Colloquium Mathematical Sciences

Abstract: The debate on the “usefulness” of mathematical learning was a longstanding topic among university scholars and practitioners of science in early modern France and Britain (16-18th centuries). This talk explores a series of philosophical controversies surrounding the value and epistemological status of mathematics through an analysis on John Arbuthnot’s 1701 essay on the usefulness of mathematical learning. These debates were fueled by the development of algebra and calculus, fields that had not yet been fully integrated into the academic standards of the time. Arbuthnot, a physician and writer associated with the Royal Society of London, was not a university professor of mathematics and had only a limited number of mathematical publications, including work on probability theory. Nevertheless, his argument in favor of mathematics stands out for its clarity and rhetorical effectiveness, particularly in its association of mathematical learning with technological applicability and “manly vigour [sic].” This perspective contrasts with his contemporary or anterior university discussions of the subject, which remained deeply rooted in Aristotelian traditions. Arbuthnot’s argument seems to represent a pivotal moment in the broader discourses on the definition of mathematics and the nature of mathematical objects, marking the transition to an era. Examining his perspective invites reflection on whether we still operate under the influence of this vision mathematical utility today.

Fika is served in the lunch room at 15.00-15.28.