In this contribution to the Sis Catalyst Program, we discuss two important reasons for inadequate interest of young people in study of science and technology. We also bring forth several proposals (or rather hints) how to cure this unfortunate situation.
Point one is critical with some harmful influences of superficial communication in our modern society, and in the same time, exposes those already existing positive values, together with practical solutions to actual problems. Point two (which is shorter) sheds some light upon unnecessary conflict between rational and intuitive languages within the process of creativity.
The main purpose of this essay is to expose several important issues that are not totally unknown, but are too often weakly understood because they are expressed in the language of linear thinking. Therefore, we rather use languages of lateral thinking and present our main ideas in slightly poetic form. Thus we enable the reader to have a fresh look at them and to find some sacred time for reflection. Several lost keys are scattered around and we need more than one to open the door. We will recollect them more easily by giving them semi-poetic names. So they may begin to speak on their own.
1.
All of us know that positive relationship with nature is quite naturally inborn in every child of the human race. So let us focus, just from our starting point, on this natural gift within every young human being. We know that children are sincerely interested in the ways of nature. One can mention their genuine interest of countless forms that our manifested reality does display: Toddlers and children are touching plants or animals, while young people are already more profoundly observing their behaviour, not without relation to our human feelings. Genuine interest is manifested through keen and playful observation. Young people are dreaming along the ways of the Sun and the Moon, the stars, the clouds, and they are comparing this experience with the first early grasp of scientific knowledge. To young people, rivers are still whispering about the secrets of Nature, and endless roaring of sea waves is still carrying tremendous energy that is commonly described in our textbooks but not fully in all its hidden dimensions. Therefore these impressions are worth of our living touch and prolonged attention, as if all these were living beings with their own story to tell.
We all know that young children still keep this “sacred” relationship to our Universe, and we should sincerely ask ourselves why these same young people, as soon as they grow a little bit older (which means, usually at the dawn of teen-age), they apparently start loosing this primordial interest and become increasingly inclined towards those areas of interest where they can more easily compare themselves with their companions and with the whole society in general. The usual saying (heard especially in rural or less developed areas in Europe, or from inadequately educated parents) that adolescents, when they grow a little bit older, should get rid of that playful and charming interest in the ways of Nature because life is “much more serious”, is merely an excuse which is obsolete in many ways within circumstances in modern society. Namely, it is well known that just this loving interest is the very promoter of scientific research, and with it, of so many improvements in the ways of our everyday life and in the ways of our human understanding. All this is necessary when we strive for a harmonious and fortunate society.
So, where lays the clue of this disinterest, sometimes even great disillusion? Where lays the clue of this deep oblivion that is harmful to every single youth who is so easily apt to forget our primordial kinship with nature, and is equally harmful to prosperity of society in general? Not to mention loss of so many promising careers. This last point has been exhaustively explored by several partners in this research project.
Research data from other partners in this Sis Catalyst Program disclose that the prevailing part of teen-agers foster culture and entertainment (film, music, theatre) as the most favourite areas of interest, and sports attracts (on the average) just the same interest as does the area of science and technology. So, with the advent of puberty, the main focus of interest gradually turns in those directions where young people can compare themselves with young people of the same age, and can also compete with them.
But one should confess that this very tendency of endless competition is day by day advertised by modern mass media. All channels of present-day communication are infected by this very tendency. Competition that is so deeply rooted in economics is nowadays impregnating every aspect of our everyday life. And we should also confess that this leads to disinterest in those areas where the results of our endeavour are not so well visible, and where they can be discerned only after a long-lasting creative process. Therefore, when we are on the way to inspire young people for creative study and work in so many and so interesting fields of science, one should observe also the prevailing atmosphere of the whole society. Without paying due attention to this influence, our efforts to improve the situation may be lagged down.
All around the globe, young people are looking for positive leaders, in order to model their awakening longings and their behaviour upon these chosen ones. Very few, especially those with exceptionally mature parents, are immune to the prevailing atmosphere in one’s school class or sport’s club or street band or disco company or friendship on facebook. These few are gifted to develop, patiently and step by step, their authentic world view (Weltanschauung); all the rest remain unprepared and are, with the first advent of puberty, quickly immersed into the prevailing atmosphere inside young circles.
