(A large part of) the problem is that mathematics are broadly perceived by
people in position to decide what to do with them ("deciders" later on) as
a set of engeneering tools, and often reduced (even in universities !) as a
computational gizmo. The fact that it is also (firstly ?) an important
branch of the art of thinking totally escapes the majority of our
"deciders".
Presenting mathematics as the formalized branch of metaphysics (which it is
!), may help those "deciders" to understand why mathematics may help
students (and, more broadly, citizens), to become more skilled at thinking,
enabling them to be more autonomous and more productive (and feer...).
Now, it may be true that our "deciders" are not interested at helping the
students to become more autonomous, productive, and therefore free. Most of
them seem to think that their job is to provide the powerful in society
with cheap and obedient slaves... The use of mathematics as a repellent for
"unsuitable" students is probably related...
[ François : I cannot speak for veterinary medicine, but I'm pretty certain
that large parts of (human) medicine is currently ill-understood because we
do not think about them with the right structures... ]
The same thing could be said, *mutatis mutandis,* about the teaching of
history, humanities, foreign languages, literature and philosophy.
Hope this helps (but deeply doubt it...),
--
Emmanuel Charpentier
Le jeudi 26 novembre 2015 17:17:43 UTC+1, rjf a écrit :
>
> I am sure that Dima is not aware of the sarcasm intended in my original
> posting.
> I assume it is a language problem. To explain:
>
> 1. I was quoting from a review, which quoted from a book. The sentiment
> was from Mr. Harris. Mr. Harris has written a whole book on mathematics.
>
> 2. I am not upset by the use of tax dollars for the pursuit of
> mathematics,
> generally. though some mathematicians are more deserving than others.
>
> 3. I think that it is important that people find pleasure in their work.
>
> On the other hand, one cannot be surprised when (US) taxpayers object to
> what they see as wasted money. My own institution, the University
> of California, used to be "state supported". The state dropped its
> funding to
> 11% (2011-2012). (may be slightly higher in this next year).
> Outside of academia, taxpayers apparently object to paying for
> the repair of bridges and roads. (etc. etc.)
>
> How then can one drum up government (or private!) support for studies in
> pure mathematics when they are portrayed as having no utility except to
> give pleasure to a
> small group of mathematicians?
>
> Again, Happy Thanksgiving, esp. to US readers who are taking this
> day off to have pleasure in shopping, but have so little restraint as to
> read this posting on the same day.
>
> RJF
>
>
>
> On Wednesday, November 25, 2015 at 11:16:49 PM UTC-8, Dima Pasechnik wrote:
>>
>> Let me summarize an exchange of messages I just had with Richard.
>> He is upset by the fact that tax dollars (NSF grants) go to people who
>> have pleasure
>> working. Is he unable to comprehend how this is at all possible?
>> I wonder whether throughout his career he ever had any pleasure working...
>>
>> I just hope that he won't start lobbying for making sure that any
>> tax-funded work is always
>> accompanied by some truly horrendous pain and suffering inducing
>> activity, such as daily
>> filling 100-page long forms on a typewriter...
>>
>> Follow-ups ro sage-flame please...
>>
>> On Wednesday, 25 November 2015 18:18:51 UTC, rjf wrote:
>>>
>>> This is a new book by Michael Harris.
>>>
>>> I have not read it, but there is an extensive review in the NY Review of
>>> Books. (Dec 3, 2015)
>>>
>>> Apparently Harris *rejects* the argument that justifies pure mathematics
>>> because of its beauty or truth (or its utility). He says it is
>>> motivated by pleasure.
>>>
>>> Why should society pay for a small group of people to exercise
>>> their creative powers on something they enjoy?
>>>
>>> "If a government minister asked me that question" says Harris,
>>>
>>> "I could claim that mathematicians, like other academics, are needed in
>>> the universities to teach a specific population of students the skills
>>> needed for the development of a technological society and to keep
>>> a somewhat broader population of students occupied with courses
>>> that serve to crush the dreams of superfluous applicants to
>>> particularly desirable professions (as freshman calculus used to be a
>>> formal requirement to enter medical school in the United States)"
>>>
>>> Maybe he knows someone at the NSF. :)
>>>
>>> Best wishes to all for a Happy Thanksgiving (USA holiday this week).
>>>
>>> RJF
>>>
>>
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