This axiomatic system seems contradictory. Any thoughts?

In summary, the conversation discusses the creation of a geometric model using axioms. The model consists of a line with 6 points, and two additional points that are not on the line. According to Axiom 3, there should be a line between each of the points on the original line and the two additional points, as well as a line between the two additional points. However, it is pointed out that the line HF is parallel to multiple lines that are supposed to intersect it, contradicting Axiom 4. The conversation concludes with a discussion about the number of points on each line and the need to prove that each line is incident with 6 points.
  • #1
jdinatale
155
0

Homework Statement


axiomatic.jpg


edit: WHOOPS. Almost forgot to

The Attempt at a Solution



Ok. So I began with the line l_1 with exactly 6 points on it, A, B, C, D, E, F. (Axiom 2). Now, by axiom 1, there must exist 2 additional points not on this line. So I formed those, G and H.

No by Axiom 3, there exists a line between each of the points on L_1 and G and H, as well as a line between G and H. I drew those. Notice, however, that the line HF is parallel to GA, GB, GC, GD, and GE.

This contradicts axiom 4 which states that through G, only 1 line is parallel to HF!

axiomsystem.jpg
 
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  • #2
Geeze, this forum doesn't seem to like geometry very much.
 
  • #3
jdinatale said:

Homework Statement


axiomatic.jpg


edit: WHOOPS. Almost forgot to


The Attempt at a Solution



Ok. So I began with the line l_1 with exactly 6 points on it, A, B, C, D, E, F. (Axiom 2). Now, by axiom 1, there must exist 2 additional points not on this line. So I formed those, G and H.

No by Axiom 3, there exists a line between each of the points on L_1 and G and H, as well as a line between G and H. I drew those. Notice, however, that the line HF is parallel to GA, GB, GC, GD, and GE.

This contradicts axiom 4 which states that through G, only 1 line is parallel to HF!

axiomsystem.jpg

Only three of your lines show 6 points. Those are l1, p and, u. So, those lines you claim are parallel to line q (also known as HF) might actually intersect line q.
 
  • #4
SammyS said:
Only three of your lines show 6 points. Those are l1, p and, u. So, those lines you claim are parallel to line q (also known as HF) might actually intersect line q.

Just because two lines "intersect" in the diagram, doesn't mean that they actually intersect within the axiom system. This model wouldn't work if that was the case because there would exist 7 points on AH (counting all of the intersections).

I have to PROVE that each line is incident with 6 points.
 

FAQ: This axiomatic system seems contradictory. Any thoughts?

Is this axiomatic system actually contradictory?

It depends on the specific axioms and rules of the system. Some axiomatic systems may appear contradictory at first glance, but upon closer examination, they may have consistent and valid reasoning.

How can we determine if an axiomatic system is contradictory?

To determine if an axiomatic system is contradictory, we must carefully analyze and evaluate the axioms, rules, and theorems within the system. If we can find a logical contradiction or inconsistency within the system, then it is considered to be contradictory.

Are there any benefits to studying contradictory axiomatic systems?

Yes, studying contradictory axiomatic systems can help us identify flaws and limitations in our current understanding of mathematics and logic. It can also lead to new discoveries and advancements in these fields.

How can we resolve contradictions in an axiomatic system?

There are a few ways to resolve contradictions in an axiomatic system. One approach is to modify or add new axioms and rules to eliminate the contradiction. Another approach is to introduce a new system that can encompass the contradictory system and provide a broader framework for understanding.

Can contradictory axiomatic systems be useful in any way?

Yes, contradictory axiomatic systems can be useful for challenging and testing the limits of our current understanding and for promoting critical thinking and problem-solving skills. They can also inspire new ideas and theories in mathematics and logic.

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