This atmosphere is constantly influenced by mass media, but we are not very careful which idols do prevail in these media. Nowadays, electronic media of every kind (unnecessary to enumerate them) are most influencing, and usually we are even not aware of their profound influence. Subtle and unnoticed, they accompany every situation of our daily routine, but simultaneously they are very coherent in their endeavour to replace reality with illusion. These channels of public communication, and especially of advertising, are usually governed by the laws of capital which is quite far away from spiritual propositions, so necessary for presenting positive models to sensitive youth. If a youngster is teased to attain perfect satisfaction just by buying this or that item, if he/she is on every day getting promise to attain self-authenticity (and admission into the desired society of the same age) just by modelling upon this or that fashion (secretly directed by this or that corporation), then the foundations for long-term perseverance and respect of one’s own efforts are not laid down. Westernized consumption society does not establish certainty that mindful and loving care is actually necessary.
The obvious conclusion? We cannot manipulate young people, and in the same time, expect from them to be serious. Our problem of low interest in study of natural sciences cannot be completely isolated from more extensive (and even more serious) problem of high-entropic society that we are living in. On the background of present social situation in Europe, one may be allowed to assume even more critical standpoint: During the last two centuries, results of scientific endeavour have supported development of modern capitalist society; but today this very society is jeopardized by global financial centres served by great media corporations.
Scientific thinking is, at its origin, ever afresh and striving for simplicity, otherwise one cannot respect and follow the truth, the prime object of scientific study. This freshness and simplicity are inborn in young people but at the same time these qualities are already threatened by artificial perspective that is constantly produced and reproduced by particular interests of this or that unillumined source of power in our extremely complex society. Entities of economic or social power are changing their clothes so quickly that it is hard to detect them in due time and give then a proper name.
Day and night, superficial idols (advocating superficial life style and empty values) are presented through mass media. For instance, Lady Gaga (singer and performer, known especially through short videospots) declares to have more than 30 million so called “friends” on facebook and additional 10 million on twitter. Fortunately most young people do not take it too seriously but still there is a definite invisible influence.
Mass media are offering a wrong picture of the world to young people. The established System is enticing them that everything can be bought, or sold out. A line of eminent modern European philosophers, like A. Badiou, J. Baudrillard, S. Hessel, S. Latouche, J. Zin, or S. Žižek, just to mention only a few, are extremely critical on this point. If everything valuable is only a matter of commerce and communication, then also every piece of knowledge can be most easily found by just several clicks on the web. We should not underestimate these trends. Science is not just a collection of data; on the contrary, it is a living creative process, going very deep when necessary. Yes, a fervent adept of science is deeply impregnated by that sacred admiration of our common Universe, whence this endeavour is emerging and where it is also returning. But this inherent (natural) gift is only the starting point, a firm basement for disciplined learning before the young disciple perfects his/her professional skill, composed of twin qualities: sober rational thinking, and poetic creative intuition. A bird can fly only if both wings are active.
Everyday, we are air-raided by information of which most part is extremely superficial and useless. The excessive entropy of our modern society is like a haze obscuring both the meanings of important questions and the obvious answers to these questions. We are trying to evaluate everything by numbers, we even try to assess one’s value by amounts of money, but we remain thirsty of real essence. Then we are perplexed when wondering: Our world is so beautiful and nature is generous to us; the age of reason has taught us to be in beneficial tune with its forces, we are no more afraid of it. So why, why do young Europeans, just now when we could advance even further, losing interest in science and technology?
Here we are returning back to one of our initial questions and dilemmas. Which steps should our society take to alleviate the negative impact of manipulated identifications that are nowadays so easily, so flagrantly infiltrated into young circles – instead of patiently tending that already existing inner zeal and slowly transforming it into cultivated, civilized forms? Today it is still practically impossible to stem this threatening tide, but with a smidgen of wisdom we also know that this short-living tide will retreat together with change of generations.
To young people, promising career in science is a valid social stimulation. It is something visible (although from distance); it is a respected job, respected social level reached after so many years of austerity. But this promise is not enough – some deeper inner zeal is even more important. What kind of fuel will push the youngster on the way to honour and glory at the end of this path? Young people do not receive sufficient energy from promises; they are rather thirsty of recognition.
