An Interview with Richard Taylor
When a mistake was found in Andrew Wiles' original proof, he called in
Cambridge algebraist Richard Taylor. They worked together at Princeton
for eight or nine months and emerged with a solution to the world's most
famous open problem. Taylor is now at Harvard and will be teaching Math
121 in the spring (1997). Interviewed by Scott Sheffield of the Harvard
Math Club in 96/97.
Q: How long have you been at Harvard?
A: Just over two weeks.
Q: Where are you from?
A: I spent most of my career in Cambridge, but last year I moved
to Oxford for one year before coming here. Before that I did a one year
post-doc in Paris, a Ph.D. in Princeton and was an undergraduate in
Cambridge.
Q: What are your major research interests and achievements?
A: The great problem that motivates me is to understand the
absolute Galois group of the rational numbers, that is, the group of all
automorphisms of the field of algebraic numbers (complex numbers which are
the roots of nonzero polynomials with rational coefficients). If you like
you can talk about all Galois groups of finite extensions of the rational
numbers, but this is a convenient way to put them all together. It doesn't
make a lot of difference, but it is technically neater to put them all
together. The question that has motivated almost everything I have done
is, "What's the structure of that group?" One of the great achievements
of mathematicians of the first half of this century is called class field
theory, and one way of seeing it is as a description of all abelian
quotients of the absolute Galois group of Q, or if you like, the
classification of the abelian extensions of the field of the rational
numbers. That's only a very small part of this group. The group is
extremely complicated, and just describing the abelian part doesn't solve
the problem. For instance John Thompson proved that the monster group is a
quotient group of this group in infinitely many ways.
There is some sort of program to understand the rest of this group, often
referred to as the Langlands Program. There's a huge mass of conjectures,
of which we are only beginning to scratch the surface, which tell us what the
structure is. The answer is to my mind extremely surprising; it
invokes extremely different objects. You start out with this algebraic
structure and end up using what are called modular forms, which
relate to complex analysis.
There seems to be an answer to this question: what's the structure? And
the answer is something completely unexpected in terms of these analytic
objects, and I think that's what attracts me to the subject. When there
is a great connection between two different areas of mathematics, it
always seems to me indicative that something interesting is going on.
The other thing we can see -- another indication that it's a powerful
theory -- is that one can answer questions one might have asked anyway,
before one built up the theory. Maybe, the first example was a result
proved by Barry Mazur; he provided a description of the possible torsion
subgroups of elliptic curves defined over the rational numbers. It was a
problem that had been knocking around for some time, and it's relatively
easy to state. Using these sorts of ideas, Barry was able to settle it.
Other examples are the proof the main conjecture of Iwasawa theory by
Barry Mazur and Andrew Wiles, and the work of Dick Gross and Don Zagier
on rational points on elliptic curves. And I guess finally, there's Fermat's
last theorem, which Andrew Wiles solved using these ideas again. So in fact,
the story of Fermat's last theorem is that this German mathematician Frey
realized that if you knew enough of this correspondence between modular
forms and Galois groups, there is an extraordinarily quick proof of
Fermat's last theorem. And at the time he realized this, not enough was
known about this correspondence. What Andrew Wiles did and Andrew and I
completed was prove enough about this correspondence for Frey's argument
to go through. The thing that amuses me is that it seems that history
could easily have been reversed. All these things could have been proved
about the relationship between modular forms and Galois groups, and then
Frey could have come along and given nearly a two-line proof of Fermat's
last theorem.
Those four [torsion points, Iwasawa theory, Gross and Zagier, Fermat] are
probably the obvious big applications of these sorts of ideas. It seems to me
the applications have been extraordinarily successful -- at least four
things that would have been recognized as important problems irrespective
of this theory, problems that people had thought about before modular
forms.
Somehow applications of this theory have been going for some twenty-five
years. Barry's result was in the early seventies. (I think.)
Q: How old are modular forms?
A: Certainly about thirty years. Sort of in this period the ideas
have been becoming more and more fixed. The first indications maybe go
back to maybe the late fifties. But the ideas didn't really start
becoming definite until maybe 1970. These dates are very rough.
Q: What are modular forms?
A: Modular forms are holomorphic functions defined on the upper
half complex plane -- only the part with positive imaginary part. The
group SL2(Z) acts on the upper complex plane by Mobius
transformation; by composition, the group also acts on the set of
holomorphic functions of the upper complex plane. Modular forms are
functions which transform in a simple way under the action of that
group.
Q: What was your personal role in the development of modular
forms?
A: I've done various things, but they're all rather difficult to
explain on this sort of level. Maybe the simplest thing to talk about is
the following: There should be some sort of correspondence between
certain of these modular forms and two-dimensional representations of the
absolute Galois group of Q. In one direction, things have been
known for twenty-five years or something. If one starts with a suitable
modular form, the way to construct a representation of the Galois group
has been known for twenty-five years. Now the big problem has been to
start with a representation of the Galois group and try to produce a
modular form. In fact, there's one result that's rather old, due to
Langlands and Tunnell. Until rather recently, that has been the only
isolated result. Recently, Andrew Wiles did much better. I guess I was
involved with this in the end. It is probably well known that there was a
mistake the first time he tried to do something like this. He spent a few
months trying to fix the mistake himself. Then he rang me up one day and
to my great surprise asked me to come help him work on the problem. We
worked together for eight or nine months and eventually found a way to get
the arguments to work.
And I guess before that, my main interests have been in certain
generalizations of these questions. For instance, if instead of the
rational numbers one took the Gaussian numbers, one can ask the same sorts
of questions. It's slightly less obvious there what one should mean by a
modular form. They turn out to be functions not on the upper complex
plane but on hyperbolic three-space. So I spent a lot of time trying to
copy as much of what was known for the rational numbers to other fields
like Gaussian numbers and Q adjoined the root of a negative number,
say Q(\sqrt(-d)).
