Equations of Life: My Commitment as an Educator
Foreword
This article is co-authored by Ivan and AI, yet it deeply resonates with Ivan’s own values and aspirations. While the words are a collaborative effort, the final touch bears Ivan’s imprint as he has carefully revised the text to ensure it truly encapsulates his philosophy.
In my journey to become a great mathematician and educator, I’ve come to realize that the classroom is more than just a space for equations and theorems; it’s a microcosm of life itself, filled with diverse minds, distinct challenges, and endless opportunities for growth. As a teaching assistant and a PhD student in mathematics at USC, I carry a dual responsibility – to impart knowledge and to foster an environment that’s inclusive, fair, and focused on holistic growth.
I’ve always thought of myself as an advocate for education, a facilitator who can bring high-level math down to the public with a touch of liberal arts. My ambitions extend far beyond the confines of academia; I strive to democratize the field of mathematics, to make it not just accessible but also enjoyable for everyone, irrespective of their academic background or performance metrics.
It’s easy to get caught up in numbers – grades, attendance, exam scores. However, I strongly believe that the essence of education isn’t captured in a grade sheet. It’s captured in those “aha” moments, in the spark of understanding that crosses a student’s face when they solve a problem they’ve been wrestling with. That’s why I make it a point to tell my students that they are not defined by their scores or the complexity of the questions they can answer. They are defined by their perseverance, their curiosity, and their capacity to learn and grow.
It’s not just about x and y; it’s about you and I. Beyond the sum of our parts, beyond scores and raised hands, I see unscripted potential. Each student is an equation, not to be judged, but understood — like an unfinished proof or a song yet to be sung.
But with influence comes great responsibility. In my role as a guide, the classroom becomes more than just a space for academic discourse; it evolves into a sanctuary where minds meet, ideas take flight, and souls find resonance — where intellects could potentially soar and hearts could potentially wander. Guiding students through the labyrinthine beauty of mathematics is my primary mission, but this journey isn’t solely intellectual. It’s a human experience replete with a rich emotional landscape that demands a nuanced approach. Striking a balance between academic integrity and emotional authenticity is like walking a tightrope. On one side, there’s the pull of deeper, more personal, even deep emotional bonds — a pull that’s natural, if complex. On the other side is the steadfast pillar of my professional responsibilities, which include fostering an equitable, nurturing environment for everyone. I find myself guided by an internal compass that nudges me toward decisions respecting both the letter and spirit of ethical conduct in academia. It’s a compass that helps me discern which notes should remain unsung, all while cherishing the symphony of each shared intellectual pursuit. Thus, I strive to cultivate a harmonious classroom atmosphere that enriches us all, without blurring the lines that help define our roles and responsibilities.
In the end, my goal is simple yet profound: to make a lasting impact on my students’ lives, to ignite a passion for learning that persists long after the semester ends. I want to be remembered not just as a great mathematician but also as a compassionate and ethical role model. And every day, in every class and every interaction, I strive to come closer to achieving this goal.
And so, as I continue this enriching journey, I hold fast to these principles, always aiming for the perfect balance of academic rigor and emotional intelligence. With each step, I’m not just teaching math; I’m shaping the future, one equation and one life at a time.
Oct 12, 2023
