Mark Solomonovich received his PhD from the Laboratory for Theoretical Physics of the Joint Institute for Nuclear Research in Dubna and the Faculty of Physics of Tomsk State University, Russia.
He is the author of a number of articles on elementary particles physics, applied mathematics, and education. Currently he teaches mathematics at the faculty of Arts and Science at Grant MacEwan University in Edmonton, Canada.
Euclidean geometry, which had been for a long time one of the cornerstones of classical education, is not taught properly nowadays, and the role of geometry in education is obviously underestimated. I am sure such a course is needed for all young students, not just for those who are going to pursue careers in science or engineering. All people should have the ability to analyze and reason and distinguish between true and false reasoning. The latter is not so much a mathematical as an essential social skill. As for the students who choose to study exact sciences or to become engineers, not only will this course teach them how to analyze, prove, substantiate, and construct, but it will also help them to develop their imagination and relate mathematical structures to physical objects. Thus geometry holds a special position in mathematics. When solving geometrical problems, both halves of the brain are engaged: the one responsible for abstract thinking and logic and the one responsible for orientation of objects in space and artistic creativity.