Placeholder Image

字幕表 動画を再生する

  • >> BRADY: Why do so many people hate mathematics?

  • >> Professor Frenkel: Very good question. I think there are several reasons. The problem

  • is multi-dimensional, no pun intended.

  • Imagine that you had to take an art class in which you were taught only how to paint

  • a fence or a wall but were never shown the paintings of the great masters.

  • Would that make you an art lover?

  • Years later you will talk to your friends and say "Oh my gosh! I hated art at school,

  • I was so bad at it."

  • What you would really be saying is "I was bad at painting the fence."

  • And likewise with mathematics people often say "Oh, I was so bad at math, I hate math."

  • but what they are really saying is "I was bad at painting the fence."

  • So how do we make people realise that mathematics is this incredible archipelago of knowledge?

  • If you want your kids to understand and appreciate the beauty and power of mathematics we have

  • to connect it to our daily lives.

  • Let me give you an example. Say you go on Amazon to buy a book and you are immediately

  • presented with various recommendations. How does Amazon come up with these recommendations?

  • Well, there are sophisticated algorithms at play which analyse your past choices, which

  • correlates you with other users who are deemed to have similar preferences. Then all this

  • data is processed and you're presented with these choices.

  • Now, I'm not saying that this is necessarily a good thing but I think at the very least

  • we have to be aware of this. We have to be aware of these algorithms invading our lives,

  • and those algorithms are based on mathematics.

  • >> Brady: You and I live in houses and we appreciate the houses we live in, it doesn't

  • mean we need to know how to lay bricks.

  • >> Professor Frenkel: That's right.

  • >> Brady: So why, just because we - just because mathematics is underlying some of the technologies

  • in our lives, why does that mean we have to understand it or even appreciate it?

  • >> Professor Frenkel: That's a very good point and likewise people say "well, we fly airplanes

  • without necessarily understanding the, you know, the physics of flight." But there is

  • a difference, and first of all mathematics is part of our culture just like literature

  • and art and to have a fulfilling life we have to be aware of this.

  • But also, because mathematics is becoming so important in our lives there is a lot of

  • opportunity for misuse of mathematics and for manipulating us by using highly sophisticated

  • mathematics. There are many examples of that, global economic crisis was to a large extent

  • caused misuse of mathematic models. Which one could argue often were used by, you know,

  • executives of financial firms who did not fully understand them.

  • What if we lived in a world in which a, say a Wall Street executive, would not say "Oh,

  • I don't get this stuff but as long as it works, it's fine." What if in fact that person would

  • say "OK, tell me more about it, I would like to understand how this model works."?

  • There's this great quote by a great German mathematician Georg Cantor, said "The essence

  • of mathematics lies in its freedom." But, I would augment this with the following; where

  • there is no mathematics there is no freedom. So mathematics is essential to our freedom,

  • to the function of our democracy.

  • That's why it's not just about finding out how some things work, which you don't need

  • to know about because, you know, 'who cares? As long as they work.' I think that our ignorance

  • can be misused by the powers that be, and for us to be, you know, the citizens in this

  • brave new world, we have to be more aware of mathematics. We have to know and appreciate

  • its power to do good, but also to do ill.

  • >> Brady: The art world tells us we should appreciate art more. An English professor

  • will say we need our language skills improved. Computer scientists will say we need to understand

  • code.

  • The mathematicians are telling us we should appreciate maths, well some of the math. [laugh]

  • We've only got these finite brains and only so many hours on the planet, why do you bring

  • mathematics above the others? I know you're a bit biased.

  • >> Professor Frenkel: Well first of all I'm a mathematician, right? But also, I would

  • say that art for example, let's take art. So the situation was, people don't go to art

  • museums of course. We know that, not everyone goes to that, not everyone pays attention.

  • But at least people know that there are, there exists museums.

  • If you say the word art, they don't think about painting the fence but they think about

  • van Gogh and Picasso and Leonardo da Vinci. So they know that at least, if they ... whenever

  • ... if they have an interest they know where to go, where to find those paintings. Or they

  • can go online and find those paintings, right?

  • In the case of mathematics they are not even aware of the masterpieces of great mathematicians

  • the way that they are aware of the existence of masterpieces of the great artists.

