Rolando Rebolledo, Chairman of the Commission on Development and Exchange of the IMU.
A common idea in developing countries is that scientific research is a sort of a luxury which a poor nation cannot afford. Most citizens think that science, which needs enough funds and human resources, is only a challenge for developed countries, where a tradition of scientific research already exists.
This prejudice is particularly striking among some entrepreneurs or private investors, for whom scientific research in developing countries is nothing but a fiction which could at most provide a suitable pretext for obtaining some tax reductions after some donations.
On the other hand, the governments of developing countries, facing dramatically urgent basic needs of the population, tend to postpone scientific research and training for more prosperous days. Following the standards of neoliberal economic policies, a number of them have been implementing a diminution in the influence of the State, giving more opportunities to private investors and opening their countries to transnational commerce and economical activity. This gives raise to a huge import of sophisticated technology. As a result, small countries begin to be invaded by imported science and technology, without any real possibility of fully understanding the essential theory underlying each new device.
The relationship between economic and scientific development becomes nowadays a highly complex and subtle subject. On one hand, an increase in economic development could bring additional funds and facilities for education and research. No scientific research could start in a given country without a minimal infrastructure and well trained human resources. On the other hand, an increase in industrial activity creates a need for more sophisticated technology which should demand a better scientific education.
To advocate for science as a key feature of development could seem useless in developed countries. On the contrary, this is far from being well accepted in developing countries.
One objective for the World Mathematical Year 2000 campaign could be the worldwide understanding that:
Mathematics is a strategic keystone for the economic and cultural development of a nation.
We, mathematicians, do have numerous arguments to support this thesis. Let me analyse some of them, hoping that many other colleagues will provide a long additional list in the near future.
Non mathematicians in developing countries used to think that there is nothing new to discover in Mathematics. However, they are ready to accept that perhaps some technological advances have been in applications of our science. So that, a first point to make them understand is that Mathematics, as any other science, is making new discoveries every day. And, secondly, Mathematics is a part of any new technological invention. For this, one can provide numerous illustrations like the applications to computer sciences, communication theory, physics, finance, biology.
To summarize, a first and most evident incidence in economic development of scientific research, and Mathematics in particular, is provided through technological innovation.
However, the most important argument which supports our thesis, is connected with the development of human mind. Indeed, Mathematics is important for logical thinking. Our science provides the first contact with rationality and criticism at childhood level. When it is well taught, Mathematics gives the child the opportunity of learning about the scientific method in practice and having fun with their own scientific discoveries.
Undoubtedly, the increasing worldwide use of computers in every day life, is giving rise to a new organization of knowledge as a whole. Scientists working in different and distant countries may collaborate almost instantaneously through the Internet. On the other hand, at a neurophysiological level, the relationship to knowledge is being deeply modified. This is particularly obvious when one observes the way in which children develop sophisticated skills while handling computer games, for instance. They tend to develop the ability of reproducing a whole process, or asequence of commands (leading to the next stage of the game), instead of memorizing an isolated fact. From this point of view, the way in which children are building up their memories comes closer to that of the mathematician who, if required, would be perhaps unable to write down by memory the hypotheses of a given theorem, but could perfectly recall its proof. In both cases, it is the motion of ideas, a subtle process of neuronal associations, which is revealed.
So that, by its method, Mathematics is deeply connected with the acquisition of knowledge and the general development of the mind as a whole. Of course this is not a role of Mathematics alone, I defend the unity of all sciences, they are all related and interdependent in their development. However, no scientific development could start without first improving mathematics skills.
It is almost a tautology to say that the mind structure of future women and men who will rule the developing countries during the next century is being decided today. And it is not an exaggeration to claim that Mathematics is the spinal chord of such a construction.
As a conclusion, Mathematics is deeply involved in the development of the whole human mankind, so that, in particular is a strategic keystone for the economic and cultural development of any nation. Therefore it is an urgent need for both, scientists and governments of developing countries, to think and implement new strategies for improving mathematical training and research at all possible levels.
Scientific societies have a great responsibility in this historic task. The IMU, through the Commission on Development and Exchange (CDE) and the International Committee for Mathematical Instruction (ICMI) is supporting mathematical activities in developing countries. However, a more clear involvement of official organizations in those countries is needed. Some national societies too, are trying to obtain from their governments a general policy on the development of sciences. This is being successful, for instance, in Chile, where the Mathematical Society is being officially asked to provide technical support in designing the new teaching programmes the school level. Moreover, the Chilean Mathematical Society is currently working on a proposal for the Law on the Development of Sciences in collaboration with all other scientific societies of the country and the Commission on Science and Technology of the Parliament.
Finally, I want to stress that a successful World Mathematical Year 2000 should be a major breakthrough to convince any government of the importance of supporting Mathematics as a keystone for the economic and cultural development of a nation. To this end, the collaboration of all mathematicians over the World is needed.
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