After two years, he entered the Centre national de la recherche scientifique (CNRS) as one of the first researchers recruited by this institution.

From 1949 to 1952 he held a position at the University of Paris, and in 1952 he was appointed professor at the Collège de France, where he worked until his retirement in 1986.

[7] He was elected member of several national and international academies: the Accademia dei Lincei in 1962, the Académie des Sciences in 1963, the Real Academia de Ciencias in 1968,[8] the Académie Royale de Belgique in 1975, the Pontifical Academy of Sciences in 1981,[9] and the Accademia delle Scienze di Torino [it] in 1984.

[10] In 1988 he was awarded the Prix de la langue française for having illustrated the quality and the beauty of French language in his works.

[11] In 2001 he received posthumous (together with his co-authors Alain Connes and Marco Schutzenberger) the Peano Prize for his work Triangle of Thoughts.

His research in general relativity began with his PhD thesis, where he described necessary and sufficient conditions for a metric of hyperbolic signature to be a global solution of the Einstein field equations.

Indeed, starting in 1974, together with Moshé Flato and Daniel Sternheimer, Lichnerowicz formulated the first definitions of a Poisson manifold in terms of a bivector, the counterpart of a (symplectic) differential 2-form.

The commission recommended a curriculum based on set theory and logic with an early introduction to mathematical structures.

It recommended introduction to complex numbers for seniors in high school, less computation-based instruction, and more development from premises (the axiomatic approach).

[42] However, the reforms faced stern backlash from parents, who had trouble helping their children with homework,[43] teachers, who found themselves ill-prepared and ill-equipped,[44] and scholars from various disciplines, who deemed the New Math to be simply unsuitable and impractical.

[44] Nevertheless, the influence of the proposed reforms in mathematics education had endured, as the Soviet mathematician Vladimir Arnold recalled in a 1995 interview.