Kevin Hartnett in Quanta Magazine:
QUANTA MAGAZINE: The title of your talk was “Mathematics for Human Flourishing.” Flourishing is a big idea — what do you have in mind by it?
FRANCIS SU: When I think of human flourishing, I’m thinking of something close to Aristotle’s definition, which is activity in accordance with virtue. For instance, each of the basic desires that I mentioned in my talk is a mark of flourishing. If you have a playful mind or a playful spirit, or you’re seeking truth, or pursuing beauty, or fighting for justice, or loving another human being — these are activities that line up with certain virtues. Maybe a more modern way of thinking about it is living up to your potential, in some sense, though I wouldn’t just limit it to that. If I am loving somebody well, that’s living up to a certain potential that I have to be able to love somebody well.
And how does mathematics promote human flourishing?
It builds skills that allow people to do things they might otherwise not have been able to do or experience. If I learn mathematics and I become a better thinker, I develop perseverance, because I know what it’s like to wrestle with a hard problem, and I develop hopefulness that I will actually solve these problems. And some people experience a kind of transcendent wonder that they’re seeing something true about the universe. That’s a source of joy and flourishing.
Math helps us do these things. And when we talk about teaching mathematics, sometimes we forget these larger virtues that we are seeking to cultivate in our students. Teaching mathematics shouldn’t be about sending everybody to a Ph.D. program. That’s a very narrow view of what it means to do mathematics. It shouldn’t mean just teaching people a bunch of facts. That’s also a very narrow view of what mathematics is. What we’re really doing is training habits of mind, and those habits of mind allow people to flourish no matter what profession they go into.