This discussion centers around the use of formal proof assistants like Lean in mathematical research, highlighting the transition from informal to rigorous proofs. Users express enthusiasm for the potential of these systems to augment human intuition and improve collaboration despite concerns about the limitations imposed by strict pedagogical approaches. An exploration of foundational axioms in mathematics raises questions about their selection and the paradoxes inherent in mathematical reasoning. Additionally, there is a commentary on the structured linear progression of learning in mathematical education, drawing attention to the challenges it poses for self-directed learners.