Einstein's General Theory of Relativity Confirmed Convincingly by the First Astrophysics Photograph of a Cosmic "Black Hole"

The coronavirus COVID-19 pandemic once again drives home the recognition that humankind inhabits a universe harboring many mysteries at microscopic but also macroscopic levels. "Viruses" that are 1000 times smaller than a human hair and that are by definition not even "alive" can wreak havoc on our "living" biological organisms. As previously written at andiskaulins.com [moderately edited]:

"[Our] theory of the universe derives from the observation that every human being is a PART of the universe. We are neither "outside" looking "in" nor "inside" looking "out". We are inside looking inside.

Our structure -- whatever it is -- must be the same as the rest of the universe.... For those more "physically" and/or "technically" inclined, see [our] blog at Einstein's Voice, which has some thoughts on various theories of Physics [i.e. explanations as to how the universe works]."

We started the blog Einstein's Voice many years ago to support the deceased Albert Einstein's incomparable theories about how the universe works against some -- in our view -- questionable recently formulated alternative theories, such as "string theory". We adapted the blog name from the famed His Master's Voice.

Albert Einstein's "General Theory of Relativity" (to differentiate "Big Al's" Special Theory of Relativity) remains the primary cornerstone of modern physics, but overwhelming proof of the theory has been hard to come by, as we posted already in 2005 at NASA Gravity Probe-B and Einstein's General Theory of Relativity, quoting Stanford University's Bog Kahn via the Stanford Newsletter as follows:

"For the past 17 months, NASA's Gravity Probe-B (GP-B) satellite has been orbiting the Earth using four ultra-precise gyroscopes, about a million times better than the finest navigational gyroscopes, to generate the data required for this unprecedented test....

This year, physicists celebrate the 100th anniversary of Einstein's "miraculous year," in which he received his doctorate in physics from the University of Zurich and published four seminal papers, including the special theory of relativity and a paper on light that garnered him the Nobel Prize in 1921. But Einstein's crowning achievement came in 1916, with his publication of the general theory of relativity, in which he expanded the special theory of relativity to include the elusive concept of gravity. With general relativity, Einstein forever changed our Newtonian view of gravity as a force, postulating rather that space and time are inextricably woven into a four-dimensional fabric called spacetime, and that gravity is simply the warping and twisting of the fabric of spacetime by massive celestial bodies. Even though it has become one of the cornerstones of modern physics, general relativity has remained the least tested of Einstein's theories. The reason is, as Caltech physicist Kip Thorne once put it: "In the realm of black holes and the universe, the language of general relativity is spoken, and it is spoken loudly. But in our tiny solar system, the effects of general relativity are but whispers." And so, any measurements of the relativistic effects of gravity around Earth must be carried out with utmost precision. Over the past 90 years, various tests of the theory suggest that Einstein was on the right track. But, in most previous tests, the relativity signals had to be extracted from a significant level of background noise. The purpose of GP-B is to test Einstein's theory by carrying out the experiment in a pristine orbiting laboratory, thereby reducing background noise to insignificant levels and enabling the probe to examine general relativity in new ways."

As just reported, we now have the

"First photo of a black hole [and it] supports Einstein's theory of relativity" as headlined at CNN by Ashley Strickland. She writes, inter alia:

""Using the gauge we developed, we showed that the measured size of the black hole shadow in M87 tightens the wiggle room for modifications to Einstein's theory of general relativity by almost a factor of 500, compared to previous tests in the solar system," said Feryal Özel, study coauthor and University of Arizona astrophysics professor, in a statement. "Many ways to modify general relativity fail at this new and tighter black hole shadow test." [emphasis added by us]

Now that researchers know they can use images of black holes to test the theory of gravity, it opens up more possibilities for the future.

"Together with gravitational wave observations, this marks the beginning of a new era in black hole astrophysics," said Dimitrios Psaltis, lead study author and University of Arizona astrophysics professor, in a statement.

The black hole shadow test of relativity discussed in the above article is illustrated by the following explanatory graphic, which is linked here from the CNN article, with the following accompanying text (if the image fails, go to the CNN article):

"This visualization, including the first image of a black hole, shows the new gauge developed to test the predictions of modified gravity theories against the measurement of the size of the M87 shadow."

Look especially at the differing sizes of the blue circles
drawn on the black hole by the researchers,
which emphasize the theoretical differences
between Einstein's General Theory of Relativity
and those proposing alternative theories.

Even if the image above is not shown perfectly via the CNN link,
do ultimately go that CNN article to get the entire story!
 

