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Penrose–Lucas argument

Penrose–Lucas argument is a mathematics topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Penrose–Lucas argument rather than just read about it. In short: The Penrose–Lucas argument is a logical argument partially based on Kurt Gödel's first incompleteness theorem. In 1931, Gödel proved that every effectively generated theory capable of proving basic arithmetic either fails to be consistent or fails to be complete.

Key takeaways

  • Penrose–Lucas argument belongs to mathematics; place it in that map before memorising details.
  • Learn the definition first, then one example that makes the definition concrete.
  • Connect Penrose–Lucas argument to a quantity you can measure, compute or draw — that is where exam questions come from.
  • Reproduce the core statement of Penrose–Lucas argument from memory before moving on to harder problems.

Reference excerpt

The Penrose–Lucas argument is a logical argument partially based on Kurt Gödel's first incompleteness theorem. In 1931, Gödel proved that every effectively generated theory capable of proving basic arithmetic either fails to be consistent or fails to be complete. John Lucas and Roger Penrose postulate that this incompleteness does not apply to humans, and conclude that humans can have mathematical insights that Turing machines can't. Penrose and Stuart Hameroff proposed a quantum explanation, and used it to provide the basis of their theory of consciousness: orchestrated objective reduction. The argument is rejected by most scholars.

Background Gödel's first incompleteness theorem shows that for any consistent formal system F {\displaystyle F} that allows certain arithmetic operations, there are statements of the language F {\displaystyle F} that cannot be proved or disproved. Thus, F {\displaystyle F} is either incomplete or inconsistent. A key element of the proof is the use of Gödel numbering to construct a "Gödel sentence" for the theory, which encodes a statement of its own incompleteness: "This theory can't prove this statement"; or "I am not provable in this system". Either this statement and its negation are both unprovable (the theory is incomplete) or both provable (the theory is inconsistent). In the first eventuality the statement is intuitively true (since it is not provable); otherwise, the statement is intuitively false - though provable. According to proponents of the Penrose–Lucas argument, there is a disjunction: either the human mind is not a computation of a Turing machine, and thus not an effective procedure; or it is a product of an inconsistent Turing Machine that could be reasoning using some sort of paraconsistent logic. Gödel himself commented about this disjunction in 1953. Penrose argued that while a formal proof system cannot prove its own consistency, Gödel-unprovable results are provable by human mathematicians. He takes this disparity to mean that human mathematicians are not describable as formal proof systems (which theorems can be proved using an abstract object such as a computer), and are therefore running a non-computable process. The argument was originally considered and dismissed by Turing in the late 1940s. It was espoused by Gödel himself in his 1951 Gibbs lecture, by E. Nagel and J.R. Newman in 1958, and was subsequently popularized by the philosopher John Lucas of Merton College, Oxford in 1961.

The inescapable conclusion seems to be: Mathematicians are not using a knowably sound calculation procedure in order to ascertain mathematical truth. We deduce that mathematical understanding – the means whereby mathematicians arrive at their conclusions with respect to mathematical truth – cannot be reduced to blind calculation!

Consequences If correct, the Penrose–Lucas argument creates a need to understand the physical basis of non-computable behaviour in the brain. Most physical laws are computable, and thus algorithmic. However, Penrose determined that wave function collapse was a prime candidate for a non-computable process. In quantum mechanics, particles are treated differently from the objects of classical mechanics. Particles are described by wave functions that evolve according to the Schrödinger equation. Non-stationary wave functions are linear combinations of the eigenstates of the system, a phenomenon described by the superposition principle. When a quantum system interacts with a classical system—i.e. when an observable is measured—the system appears to collapse to a random eigenstate of that observable from a classical vantage point. If collapse is truly random, then no process or algorithm can deterministically predict its outcome. This provided Penrose with a candidate for the physical basis of the non-computable process that he hypothesized to exist in the brain. However, he disliked the random nature of environmentally induced collapse, as randomness was not a promising basis for mathematical understanding. Penrose proposed that isolated systems may still undergo a new form of wave function collapse, which he called objective reduction (OR). Penrose sought to reconcile general relativity and quantum theory using his own ideas about the possible structure of spacetime. He suggested that spacetime is not continuous at the Planck scale, but discrete. Penrose postulated that each separated quantum superposition has its own piece of spacetime curvature, a blister in spacetime. Penrose suggests that gravity exerts a force on these spacetime blisters, which become unstable above the Planck scale of 10 − 35 m {\displaystyle 10^{-35}{\text{m}}} and collapse to just one of the possible states. The rough threshold for OR is given by Penrose's indeterminacy principle:

τ ≈ ℏ / E G {\displaystyle \tau \approx \hbar /E_{G}}

where:

τ {\displaystyle \tau } is the time until OR occurs,

E G {\displaystyle E_{G}} is the gravitational self-energy or the degree of spacetime separation given by the superpositioned mass, and

… excerpt ends here. Continue reading the full article.

Worked examples

Example 1 — a first encounter with Penrose–Lucas argument

Start with the simplest possible case. Write down what Penrose–Lucas argument claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In mathematics, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Penrose–Lucas argument before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Penrose–Lucas argument ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Penrose–Lucas argument

In research
Penrose–Lucas argument appears in mathematics research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry
Engineering practice reuses Penrose–Lucas argument in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom
Penrose–Lucas argument is common in secondary-school and first-year university syllabi. It links to neighbouring topics Arguments, Logic, Roger Penrose, so understanding it makes those chapters shorter.
In everyday life
Look for Penrose–Lucas argument outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.
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How to study Penrose–Lucas argument in 20 minutes

  1. Read the reference excerpt below once, without taking notes.
  2. Close the page and write down what Penrose–Lucas argument means in your own words.
  3. Compare your version with the excerpt and mark what you missed.
  4. Work through the three examples above with pen and paper.
  5. Explain Penrose–Lucas argument out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Penrose–Lucas argument in simple terms?

The Penrose–Lucas argument is a logical argument partially based on Kurt Gödel's first incompleteness theorem. In 1931, Gödel proved that every effectively generated theory capable of proving basic arithmetic either fails to be consistent or fails to be complete.

Why does Penrose–Lucas argument matter?

Because it connects several mathematics ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Penrose–Lucas argument?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Penrose–Lucas argument.

Tags

  • Arguments
  • Logic
  • Roger Penrose
  • Theorems

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