratio, the number 1.6180339... (1.618 is commonly used) The progression or development of the whole of nature, from the subatomic to the supergalactic, follows this ratio. The twelfth century Italian mathematician, Leonardo P.
Greek Mathematics Recovered in Books 6 and 7 of Clavius’ Geometria Practica
Introduction – Clavius and Geometria Practica Book 6 and Greek approaches to duplication of the cube Book 7 and squaring the circle via the quadratrix Conclusions Greek Mathematics Recovered in Books 6 and 7 of Clavius’ Geometria Practica John B. Little Department of Mathematics and CS College of the Holy Cross June 29, 2018 Greek Mathematics in Clavius Introduction – Clavius and Geometria Practica Book 6 and Greek approaches to duplication of the cube Book 7 and squaring the circle via the quadratrix Conclusions I’ve always been interested in the history of mathematics (in addition to my nominal specialty in algebraic geometry/computational methods/coding theory, etc.) Want to be able to engage with original texts on their own terms – you might recall the talks on Apollonius’s Conics I gave at the last Clavius Group meeting at Holy Cross (two years ago) So, I’ve been taking Greek and Latin language courses in HC’s Classics department The subject for today relates to a Latin-to-English translation project I have recently begun – working with the Geometria Practica of Christopher Clavius, S.J. (1538 - 1612, CE) Greek Mathematics in Clavius Introduction – Clavius and Geometria Practica Book 6 and Greek approaches to duplication of the cube Book 7 and squaring the circle via the quadratrix Conclusions Overview 1 Introduction – Clavius and Geometria Practica 2 Book 6 and Greek approaches to duplication of the cube 3 Book 7 and squaring the circle via the quadratrix 4 Conclusions Greek Mathematics in Clavius Introduction – Clavius and Geometria Practica Book 6 and Greek approaches to duplication of the cube Book 7 and squaring the circle via the quadratrix Conclusions Clavius’ Principal Mathematical Textbooks Euclidis Elementorum, Libri XV (first ed.
MATH 109: MATHEMATICS FOR DESIGN SUMMARY OF GOALS FOR THE COURSE In our contemporary culture the dialogue between math and art, while sometimes strained by Course details misunderstandings, is a dynamic and living one. Art Time: MWF 10:20 – 11:30am continues to inspire and inform mathematical Place: Mon, Wed PPHAC 235 thinking, and mathematics helps artists develop Fri PPHAC 112 additional insight when reasoning about the content and structure of their work. The tools of mathematics Instructor: Kevin Hartshorn also aid in the construction of conceptual Office: PPHAC 215 frameworks that are useful in all aspects of life. Hours: Mon/Wed 2:30-3:30pm, Tue/Thu 8:30-9:30am, This course will introduce students to ideas in or by appointment mathematical thinking that are related to artistic considerations. Students will need to show e-mail: hartshornl@moravian.edu proficiency with some mathematical ideas and then Web: https://sites.google.com/a/moravian.edu/ apply those ideas in creating their own works of art. math-109-spring-2015 In the process, students will also be called to analyze Text: Squaring the Circle: Geometry in Art existing artwork with a mathematical eye. In this and Architecture, by Paul Calter way, students will be provided a new tool to use in their approach to art and aesthetics. KEY IDEAS FOR THIS COURSE Each assignment and class discussion will be aimed at expanding on these key notions: • Mathematics and mathematical thinking involve a creative effort, not just rote memorization. • There is a rich and complex connection between mathematics and art. • Very basic mathematical concepts can be used to solve seemingly complex real-world problems.
Ruler and Compass Constructions and Abstract Algebra
Ruler and Compass Constructions and Abstract Algebra Introduction Around 300 BC, Euclid wrote a series of 13 books on geometry and number theory. These books are collectively called the Elements and are some of the most famous books ever written about any subject. In the Elements, Euclid described several “ruler and compass” constructions. By ruler, we mean a straightedge with no marks at all (so it does not look like the rulers with centimeters or inches that you get at the store). The ruler allows you to draw the (unique) line between two (distinct) given points. The compass allows you to draw a circle with a given point as its center and with radius equal to the distance between two given points. But there are three famous constructions that the Greeks could not perform using ruler and compass: • Doubling the cube: constructing a cube having twice the volume of a given cube. • Trisecting the angle: constructing an angle 1/3 the measure of a given angle. • Squaring the circle: constructing a square with area equal to that of a given circle. The Greeks were able to construct several regular polygons, but another famous problem was also beyond their reach: • Determine which regular polygons are constructible with ruler and compass. These famous problems were open (unsolved) for 2000 years! Thanks to the modern tools of abstract algebra, we now know the solutions: • It is impossible to double the cube, trisect the angle, or square the circle using only ruler (straightedge) and compass. • We also know precisely which regular polygons can be constructed and which ones cannot.
SACRED GEOMETRY SACRED GEOMETRY* Steve Hendricks† or most of the history of mankind, Beauty was not in the eye of the Fbeholder. For the craftsmen and artists who built the first Gothic cathedrals, their work in wood and stone was made so the beauty of the permanent could shine through into the world of the transient. They were known as the masters of the compass rather than architects. This saying of a medieval stone mason’s guild reveals their source of beauty: A point that goes into the circle, Inscribed in the square and the triangle; If you find this point, you possess it; And are freed from care and danger; Herein you have the whole of art, If you do not understand this, all is in vain. The art and science of the circle Which, without God, no one possesses Guilds were established in most of the trades for teaching, preserving, and protecting the knowledge that informed their art. It was not necessary * Keynote Address at the inauguration ceremonies for Dr. Christopher Clark, President of Bryn Athyn College, Bryn Athyn, Pennsylvania, September 25, 2009. Our company was very pleased and honored when asked to provide a design for the entryway to the Brickman Center and we are grateful to be here today as we welcome the first President of the Bryn Athyn College. I am not an expert in the subject of contemplative or sacred geometry. I have taken a few classes and workshops in architectural proportion over a period of years and am fortunate to have teachers who approach these subjects from what might be called a perennial tradition.
Math Morphing Proximate and Evolutionary Mechanisms
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2009 Volume V: Evolutionary Medicine Math Morphing Proximate and Evolutionary Mechanisms Curriculum Unit 09.05.09 by Kenneth William Spinka Introduction Background Essential Questions Lesson Plans Website Student Resources Glossary Of Terms Bibliography Appendix Introduction An important theoretical development was Nikolaas Tinbergen's distinction made originally in ethology between evolutionary and proximate mechanisms; Randolph M. Nesse and George C. Williams summarize its relevance to medicine: All biological traits need two kinds of explanation: proximate and evolutionary. The proximate explanation for a disease describes what is wrong in the bodily mechanism of individuals affected Curriculum Unit 09.05.09 1 of 27 by it. An evolutionary explanation is completely different. Instead of explaining why people are different, it explains why we are all the same in ways that leave us vulnerable to disease. Why do we all have wisdom teeth, an appendix, and cells that if triggered can rampantly multiply out of control? [1] A fractal is generally "a rough or fragmented geometric shape that can be split into parts, each of which is (at least approximately) a reduced-size copy of the whole," a property called self-similarity. The term was coined by Beno?t Mandelbrot in 1975 and was derived from the Latin fractus meaning "broken" or "fractured." A mathematical fractal is based on an equation that undergoes iteration, a form of feedback based on recursion. http://www.kwsi.com/ynhti2009/image01.html A fractal often has the following features: 1. It has a fine structure at arbitrarily small scales.