An Interview with Andrew Hartley

Andrew Hartley is the author of Christian and Humanist Foundations for Statistical Inference; Religious Control of Statistical Paradigms. For more information on this work, please visit the Resource Book page.

Steve Bishop is the compiler of A Bibliography for a Christian Approach to Mathematics and the author of several articles on the relationship between faith and math. He has contributed a number of articles to GodandMath in his series on Christian Mathematicians.

Andrew recently discussed with Steve how his Christian faith and mathematics relate.

Andrew, thanks for agreeing to this interview, could you please tell us something about yourself?

First and foremost I consider myself a child of God, and then His servant. For me, this means I’m growing to see the world as I believe He does, and do what He calls me to do.  I want to grow in this way in every one of my roles (activities) in the world, including my role as a statistician.

So, how did you become a Christian?

How did you become a Christian? God converted me in my first year of undergraduate studies.  Until that time, I had been trying to manage my emotions and, in general, philosophize my way to happiness. Instead of joy, however, those mind games brought only emptiness. God worked through a campus minister & some friends to show me that the way to fulfillment was to admit my sin and need for a savior, to accept God’s forgiveness, & to live for him in all I do.

How do you use mathematics in your work?

I serve as a statistician in the pharmaceutical and medical device industry; I use most of my time to

1. assist government regulators in evaluating the safety and efficacy of drugs and medical devices, and

2. inform companies in the industry as they select candidate products to research and develop, and as they seek to optimize clinical studies and analyses, balancing costs and benefits in choices of such parameters as sample sizes, adaptive designs, and complexity of analyses.

More abstractly and generally, my occupation involves applying statistical theory to form scientific beliefs and make decisions in the presence of uncertainty and while managing risk, with the overall aim of maximizing expected net benefit.

How does your Christian faith impact how you do mathematics?

My trust in God helps me, I think, appreciate all His good gifts, and not to look solely either to my feelings or to external facts for security and truth. The contrast I want to draw here is between subjectivism and objectivism.

  • Subjectivism says that what matters is people’s feelings and impressions. It’s attractive because it allows individuals to decide to their own favor what matters, and whether a given body of evidence is convincing and conclusive. It attracts those who place a premium on believing what they want to believe.
  • Objectivism goes in the opposite direction, pretending that the data we can collect from experimentation and observation can automatically determine what we believe (or should believe).  A desire to found our beliefs on data as much as possible is commendable; however, objectivism is the dogmatic insistence that data are sufficient in themselves for determining what is right and true.

Faith in God and His provision for us helps me, as a Christian statistician, escape from each of these extremes. Because I’m certain that God gives us everything we need and that we can be satisfied in it, I’m more inclined and better able to draw mathematically on emotions and feelings (“subjective” elements), as well as data (“objective” elements), for guidance in forming scientific beliefs and making decisions. The need for both subjective as well as objective factors in statistical reasoning evinces itself, I believe, in the standard definitions and rules of probability; despite this, however, statisticians have devoted entire careers and multitudes of papers and books, in the last 150 years, to showing that one or the other is sufficient to guide us towards truth or, at least, to meet our desires.

The need, and the ability, of a Christian statistician to keep all created things, such as emotions and data, in proper balance is an instance of a more general responsibility and freedom of all Christians: Insofar as we find our ultimate fulfillment in Him and recognize the limited ability of created things to satisfy us, we are both motivated and able to use those things for God’s glory but not to become completely enraptured by them. This type of devotion to and trust in God is, of course, an ideal to which we should aspire, but which we never attain in this life. Centuries ago, John Calvin wrote that “All the things which make for the enriching of this present life are sacred gifts of God, but we spoil them by our misuse of them…The result is that the very things which ought to be of assistance to us in our pilgrimage through life, become chains which bind us.” He said also, more succinctly, that “…man’s nature, so to speak, is a perpetual factory of idols.” Because we divide our devotion between God and the things of this world, we set our hearts on one “idol” after another, believing that it could make us happy or fulfill all our wants. However, to the extent that we trust God, rather, and rest in His loving provision for us, we will be free to hold those created things “loosely.” We become better able to use them, rather than being possessed by them.

You have written a book on a Christian approach to statistics – how did that come about?

Since the time I became a Christian, I’ve been around people who emphasized serving God in every area of life, including their academic and professional work. They taught that authentic Christian living means using every opportunity to serve God. Expressing my thoughts on some implications of Christian faith for my discipline of statistics has seemed like a very natural way to serve Him in this manner.

Thanks Andrew, I look forward to discussing some of these issues more.

Read Steve’s Review of Andrew’s book in PSCF.

Read A Review by Troy Riggs of the Association of Christians in the Mathematical Sciences.

Look for a future posting on GodandMath from Andrew Hartley.

Our Thanks to both Andrew and Steve.

Christian Mathematicians – Milner

By Steve Bishop

(Disclaimer: The views expressed by guest authors do not necessarily reflect those of GodandMath.com. Guest articles are sought after for the purpose of bringing more diverse viewpoints to the topics of mathematics and theology. The point is to foster discussion. To this end respectful and constructive comments are highly encouraged.)

Very Reverend Dr. Isaac Milner (1750-1820)

Very Reverend Dr. Isaac Milner (1750-1820) was born to a working class family in Mabgate, Leeds. His father was a coal miner. He later became the Lucasian professor of mathematics at Cambridge, a post held by Isaac Newton, Charles Babbage, George Stokes, P.A. M. Dirac, Stephen Hawking and today, by the eighteenth holder, Micahel B. Green.