Keeping in mind the aim of this project, we mean recognition of young talents in science and technology. Every young person with a certain talent in natural sciences should be “discovered” and “recognized” as soon as possible, otherwise this precious opportunity is lost forever. When he/she is recognized, respective (well-balanced so that it can stand a long term) praise should be bestowed upon him/her. Written words do not have real value in this respect, the praise must be given through a living teacher. Namely, emotions are very important in this young age. Most welcome (if this is possible) is a teacher in science that the youngster can model his/her young aspirations upon, a teacher with sharp mind and great heart. It is preferable that this is accomplished already in very tender years, before the flush of emotions leads the awakening teen-ager to more superficial influences of fashion and violence.
One cannot overemphasize the value of creative circles where adolescents can find the atmosphere of personal support and additional education. This is even more important in those areas (districts, quarters, etc.) where the number of parents, deprived of intellectual education, is above the average proportion. The same holds in multicultural areas where children (maybe speaking another language at home) are obliged to make an additional effort, in order to cope with the prevailing society.
In this respect, the actual cutting of finances in social programs (including education) that today we experience in most countries of EU, is utterly absurd. When we consider statistical data from particular states, it is not hard to see that the greatest financial cuts are suffered in the least developed countries of EU; while highly developed countries (especially those from Scandinavia) are preserving their social programs in integrity, and above all they preserve education. But alas, in most of European countries, the exit from the present-day crisis is sought in a totally wrong direction.
We must enlarge the number of gifted teachers who will have time and sensitivity for young potentials. After many years these young people will be in position of responsible work in science and technology, and from our own experience we know that remembrance of those early tokens will linger on in their memory like fumes of some invigorating nectar. This remembrance will help them to keep endurance and self-confidence even in possible ordeals of later professional life. We must create cultural atmosphere in which devoted teachers/mentors will enjoy full estimation from the whole society, and will receive adequate public attention – even greater attention than politicians or bankers, for instance. Quite naturally, this attention is expected especially from mass media. Maybe all this sounds a little bit provocative, but if we do not strive in this direction then results of our efforts will have no more than a cosmetic value.
Furthermore, we must promote creative groups where these teachers/mentors can work with young people. These are small circles (no more than 12-14 children, maybe even less) with a special atmosphere organically developed inside. Children feel there as if at home, they feel safe, they feel to be the “chosen ones”, so everyone is proud of his/her distinguished abilities and motivated to cultivate these abilities further. It is important that a visible project is on the program, surely not a repetition of some official school-knowledge that so often makes children only tedious with science. An example of such a creative program: discussion how to assemble a telescope, assembling it together in the group, trying and testing and perfecting this self-made telescope on the roof of “Children’s University”, discussions about stars and astronomy and cosmology, and finally, trips to mountain peaks with observations of our Universe from there. Mentors are offering initiative to children, as much as the youth can grasp, while mentors are keen observers to instantaneously cope with situations when any help or advice is needed. Quite sure, it is needed all the time.
There are so many different forms or kinds of such successful creative circles that it is practically impossible to enumerate them. In present days most of schools organize some additional hours for those with special interests. These are, for instance, informational technology, electronics, astronomy, bird-spotting (biology + ecology + photography), experimental chemistry, photography (theory of optics + artistic approach), etc., etc. Practical work is playful and socializing is an important ingredient. All this promotes self-confidence and helps the young soul to find the most suitable area of personal interest and future study.
Some other similar forms of creative circles are presented in this Sis Catalyst Program (for instance, the so-called “Kids-Uni”). There are also many other forms. We know the so-called “Houses of experiments” that are flourishing so well all around Europe and that are attracting so many curious, playful children and teen-agers. Another form that also has a renowned tradition is often called “Youth Research Camp” that is usually organized in summertime for several different groups with mentors (each group for youngsters of a particular interest, for instance solar energy, biodiversity, etc.). Still another form is known as “Science festival”, an event that was introduced in Scotland 20 years ago and later spread all around the globe.
Next to these variants of creative circles that have already been established, there are also many other variants which have not yet been (fully) realized. These novel possibilities need a lot of special attention and social innovation. We must continue to evolve all of them (the old and the new ones) still further, to ever greater maturity.
2.
Intuitive feeling of universal harmony (potential or manifested) with Nature which is so essential in every branch of science and technology is experienced not only by children but also by grown-ups. One can experience it through keen observation and reflection of many aspects of reality. This feeling has a wide span, from rational consideration of natural laws, from many combinations how they are weaved into practice, up to artistic admiration of phenomenal beauty in every part of nature.
