Success on either side

Nations on our either side have produced scholars of highest calibre via public education system. What's stopping us?

We, in our increasingly high addiction of celebrity gossip, sometimes forget to recognise those who may not be on the cover of our favourite tabloid, but make a far more profound impression on the human frontier of knowledge. Through their dogged pursuit of knowledge and unending curiosity, they change the way we understand the universe unfold its many mysteries.

In the second week of August, while the nation was busy in dharna preparations, and the drawing room pundits, Facebook scholars and Twitter analysts were debating and busy insulting each other, the International Mathematical Union, announced the list of four mathematicians, under the age of 40, who were selected as the Fields Medalists for 2014. Fields Medal, the highest honour given to any mathematician, is considered by most as the mathematics equivalent of the Nobel Prize. In many ways, it is even more prestigious and competitive as the awardees have to be under the age of 40 (unlike Nobel prize which does not have any age limit) and is given once every four years. While the list of the scholars who received the award is deeply inspiring, this year is particularly special. Maryam Mirzakhani, a native of Iran (and currently a professor at Stanford University), who got her early education and her Bachelor’s in Iran, became the first woman and the first Iranian to win the Fields Medal.

The news of her award is thrilling not just for those who follow her work and are in awe of her contribution to the field, but millions of young women who have seen yet another barrier broken in a man’s world. To me she is the real star. I hope that her story of love for knowledge, her commitment to excellence and her persistence in the pursuit of inquiry will have a much more positive impact on the next generation than the hollow words of those ‘stars’ who are obsessed with nothing but a physical appearance.

In addition to the Fields Medal, the International Mathematical Union, also gives a few other high profile, highly competitive awards which while may be less well known, but are nonetheless extremely prestigious. One of the few awards, similar to the Fields Medal, given every four years is the Rolf Nevanlinna Prize. This prize is given, once again to scholar under 40, to a scholar for outstanding contributions in the mathematical aspects of information science. This year this honour went to Subash Khot, a native of India and currently a Professor at New York University.

The recognition of the work done by both Professors Mirzakhani and Khot is inspiring on two levels. It also leads to a major question for us in Pakistan. First, they are both from developing countries. These role models provide inspiration to many in the developing economies to pursue their dreams with full passion, no matter how abstract these dreams may seem. More importantly, both of these honorees are products of public education systems in their home countries. Public universities (Sharif University in the case of Maryam and IIT in the case of Subash) is where they received their bachelors and were molded to change the world. This is particularly important for Pakistan where education, particularly higher education, has all but disappeared from the national discourse. If it was ever on any map, we have long lost that map. Second, both Mirzakhani and Khot are recognised for contributions to a fundamental discipline. In a world obsessed with the coolest gadgets the throwback to basic questions is refreshing and a reminder to celebrate the beauty in knowledge and the wonder in nature.

As we celebrate the triumph of knowledge, we need to take note that countries on our either side, through a public education system, are able to produce and cultivate scholars of the highest calibre, who make a lasting and profound impact on our knowledge. We should ask, what is stopping us? Arguments about the size of India or the history of Iran are simply defeatist. Neither is there any external conspiracy against our education system. The real problem lies within us. It is our inability to recognise the pure value of education and champion its cause.

Published in The Express Tribune, September 9^th, 2014.

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