Category: mathematics

Recently, I was talking to a college student who had read some of my blogs. He was interested in knowing what it means to humanize science. I told him that there are at least three aspects to it.

First is to bring out the wonder and curiosity in a human being in the pursuit of science. The second was to emphasize human qualities such as compassion, effort, mistakes, wrong directions, greed, competition and humour in the pursuit of science. The third thing was to bring out the utilitarian perspective.

The student was able to understand the first two points but wondered why utility was important in the pursuit of humanizing science. I mentioned that the origins of curiosity and various human tendencies can also be intertwined with the ability to use ideas. Some of the great discoveries and inventions, including those in the so-called “pure science” categories, have happened in the process of addressing a question that had its origin in some form of an application.

Some of the remarkable ideas in science have emerged in the process of applying another idea. Two great examples came into my mind: the invention of LASERs, and pasteurization.

I mentioned that economics has had a major role in influencing human ideas – directly or indirectly. As we conversed, I told the student that there is sometimes a tendency among young people who are motivated to do science to look down upon ideas that may have application and utility. I said that this needs a change in the mindset, and one way to do so is to study the history, philosophy and economics of science. I said that there are umpteen examples in history where applications have led to great ideas, both experimental and theoretical in nature, including mathematics.

Further, the student asked me for a few references, and I suggested a few sources. Specifically, I quoted to him what Einstein had said:

 “….So many people today—and even professional scientists—seem to me like someone who has seen thousands of trees but has never seen a forest. A knowledge of the historic and philosophical background gives that kind of independence from prejudices of his generation from which most scientists are suffering. This independence created by philosophical insight is—in my opinion—the mark of distinction between a mere artisan or specialist and a real seeker after truth..”

The student was pleasantly surprised and asked me how this is connected to economics. I mentioned that physicists like Marie Curie, Einstein and Feynman did think of applications and referred to the famous lecture by Feynman titled “There is Plenty of Room at the Bottom” (1959).

To give a gist of his thinking, I showed what Feynman had to say on miniaturization:

“There may even be an economic point to this business of making things very small. Let me remind you of some of the problems of computing machines. In computers we have to store an enormous amount of information. The kind of writing that I was mentioning before, in which I had everything down as a distribution of metal, is permanent. Much more interesting to a computer is a way of writing, erasing, and writing something else. (This is usually because we don’t want to waste the material on which we have just written. Yet if we could write it in a very small space, it wouldn’t make any difference; it could just be thrown away after it was read. It doesn’t cost very much for the material).”

I mentioned that this line of thinking on minaturization is now a major area of physics and has reached the quantum limit. The student was excited and left after noting the references.

On reflecting on the conversation, now I think that there is plenty of room to humanize science.