In our technical society it is very important to bring these aspects, these extremes together, otherwise young people do not feel safe and do not find nature charming and worth to be explored. It is worth to stress that this natural attitude (feeling of beauty and harmony in Nature that promotes interest in science and technology) is preserved during life-long period only when also our inner mental stance is preserved fresh and in balance.
What does it mean?
Let us shed some more light, this time from a different angle, on our main question. How to bring forth that inherent (and never extinct) curiosity for nature and science, and cultivate it until it grows to full prosperity? How to put it into working practice? Alas, this precious natural gift is usually, as the child grows up, gradually diminished, suffocated, and pushed to subconscious level by over-rationalized thinking in our modern times.
First of all, we must ask ourselves an obvious question which may seem provocative only by appearance: Is the creative process in scientific research rational, or is it maybe irrational? We shall answer with an extremely appropriate formulation by a great Slovenian neurobiologist (and also philosopher) Andrej O. Župančič. In the first, creative phase, the creative process in scientific research is predominantly irrational, so that we are opened to a wide range of possibilities. In the later, communicative (reporting) phase, this process is rational, so that everybody understands the precise meaning of definite scientific information. Another similar statement was written a hundred odd years ago by the mathematician Henri Poincaré: Facts are apt for communication, while imagination is meant for discoveries.
Generally speaking, the creative phase is inductive and hypothetical, while the communicative phase is deductive and empirically verifiable. But it is totally impossible to make separation between these two approaches. Both are necessary. In the creative phase, the intuitive, metaphorical way is predominating. It is hard to express it in words. However, communication which follows later is consciously rational, logical, and eloquent in words. These two approaches are entangled together into a creative whole.
The ancient Greek philosophers introduced the scientific method of the “isolated view”: observing an isolated fragment of totality and introducing it back into the whole at the end of our observation. Often we read that this view was the basic discovery within European culture. Modern science was established on the basis of this fragmentation since the totality is far too complex in order to be described by the logical language of science. Fragments can be more easily described in logical, rational language, while description of totality (if it is describable at all!) needs more intuitive, irrational approach.
But today we can ask ourselves: can we really ignore the error produced by this fragmentation, this isolation? On the contrary, discoveries of modern ecology warn us that we cannot ignore the so-called “side effects”. Jean-Pierre Petit, in his book On a perdu la moitié de l’univers (1997), argues that, by this isolated view, we have neglected no less than one half of our Universe. If he is right, then the basic discovery of European culture is simultaneously its basic delusion.
Young people, especially at the beginning of their scientific education, are not limited by this delusion. They are not prepared to sacrifice one half of their creative soul, which would mean complete loss of the young creativity. They know by intuition that such a sacrifice would be a sacrifice in vain. So it is up to teachers and mentors, to declare and to convey and to stimulate both sides of the creative process.
Grown-up scientists are too much entrapped into language of communication, because they are embroiled into endless competition: if they do not publish a paper they would lose financial support. And what is the result? Nowadays the communication in science gives a warped picture of reality. So it is even more important that young people are not misled by this deformation.
There are two languages of creativity: internal, intuitive language of personal, authentic exploring/discovering; and external, logical language of communication. Young people should receive good grasp of both languages. If they cannot get it (and this is too often the case especially in classes of natural sciences, maths, physics, etc.), they will slowly lose interest in science and technology. Girls, when comparing to boys, are even more sensitive to subtle balance between the two languages of creativity. So we must be very careful with this issue if we are not to lose the young talents. Our schools are predominantly still emphasising the language of external communication, the language of naked facts, and this is one of the main reasons for inadequate interest in the area of science and technology.
Again, we can conclude that creative circles play a crucial role in this respect. The internal language of science and technology can be conveyed to young people only through a living touch: In childhood it can be loving touch by parents if they have privilege of adequate education, later it can be compassionate mental embrace of an exceptional teacher if the schoolboy/schoolgirl has a privilege to meet one in the young forming years, or maybe it can be broad understanding of a competent mentor within a creative group. Several variants of such a group were mentioned in part one.
It is important to note that these foundations must be laid down as early as possible, in any case well before the potential scientist or technician begins his/her study at the University level.
(2012)