Speaking Frankly: Encounters of the scientific kind

Mar 27, 2019
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Frank Leibfarth is a graduate student trying to make his way through the academic maze. Find him contributing to the Sceptical Chymist or continue the conversation on Twitter @Frank_Leibfarth.


I am finishing the third year of graduate school and finally starting to feel like a real scientist. The feeling of inferiority that comes with being a young researcher is still hiding just under the façade I’ve fashioned to hide it, but I’m slowly learning that I cannot and should not know everything, that no one does, and that maybe that’s OK. So now I’m blogging, hoping that my musings on the philosophy of science, how we conduct it, communicate it, and interface it with society will entertain, enrage, or otherwise interest you. Either way, I hope the topics I bring up here will only be the start of vibrant discussions, which I encourage us to continue through the comment thread or other social-media outlets.

With that, I wanted to discuss the role of creativity in science and how our current education system helps/hinders it. Inspired by a recent conference I attended, where revolutionary ideas and those pursuing them shone brightly, I pose the question: Can you learn (or teach) creativity? I feel both humility and excitement to know that my generation will soon be expected to carry the torch of scientific innovation… but what will we create and how do we go about doing it? ‘Creative’ is a verb usually reserved for artists and musicians, but was Linus Pauling creative in the same way as Bob Dylan?

To push the frontiers of knowledge, one must first understand their boundaries. Graduate education seems adept at this: an immersive education style after which you surface with a lot of knowledge but not much direction in terms of applying it. There is a fundamental disconnect, however, with the consumption and creation of knowledge, and I contend that our education system provides no mechanism to teach us how to make that leap. The best advisors foster creativity in their students, but should we rely solely on their abilities (after all, there is also no mechanism to ‘teach’ one how to be an academic, but let’s save that for another post). Creating new products, ideas, and understanding is the pinnacle of scientific achievement, and one of the strongest reason governments have for funding academic research.

Like many things, I suppose there is no ‘correct’ answer. Personally, I am trying to make this transition, trying to emulate the creativity of my scientific elders, and it is not easy. At the same time, I do not think anyone can magically teach me to create. I’ve always found that if I keep banging my head against a wall, eventually the bricks will start to crack. Let’s hope for the best. In the mean time, does anyone have any suggestions on fostering this elusive creativity from their own experience?


Stu Cantrill

Chief Editor, Nature Chemistry, Springer Nature

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