Summary of Key Points
The awarding of the Fields Medal to Wang Hong and Deng Yu is a milestone for Chinese mathematics, which should be a source of pride. The solid foundation provided by China’s basic education system has undoubtedly played a crucial role in their success. However, there is a pervasive atmosphere of “curiosity” (seeking connections and claiming credit) within both public opinion and academia. More importantly, while China’s educational system excels at fostering problem-solving skills, it falls short in supporting original research and accommodating non-standardized talents. In contrast to the more open and exploratory academic environments abroad, we need to reflect on how to reform our current systems so that young individuals who may not have achieved immediate success can also be given patience and opportunities.
1. The Curiosity Phenomenon: “Everyone Is an Old Friend” After Success
After Wang Hong and Deng Yu won the award, many people were more interested in establishing their connections with them than in understanding the mathematical problems they solved (such as the Three-Dimensional Valley Conjecture or the derivation of the Boltzmann equation). They checked high school graduation lists and university course records, claiming to have taken classes with them or knowing them from before. This behavior turned the academic achievement into a kind of “family tree game,” where the focus was on the perceived connection rather than the research itself.
In simple terms, before their success, no one paid attention to them; after they did, everyone wanted a piece of the fame, turning what should have been a solemn academic celebration into a competition to establish relationships.
2. Solid Basic Education, but a Lack of Soil for Originality
China’s education system has clear strengths: children from ordinary families can receive intensive math training through systematic courses and competitive programs (such as a strong foundation in algebra and geometry). Deng Yu won an Olympic gold medal in mathematics, and Wang Hong benefited from her undergraduate studies at Peking University and discussions with her classmates—these are aspects we should be proud of.
However, there are also weaknesses: exams in China are designed with clear answers, while research involves uncharted territories without definitive outcomes. The system is good at training quick problem solvers but does not encourage trial and error. Wang Hong felt pressured to keep up with her peers at Peking University; in France, she was able to freely explore interests in architecture and painting, and at MIT, her mentor patiently listened to her vague ideas, helping her develop independent thinking skills. An environment that allows for hesitation and mistakes is essential for original research, something lacking in China’s educational system.
3. The Difference Between Domestic and International Academic Environments: From Standardization to Free Growth
The paths taken by Wang Hong and Deng Yu are quite different:
- Domestically: Deng Yu was a talented competitor but transferred to MIT in his sophomore year because Peking University’s teachers suggested he learn from international experts; Wang Hong had to juggle two majors during her undergraduate years and faced significant challenges.
- Internationally: Wang Hong could pursue art at France without being confined to a specific field, while at MIT, she received patient guidance from her mentors. Deng Yu was exposed to cutting-edge research at an earlier stage, and the teacher-student relationship was more equal.
The core difference lies in how these systems view students: domestically, they are seen as standardized products to be evaluated quickly; internationally, they are treated as researchers in the process of growth.
4. “Please Come Back and Teach”? Why Not Change the System First?
Many people hope that Wang Hong and Deng Yu will return to teach, but this reflects a resource-based approach that treats top scholars as scarce assets to be utilized. The question is, why did they leave in the first place? For example, the system requires continuous proof of worthiness before providing resources (Wang Hong was neglected during her undergraduate years), and after success, it expects them to prove the system’s effectiveness—this is more about harvesting than nurturing.
Today’s students are either seen as tools for completing projects or as mere recipients of mentorship (their achievements credited to their mentors). Short-term assessments force them to focus on popular topics, discouraging them from engaging in less profitable original research (like the Three-Dimensional Valley Conjecture). The real question is not how to bring back successful individuals but how to create an environment where the next Wang Hong can thrive domestically—by providing space for those who have not yet achieved results and allowing them to ask unorthodox questions.
5. True Pride: Embracing “Invisible” Individuals and Unproductive Explorations
We should be proud of our basic education and the opportunities it offers to ordinary children to reach the world’s forefront. But we should be even more proud of the fact that our system is willing to recognize and support individuals who are still developing, making mistakes, and struggling to prove their worth. Wang Hong’s success at MIT was due to an environment that allowed her to explore different paths; Deng Yu’s success was facilitated by MIT’s openness. A more inclusive system that reduces the emphasis on competitive outcomes and short-term assessments, and embraces non-standardized talents, would represent true progress.
Great research often emerges from a deep fascination with problems themselves. Embracing this passion is the key to the future of academia.
The essence of this article is to remind us that while we should celebrate these achievements, we must not be blinded by curiosity and focus on the academic process itself, as well as on those young individuals who have yet to shine. Changing the underlying factors that cause talent loss is the true celebration of the Fields Medal.