Into the mind of a mathematician

By |January 26th, 2015|Quick thoughts|0 Comments

“… what is a teacher? You see, mathematicians don’t think of themselves as teachers. That should be clear. They lecture. Sometimes they like to and sometimes they don’t. But that’s not what you [as a teacher] think of. You think of yourself as doing mathematics [while students observe].”

One of Gustin’s participants believed that mathematicians don’t really teach: rather they imitate and demonstrate and encourage others to do the same.

Gustin, W. C. (1985), The development of exceptional research mathematicians, in B. S. Bloom, ed., Developing Talent in Young People, New York, pp. 270–331.

Coming out of invisibility

But as soon as people started to publicly equate asexuality with other queer identities, like homosexuality or transgender, there was backlash from LGBTQI groups. Some believed that asexuality as an identity and asexuals as individuals were trying to hop onto the LGBTQI train without facing the same levels of visible discrimination; some accused them of being closeted queer folk unwilling to disclose their true sexual identity and thus hiding behind a false label.

Asexual activists refute this by noting that they are still classified as a pathological disorder in the Diagnostic and Statistical Manual of Mental Disorders and described as individuals with low self esteem, social anxiety, and depression in studies on their identity.

Coming Out of Invisibility, Mark Hay, Good Magazine

This post has been making waves in the ace community. The links to related content strongly support the messages that the author wishes to convey: asexuality is, indeed, a thing and there are a lot of issues that are yet to be addressed. In particular, discrimination and persecution does exist.