Dear All,
Following in the footsteps of late Professor Charles Ehresmann (1966), who suggested that category theory--in light of its unifying mathematical concepts and constructions--should be taught as early as linear algebra, I made a case for learning and teaching category theory beginning with pre-university in our Science eLetter:
Universal yearning for understanding
https://science.sciencemag.org/content/372/6537/36/tab-e-letters
Your time permitting, please critique.
I look forward to your corrections of any mistakes I might have made in my characterization of category theory.
Thanking you,
posina
Ehresmann, C. (1966) Trends toward unity in mathematics, Cahiers de Topologie et Géométrie Différentielle Catégoriques 8: 1-7. http://www.numdam.org/article/CTGDC_1966__8__A1_0.pdf
Given that 'unity' has an uninvited numerical connotation, would it be more appropriate to speak of connected mathematics (as in a cohesive body of mathematical concepts and constructs) as our research agenda. Those of us who like the oneness attendant unity: pieces (Mathematics) = 1 is exactly an equational presentation of our agenda: unity of mathematics.