So a lot of other people have thought about totally real fields. A totally
real field is a finite extension of the rational numbers such that
whenever you embed it in the complex numbers, it actually lies in the real
numbers. Q(\sqrt(2)) is an example. Q(cube-root(2)) is not
an example, it can be embedded entirely in R, but it doesn't have
to be. It turns out that totally real fields seem easiest for this theory.
I thought about these for a bit. Then I turned to things like the Gaussian
integers, Q(i), which are the simplest examples of
non-totally real fields. This is probably what I was best known for in
our little circle for before the work on Fermat.
Classical modular forms are holomorphic. There is no notion of functions
on hyperbolic three-space being holomorphic. It's not a complex
space -- it's got three real dimensions. It's this lack of being able to
talk about things that are holomorphic that make this case and anything
that isn't totally real harder.
Q: What are your major research goals for the future?
A: Certainly at the moment I'm thinking about the same sort of
questions. This solution of the Fermat conjecture got so much publicity,
but in a sense it's only a small way towards the goal of working out this
correspondence between representations of Galois groups and modular forms
and their generalizations. There is far more left to be done than
has been done. There have been some big steps forward, but compared to
what's left to do, there is still an awful lot left to do. We're only
scratching the surface. To a large extent, we feel confident that we know
what's true, but we're very far from proving most of it. It's very
tantalizing, this big, beautiful picture that we can't get our hands
on.
Q: Are you collaborating with other faculty at Harvard?
A: At the moment I'm working by myself, but I've only just arrived
here. It's certainly a great place to do this sort of this thing. Barry
Mazur, Dick Gross, Noam Elkies -- you couldn't ask for a better group of
colleagues in our subject.
Q: What courses do you hope to teach in the Spring?
A: In the spring I'm teaching Math 121. I've yet really to
discover what's in the course or anything. I am looking forward to
teaching math majors in future years, and I'm sure I will. I'm sure I'll
teach a variety of things, algebra, algebraic geometry, number theory.
I'm sure I'll be teaching graduate courses.
Q: Do you plan on advising any undergraduate students for
these?
A: Chris Degni came to see me. He's doing something on some
conjectures of Serre in this area. Senior theses are something that
doesn't exist in England. It's a concept that's new to me, so I'll have
to learn what's expected. Four graduate students have moved with me from
England here, so I have four graduate students. Three of them that are
relatively early in their graduate career and will get Harvard degrees,
the fourth is in his final year and will get an Oxford degree.
Q: Why did you choose to come to Harvard?
A: I guess I got the formal offer in the spring from the dean, but
we'd obviously talked about it with the faculty here for some time before
that. One strong personal reason is that my wife's American and would like
to be in America. Also it's a great department. Like I say, it's
difficult to imagine a better collection of colleagues in my subject than
there is here. By all accounts, the students here are very bright. I
don't really have personal experience, but I'm sure it's true.
Q: What do you like/dislike about Harvard life?
A: I actually visited for six months a couple of years ago, and
one thing I like is the sun. Somehow in Britain for half the year, it's
extraordinarily dark. That's partly because it's further north and partly
because there is more cloud cover. I've heard people complain that in the
winter it's cold here, but at least you see the sun. And I like the energy;
people are very energetic and enthusiastic here. Something I noticed is that
in Britain it's cool to pretend you never do any work. Students there
obviously do work because they learn the same stuff as anybody else, but they
like to pretend they do nothing. Whereas here, people in Princeton would come
to me and tell me they had spent the last twenty-four hours in the library.
Here, they seem to pretend they work harder than they do. I suspect that
people work the same in both places; it's just the gloss they put on it.
This department is an extremely friendly department. People just seem to
talk to each other more than they do in many places.
Q: How does the American system of education compare to the
British system?
A: Undergraduates in England usually study one subject. Most
mathematics students in Cambridge are only studying mathematics; they
spend 100% of their time studying that. This makes teaching there a
different experience from teaching people who are studying mathematics as
part of a broader education. I have the impression that most teaching here
is done in middle sized classes. In Cambridge there is a combination of
very large classes -- 100 people or so -- or very small classes where one
or two students meet with one professor. The continuous assessment is also
different. In England, the only assessment is at the end of the year.
Through the year you get no grades at all, and everything depends on how
your perform over two days during the large exam at the end. I don't yet
have enough experience with the American system to know which I prefer,
but there are these differences of style.
Q: When did you become interested in Math?
A: Very early, I suspect. My father is a theoretical physicist.
There was always a culture of mathematical science in the family. I don't
remember exactly, but certainly as a teenager I was interested in
mathematics. I just enjoyed reading recreational books on mathematics and
trying to do math problems and finding out about more advanced
mathematics. There wasn't any one thing that struck me as particularly
interesting.
Q: When did you first discover you had talent in
Mathematics?
A: Well, I guess already in high school it was clear that I was
better than most of the other kids in mathematics. But as you go on,
you're always mixing with people who are more talented in mathematics. It
is never clear if you have a real talent or just appear talented in the
group you are currently mixing with. I really enjoy mathematics. I think
great interest in mathematics and determination to persevere accounts for
more than people often give credit for. If you are very keen on working
on mathematical problems, you usually get good at it, and I think this can
make up for a fair amount of mathematical talent. I have certainly know
people who are far brighter mathematicians than I am, but if they have
thought about a problem for two days and can't solve it, they get bored
with it and want to move on. But that is not a recipe for good research;
you have to just keep going on and on.
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