The PeersThe Peers

Look closely - Decide for yourself - Join the Peers.

A growing community exploring the G-Ball,  Code World, and new ways of seeing the future.

Seventy years ago, Francis Crick made the biggest mistake in the history of science: he defined a simple index as the most important code on Earth. That confused cause with effect in the code of life and the explanation of how it works. This silly error has caused lasting harm, and The Peers exists to correct it. Institutions teaching “normal science” have become inert and refuse to examine this foundational challenge. Their continued refusal to engage leaves students bearing the consequences.

The code of life operates on nonlinear logic.  This kind of logic causes math to seem strage compared to the standard math we all learn from a line.  The following article explains this kind of logic and the implications it has for math and science.

For a quarter century, I have worked to bring a mathematical construction of the genetic code to the attention of scientists and educators. The greatest obstacle has been obtaining a substantive conversation about it. I believe that obstacle has become a problem of institutional culture and public accountability.

Code World Logic presents my definitions, construction, and argument for examination. My claim is that the conventional codon table records assignments while omitting spatial relationships essential to understanding the code. I explain those relationships and provide a construction that readers can work through themselves.

My request to Indiana University is straightforward: State the definition of a codon table that you endorse and teach. Compare it with the mathematical definition and construction presented here. Explain where you agree, where you disagree, and why.

I have brought a lawsuit against Indiana University as part of my effort to obtain public accountability. A court does not establish mathematical truth. My purpose is to bring an unresolved dispute into public view and seek a substantive response.

The public has a stake in what universities teach and how they respond to challenges. You do not need to accept my conclusions to ask that my argument receive an explicit, reasoned examination.

Read the work. Examine the construction. Question my conclusions—and question the institutions responsible for teaching this subject. Then let us discuss the implications for mathematics, science, and education.

May the best man win.

An Article Published in 2007