Cultivating a Research Imperative: Mentoring Mathematics at Stockholms Högskola, 1882–1887 (2020)
Though the central role of Gösta Mittag-Leffler in the promotion of specialized, research-oriented mathematics at Stockholms Högskola is widely acknowledged, the specific social and technical means by which he sought to cultivate a fledgling research community there during the early- to mid-1880s have received little attention. In particular, a detailed study of the relationship of his own research activity to that of his first Swedish students is absent from the existing literature. Through the juxtaposition of their research activities and unpublished correspondence, this paper explores Mittag-Leffler's active and deliberate efforts to engage his students Ivar Bendixson and Edvard Phragmén in open problems within his own research agenda, support them through his institutional connections, and instill within them norms concerning research ideologies, practices of communication and criticism, and frameworks for shared knowledge. It also illuminates the extent to which his teachings took root in at least one student to emerge from his program, who would perpetuate the mathematical practices set in place by his teacher and set forth on the international stage to promote his newly-acquired system of values. Résumé Bien que le rôle central de Gösta Mittag-Leffler dans la promotion des mathématiques spécalisées et orientées vers la recherche à Stockholms Högskola est largement reconnu, les moyens sociaux et techniques spécifiques par lesquels il cherche à y cultiver une communauté de recherche naissante au début et au milieu des années 1880 ont reçu peu d'attention. En particulier, une étude détaillée de la relation entre sa propre activité de recherche et celles de ses premiers étudiants suédois est absente de la littérature existante. À travers la juxtaposition de leurs activités de recherches et de leurs correspondances non publiées, cet article explore les efforts actifs et délibérés de Mittag-Leffler afin d'engager ses étudiants Ivar Bendixson et Edvard Phragmén dans des problèmes ouverts de son propre agenda de recherche, de les soutenir à l'aide de ses connexions institutionnelles, et d'instiller en eux des normes concernant les idéologies de recherche, les pratiques de communication et de critique, et les cadres pour le partage des connaissances. On illumine aussi la mesure par laquelle ses enseignements ont pris racine chez au moins un étudiant ayant complété son programme, qui ira par la suite perpétuer les pratiques mathématiques mises en place par son professeur et promouvra son système de valeurs nouvellement acquis sur la scène internationale.
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