University

The university section documents an ongoing, self-directed effort to engage with higher education at the level of rigor it demands — not as a credential-seeking exercise, but as a sustained program of serious study. The lecture notes, syllabi, and degree plans collected here represent material that is being actively worked through: attended, read, solved, annotated, and in many cases re-derived from first principles. The aim is to build a durable understanding of each subject, one that holds up under scrutiny and compounds across fields.

Lecture notes form the backbone of this work. Each entry corresponds to a specific course — whether drawn from a university's open courseware, a recorded lecture series, or a structured textbook that follows a course format. The notes are not transcriptions; they are reconstructions. Definitions are restated in clearer language where possible, proofs are reworked to fill gaps left by the lecturer, and connections to adjacent material are made explicit. The result is a set of documents that function as standalone references, useful well beyond the original course context.

The syllabi section, as it develops, will serve a dual purpose. First, it will catalogue the syllabi of courses that have been studied, providing a map of what was covered and in what order. Second, and more ambitiously, it will house original syllabi — course sequences designed from scratch based on the experience of having worked through many versions of the same material. The hypothesis is that most existing curricula are suboptimal: they include material that could be deferred, omit prerequisites that should have been made explicit, and sequence topics in orders that create unnecessary confusion. By comparing syllabi across institutions and pairing that comparison with firsthand study, it becomes possible to design something better — a syllabus that respects the logical dependencies of the material and the cognitive reality of learning it.

The degrees section will eventually track structured, long-term programs of study — whether formal or self-imposed. A degree, in this context, is not necessarily a piece of paper from an institution. It is a coherent body of work spanning multiple courses and subjects, organized around a central discipline, and pursued with enough depth and breadth to constitute genuine competence. Tracking these programs publicly serves as both a commitment device and a reference for anyone attempting something similar. The intention is to demonstrate that rigorous, degree-equivalent study is achievable outside traditional institutions, provided the student is willing to hold themselves to the same standard — or higher — than the institution would.

Across all three categories, the underlying philosophy is the same: education is too important to be left to chance. The difference between a well-structured course and a poorly structured one can be the difference between understanding a subject and merely having been exposed to it. By documenting what works, what does not, and why, this section aims to be a resource not just for personal reference but for anyone navigating the landscape of self-directed higher education. The work is slow, deliberate, and ongoing — which is precisely the point.