Appendix: What This Book Did Not Discuss

This appendix collects likely differences in convention, theoretical limits, or typical reader objections to the book's presentation.

This book is not an axiomatic development of differential forms on general manifolds. It is an educational book that reconstructs vector analysis in three-dimensional Cartesian space through matrix-represented differential forms. Therefore, the notation and order of exposition adopted here do not always match standard mathematics books. Those choices are, in principle, intentional; where needed, Chapter 11 shows connections to standard theory.

Note (the honest version)

The title of this section is the mild-sounding "What This Book Did Not Discuss," but that is the official line. To be honest, this is a collection of responses to typical criticisms thrown at the book without reading its scope.

If I wrote that plainly, readers I genuinely want to support might get scared and run away. So on the surface I gave it a gentle name.

Note ("I" am angry)

When I was young, I published a series of SNS posts pointing in the same direction as this book and was harshly criticized by people who presented themselves as knowledgeable about mathematics, including people with institutional standing. Of course, the drafts of that time had many immature points. Even after ten years I still write in this vein—that was surely a post with "momentum." But what I received then was less criticism that read the definitions, checked the scope, and showed how to fix things, and more an attitude of judging an unfinished attempt from a professional position.

That was perhaps a kind of inevitability produced by the engagement structure of SNS and crowd psychology. Publishing writing for free costs more than one imagines; I learned that firsthand.

Even having understood that structure, I am still angry. An attitude that claims rigor while refusing to read what the other person defined and the scope in which they are speaking is, at least in my view, not a mathematical attitude.

Even so, I decided to publish this book for free. In a sense it is also a private act of compensation. On top of that—sorry, this too is a bit of official rhetoric—to protect the readers this book is really for, or rather to protect my own self-respect, I have drawn preventive lines as carefully as I can.

If a definition in this book looks different from a mathematician's textbook, I want you first to read the definition inside this book. Then please distinguish whether there is a real contradiction or whether someone has simply imported notation from a different context. After that, by all means criticize me harshly again. Having read the definitions, I want you to point out my mistakes.

Note (as advanced kihaji, or high-level rote mnemonics)

Here kihaji refers to a Japanese elementary-school style of memorizing a procedure through a surface mnemonic, without understanding the underlying structure.

As I read mathematics books, I have internalized, at least somewhat, the beauty and strength of abstract orders of definition. The result is that what this book does can suddenly look like nothing more than advanced kihaji: a high-level form of rote procedural mnemonics that works without grasping the underlying structure.

If I put that into words it looks like an excuse; if I stay silent it will be misunderstood. Worse, I half believe such criticism myself, so I cannot speak about it well.

Even so, a shortcut is not necessarily bad. A shortcut does not replace a professional system, nor is it merely subordinate to one. It can be a powerful language for treating three-dimensional physical mathematics in the tangible words of matrix representation—at least a system of operations on concrete symbols.

Once again, the first purpose of this book is my own act of compensation. Even so, if a reader takes home one language they can move with their hands, that is an unexpected bonus.

Note (will the day come when I am not fooled?)

They say, in an old East Asian classical phrase, that one should “stand” at thirty. In Japanese, “standing,” “setting up” an equation, and “getting angry” all echo the same verb. When I reached that age, I was still setting up formulas and getting angry at them rather than standing upright. I have started making dad jokes.


I. On the Theoretical Framework and Rigor


II. On Methodological Choices and Limits of Application


III. On Physical Definitions and Pedagogical Choices


Note (Easter egg)

Once I harbored a borrowed admiration for the name "Bourbaki"—a presence that brought a great turn to mathematics. I thought there must be some sharp new language there, different from existing mathematics books.

When I actually read it, what I found was, for me, rather the familiar face of "university mathematics textbooks." Of course, that does not mean Bourbaki was boring. Quite the opposite. The once-new axiomatic, structural style has settled deeply, not through Bourbaki alone, as part of the standard prose of modern mathematics. That is why it looks "ordinary" to readers today.

And this book was written for readers who get lost in front of that "ordinary" face.