For those statistically inclined,
we can say that the score here was

Albert Einstein 500 Competitors 0.

Einstein's Voice Rejoice!

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Our image below was made by us
using Starry Night Pro astronomy software
and was added a few hours later
after posting the above material.
  The image shows the location of M87 in the starry sky. 

Improving Education in the Modern World: Teaching The Dry Facts Prior to the Teaching of Conceptual Ideas and Cognitive Concepts

"Bad Teaching is Tearing America Apart" is an article by Naomi Schaefer Riley at the Wall Street Journal, September 12, 2020, reviewing "How to Educate a Citizen", by E.D. Hirsch, Jr., a timely book just published by HarperCollins, in which Hirsch examines important aspects of the teaching focus of the American educational system and its connection to problems of culture and race.

Naomi Schaefer Riley writes inter alia:

"The current fashion is for teachers to be a “guide on the side, instead of a sage on the stage,” [Hirsch] says, quoting the latest pedagogical slogan, which means that teachers aren’t supposed to lecture students but to “facilitate” learning by nudging students to follow their own curiosity. Everything Mr. Hirsch knows about how children learn tells him that’s the wrong approach. “If you want equity in education, as well as excellence, you have to have whole-class instruction,” in which a teacher directly communicates information using a prescribed sequential curriculum." [emphasis added by us]

The valuable -- if also surely controversial -- educational issues of our time presented by Hirsch in his book would appear to be essential reading for everyone, not just educators, and at all levels of teaching and learning.

Studies show that many teachers prefer to teach "concepts" rather than "facts", which is understandable, since concepts can be far more fun to teach, being a creative focus of attention, but it is of course the often dry "facts" that people must learn and utilize first, since they provide the necessary practical knowledge usage base for teaching and learning, and -- in later application -- since they establish areas of accepted expertise in all fields of life. 

"Conceptual ideas" viz. "cognitive concepts", on the other hand, are important dynamic tools down the road that are necessary to obtain more or improved knowledge beyond that which has already been taught and learned or is allegedly "known" to be true of thought to be true.

But the foundation of facts must have initial precedence, and must be taught in the schools, rather than the conclusions based on such facts -- and this also applies to the religions, and similar "conclusory" disciplines -- whose concepts may be true or not. This order of priority should apply especially -- but not only -- to primary school teaching and learning levels, and should also take priority precedence at undergraduate college and university graduate research levels.

FIRST the facts, and only then can we rightly ponder what those facts mean, always checking those same alleged facts for veracity and up-to-datedness. The state of the art of knowledge is always in flux, and what is seen as true today, may not be seen as true tomorrow. Get your facts straight and only then let your conceptual thoughts and conclusions follow. Tempus fugit. Consider that what "is known" is always much less than what can still be known or will be discovered as new facts in the future, with new concepts to follow -- that in any case is the history of human knowledge.

Hat tip to CaryGEE.

Connect the Dots: The Midheaven Plaquette of Les Varines, Jersey, Channel Islands, UK: Perimeter Stars, the North Celestial Pole and Carved Figures in Stone

Connect the Dots: The Midheaven Plaquette of Les Varines, Jersey, Channel Islands, UK: Perimeter Stars, the North Celestial Pole and Carved Figures in Stone

This is a follow-up on our previous posting A Lesson in Critical Analysis for Archaeology and Astronomy: The Midheaven Plaquette (Plaquette #2) of Les Varines, Jersey (near St. Helier) ca. 7600 B.C.

We show in the graphic image below*** how the perimeter [Wikipedia: Greek περίμετρος perimetros from περί peri "around" and μέτρον metron "measure"] of the Midheaven Plaquette follows a shape that is outlined by brighter stars of the midheaven starry night sky.

We claim that one can try to place this stone plaquette shape anywhere else in the night's starry sky and it will not fit as well in terms of the stars located at the plaquette shape's perimeter. One could of course draft a mathematical algorithm comparing star magnitudes in the heavens as a means to fit a plaquette like this in the stars of the sky, but this shape would surely fit best at midheaven anyway. 

Similarly, the North Celestial Pole on the plaquette is in a unique place not duplicated elsewhere in the starry sky. Indeed, together with the positions of the Celestial Meridian and Ecliptic Meridian in that era, which arguably have their plaquette comparables, the plaquette origin can be dated to ca. 7600 B.C.

There is really very little that can be disputed here on those parameters.

Where the fun starts -- for those interested -- is in identifying any possible figures carved onto the plaquette via the lines carved in the stone and, so we allege, following the corresponding connected lines viz. dots of stars in the heavens.