  • Art of course is important because it speaks about our emotions and it speaks about the

  • world and about ourselves. But in a way, one can survive without art, but one cannot survive

  • without mathematics.

  • Everything is based on mathematics; it is the language of nature.

  • >> Brady: Well, let's apportion some blame, let's blame someone then. It sounds to me

  • like you're blaming high school teachers?

  • You were saying, you know, back in our school days they're making us paint fences instead

  • of showing us Picasso.

  • >> Professor Frenkel: Well, if I really were to assign blame I would assign the blame to

  • myself and my colleagues. Professional mathematicians. We don't do nearly enough, exposing these

  • ideas to the public in an accessible way. Often times we're not willing to come up with

  • good metaphors and analogies and this is how science should be communicated.

  • You have to communicate science in a way that would, you know, in a way that's creative.

  • That links to something people already know. And I feel as though other scientists are

  • doing a much better job; physicists, biologists. We keep talking about the solar system about

  • the universe, about galaxies, about atoms and molecules, elementary particles and DNA.

  • Those concepts are no more complicated than things we do in modern mathematics. Why is

  • it that, you know, DNA and stars and elementary particles are part of our cultural discourse

  • but mathematical ideas are not? Well, in part because we are not doing nearly enough. We

  • professional mathematicians are not doing nearly enough.

  • I don't blame the teachers because, you know, they are in the precarious, really unenviable

  • position often times because they are, you know, overworked and under paid and also teachers

  • themselves are products of the same flawed system.

  • My solution is that, first of all, more mathematicians should go out and let other people in on the

  • secret. Because it's really almost like a secret and we're almost like this elite which

  • is sort of keeping this secret, and I don't want that to continue. I want everyone in

  • on the secret. I want everyone to realise there is this beautiful world out there, which

  • is so important for our daily lives, which possess the, you know, unparalleled power

  • and beauty. We have to convey this idea; we have to find ways to convey those ideas.

  • And then, you know, we have to also work through our education system. We also have to help

  • teachers to learn the necessary content and to learn how mathematics connects with the

  • real world, so that they make the study of mathematics for students more enjoyable, more

  • fun, more interesting.

  • >> Brady: Why has that not happened? It sounds so obvious. What you've said is not like a

  • huge conceptual leap. Why has this not already happened?

  • >> Professor Frenkel: What has it not already happened? Well sometimes I wonder myself,

  • why has it not already happened? It's almost a conspiracy, I mean honestly, it's almost

  • like there's a system of mirrors that has been created which distorts, you know, reality.

  • Which does not allow most people to see what is out there. And let's face it, how many

  • more things are left to discover? We can't be the first to discover another continent

  • like Columbus; we can't be the first to step on the moon.

  • But what if I told you there is this beautiful world out there and you don't even have to

  • travel anywhere to find it? It's right at your fingertips. Wouldn't you want to go and

  • find out more about it? And if you do this in the right way you will have children, you

  • will have students, you know, running to class! Not away from the class but running to the

  • class, like "I want to know more. I want to find out more. I want to talk to my peers,

  • to my classmates about this stuff."

  • This is the coolest stuff in the world, that's what it is.

  • >> Brady: Coolest stuff in the world? And yet, everyone hates it?

  • >> Professor Frenkel: And yet everyone hates it. Isn't it ironic?

  • >> Brady: If you'd like to hear more from Professor Frankel about his love of mathematics,

  • this is his book 'Love and Math'. You can't have this one, this one's mine, but you can

  • get your own copy, and one of the ways you can do that is through the sponsor of this

  • particular video, Audible.com. Biggest range of audio books you can image, and one of them

  • is this one. As you probably know by now you can go to Audible.com/Numberphile and if you

  • sign up you can download a free book and it could be this one, it'll be the book of your

  • choice. So if you're going to check them out go to Audible.com/Numberphile and then when

  • it comes time to pick your free one, Love and Math. I'm sure he'd appreciate it.

>> BRADY: Why do so many people hate mathematics?

字幕と単語

動画の操作 ここで「動画」の調整と「字幕」の表示を設定することができます

A2 初級

なぜ人は数学を嫌うのか? (Why do people hate mathematics?)

  • 274 19
    vincent に公開 2021 年 01 月 14 日
動画の中の単語