In 1774 he graduated from Cambridge as senior wrangler – best of year in mathematics. He was ordained in 1775. He was elected to be a member of the Royal Society in 1776 and then in 1788 he became President of Queens’ College, Cambridge (1788-1820), despite being an evangelical. Evangelicals at the time were regarded with great suspicion. From 1798-1820 he was the Lucasian professor of mathematics at Cambridge.

Milner had a lifelong friendship with the Christian abolitionist and Member of Parliament William Wilberforce. In 1784 Wilberforce asked Milner to accompany him on a tour of Europe. It was this tour that shaped Wilberforce’s’ mind. Milner also acted as an advisor to the influential evangelical Christian Clapham Sect (a sect in name but not nature) to which Wilberforce belonged. The group was formed by Henry Venn, the great grandfather father of John Venn (of the diagram fame).

In 1792 in poor health he took up the role of the Dean of Carlisle University until his death. Milner was the first evangelical to be appointed to the staff of a cathedral.

He co-authored with his brother Joseph the important work The History of the Church of Christ.

Milner requested that his many personal papers and journal entries were burned after his death. Fortunately, his great niece Mary managed to utilise many of these resources before they were destroyed in his biography.

References

http://www.lucasianchair.org/19/milner.html

Melaas-Swanson, Barbara J. (1993) “The Life and Thought of the Very Reverend Dr Isaac Milner and His Contribution to the Evangelical Revival in England” PhD Thesis University of Durham.

Steve Bishop is the compiler of A Bibliography for a Christian Approach to Mathematics and the author of several articles on the relationship between faith and math. Look for future posts from him in this series on Christian Mathematicians.

Previous Entries in this Series:

Serving Through Statistics

Whoever wishes to become great among you shall be your servant, and whoever wishes to be first among you shall be your slave; just as the Son of Man did not come to be served, but to serve, and to give His life a ransom for many.

~ Matthew 20:26-28

I wanted to do things a little differently with my AP Statistics spring project this year. I found in the past that the cumulative project I assigned in the spring (where students designed an experiment, collected data, and used a statistical inference procedure to draw conclusions) just didn’t hold their interest, and therefore the projects didn’t reflect the students’ best work. You have to keep in mind these are high school seniors getting ready to graduate, their GPA is pretty much set in stone regardless of their grade on this project, and they have already taken (and passed, I hope) the AP Stat exam. For some reason they didn’t want to go the extra mile on this stat project simply because it was an interesting application of statistics. Weird right?

Wrong.

Looking back, as a student I would probably approach the project with the same indifferent attitude. The solution? Make the project something truly meaningful that the students have a vested interest in. Of course this is easier said than done. As I racked my brain thinking of ideas I was blessed to receive this notice from PRIMUS (which I posted here on GodandMath):

The journal  PRIMUS announces a special issue on Service-Learning. Kelly Black, Karl-Dieter Crisman, and Dick Jardine will be guest editing the special issue, inspired by a MAA Contributed Paper Session on this topic at the Joint Meetings in 2011.

Service-Learning connects service to the community with academically-based learning. This is a growing concern on college campuses, sometimes even a mandate, but the mathematical sciences are often seen as a more challenging environment to bring service into the classroom.  In particular, there are only a few resources widely available on this topic specifically geared toward collegiate mathematics.  This PRIMUS special issue aims to provide a significant addition to this literature, with a number of tested ideas in a single volume as a pedagogical resource.

I thought a service-learning project would a be a great way for students to apply what they have learned in the classroom to their local community, and all in the context of serving – a Christian maxim that is easy to sell in a public school environment.

After a quick Google search I cam across the National Service-Learning Clearinghouse and their Mathematics resources. This was a valuable resource for me in planning out this project (especially Mark C. Hampton’s Introduction to Statistics syllabus).

I presented the idea to my students and I was amazed to see how excited they became over the project. They quickly determined the focus of their study: evaluating the aid provided to victims of Texas wildfires from last summer. The wildfires had come through our county and affected the lives of many of the students, their family, and their friends. I believe the ownership the students felt in selecting a topic so close to their hearts, as well as the incentive of presenting their results publicly (a commitment was made at the beginning of the project to present the results before the city council and to publish them in the local paper), truly made the project more meaningful. This resulted in motivated and dedicated students, new and interesting learning opportunities, and one amazed teacher.

I knew my students were awesome, but this brought it to a whole new level.

For more details on the organization and implementation of the project I invite you to visit Navasota ISD’s Teaching and Learning Blog for a nice write-up. Below is a video that the district so graciously put together:

I also had the fortune of being a finalist for the HEB Excellence in Education Awards. As part of the awards program, a film crew surprised me in my classroom and did an impromptu interview on this project. Below is their completed video:

If you would like more details, I will be giving a presentation over this project at CAMT (Conference for Advancement in Mathematics Teaching) this summer. Here is a link to the online catalog with the description of “Serving through Statistics.” Below are the mathematical/pedagogical goals of this presentation:

The goal of this presentation is to equip participants with the tools to successfully implement a project that synthesizes the major concepts of AP Statistics: experimental design, data analysis, and statistical inference. Through this project students will integrate their conceptual understanding of statistics with the practical functioning of their local community, ultimately gaining a deeper appreciation for the role statistics plays in the organization and evaluation of service societies.

My hope is to implement more projects like this next year and to begin expanding them to the other subjects I teach.

Geometry, I have you in my sights…with this idea.