Such figures would be expected for a prehistoric portrayal of the stars at heaven's center -- e.g. perhaps comparable to the predynastic Egyptian figures at midheaven of one or even two guardian falcons or a similar high-flying bird, such as an eagle, perhaps including also a guardian dog and a precessionally-winding serpent, all of which we could easily draw above on the plaquette by connecting the dots accordingly (see our sample figure drawing below).

But what figures are really there? No one knows for sure. Perhaps detailed microscopic analysis by experts of the carved incisions could give us more probative information. Otherwise, it is all guesswork.

Moreover, there are numerous other figures that could be identified on the Midheaven Plaquette above -- e.g. we see perhaps what could be two large horse heads (or similar) one above another in the middle of the plaquette, looking right -- which would be "old" carvings perhaps even preceding the Holocene, a "prehistoric" hand-me-down plaquette possibility that is not totally excluded by us -- as also numerous human faces on the plaquette and also on the perimeter of the plaquette -- especially when the plaquette is magnified viz. zoomed digitally so that the star connections "by dots" can be subjectively drawn in detail.

Indeed, the plaquette seen as a whole could also be said to mark a human head looking right, with the hair represented by numerous comparably drawn lines, and a hair bun or animal hat on top of the head marking the North Celestial Pole, which also may have a face figure marking the pole star looking up.

Proving any such figures is next to impossible in our modern day, because there are so many uncertain subjective possibilities, and because there is a clear indication that a multiplicity of figures can be drawn, often appearing to exist as overlays on top of murky, previously drawn viz. carved figures, so that the figures drawn on the plaquette may have been the subjects of time-differing work carved by succeeding generations separated by eras.

Connect the Dots:
What Figures Were Carved on the Midheaven Plaquette? ***

See by comparison the figures found on the Pharaonic Egyptian palettes marking Midheaven via:

• Prehistoric Stargazers on the British Isles: Mapping Midheaven Stars at the Cove Stones of Avebury Henge
  
  
• The Boxgrove, West Sussex, United Kingdom (UK) Reconstructed Flint and the Boxgrove Bone Hammer are Megalithic Astronomy

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*** The decipherment images above consist of a map of stars -- created by Andis Kaulins, August 28, 2020, using Starry Night Pro astronomy software -- which map is superimposed on a lightened graphic of Plaquette 2 to better show the imposed stars, a graphic based on photos found at PLOS ONE in Artists on the edge of the world: An integrated approach to the study of Magdalenian engraved stone plaquettes from Jersey (Channel Islands) and BBC News of 19 August 2020 at https://www.bbc.com/news/science-environment-53835146. See the *** footnote at the end of this posting for full credit to the photographic original image, governed by a Creative Commons Attribution License.

*** Credits taken directly from the cited PLoS article are as follows:

Citation: Bello SM, Blinkhorn E, Needham A, Bates M, Duffy S, Little A, et al. (2020) Artists on the edge of the world: An integrated approach to the study of Magdalenian engraved stone plaquettes from Jersey (Channel Islands). PLoS ONE 15(8): e0236875. https://doi.org/10.1371/journal.pone.0236875
Editor: Michael D. Petraglia, Max Planck Institute for the Science of Human History, GERMANY
Received: February 5, 2020; Accepted: July 15, 2020; Published: August 19, 2020
Copyright: © 2020 Bello et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Data Availability: All relevant data are within the paper and its Supporting Information files.
Funding: Excavations at Les Varines were funded by Jersey Heritage through the States of Jersey Tourism Development Fund (https://www.gov.je/Leisure/Events/TourismDevelopmentFundTDF/pages/abouttdf.aspx) in 2013-15 and in 2017 (BS received the funding), by the British Museum research fund in 2016-18 (https://www.britishmuseum.org/research) (Grant nos EC164/EC208) (BS received the funding), in 2016 by British Academy (https://www.thebritishacademy.ac.uk) small grant SG152868 (CC received the funding) and Society of Antiquaries (https://www.sal.org.uk/) Research Grants R121086 in 2017 and BH181355 in 2018 (CC received the funding). Funding from the Universities of Manchester, Southampton and UCL supported student training at the excavation. Silvia Bello’s work was part of the ‘Human Behaviour in 3D’ Project funded by the Calleva Foundation. Beccy Scott’s work was also supported by the Calleva foundation (Pathways to Ancient Britain project). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
Competing interests: The authors have declared that no competing interests exist.

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