º¬Ð߲ݴ«Ã½

My desire to teach mathematics stems in part from its increasing usefulness in the modern world and its role in training young minds in the art of critical thinking. The power of mathematical tools in enabling the next generation of scientists, engineers, businesspeople, etc. gives me a sense of social responsibility that brings meaning to my work. Even with those students for whom mathematical content is less important, the utility of mathematics for sharpening logical thinking and general problem solving is unparalleled.

The same qualities can surely be found in other fields of study, but I feel drawn to teach mathematics especially for its austere beauty as a thing not confined to reality. One may find beauty in the nuclear reactions of stars or the controlled chaos of subatomic particles, but there is more to experience than that which does or can exist in the physical universe. The mathematician works in a state of pure freedom, creating ex nihilo the object of study by sheer force of will. Indeed, Cantor insisted that "the very essence of mathematics is its freedom". Moreover, once the mathematician has breathed life into a new object, its behavior can be investigated by human ingenuity alone. As Hilbert declared, "within us we always hear the call: here is the problem, search for the solution, you can find it by pure thought". I take great pride in my role in helping students not only to understand, but to create in the purest sense of the word.

()