Create a scientist
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WHAT is science? It is the systematic study of universal phenomena with the intent to find the truth. One wonders, then, what it takes to be a scientist, and that too a successful one.
Some argue that inquisitiveness together with the doggedness to pursue questions is a prerequisite. Others say that a scientist must be tenacious, even in the face of setbacks. He or she must think outside the box. The optimism is mandatory because failures are far too frequent, and eureka moments, too few. Most importantly, a scientist must have a vision ie to see things — with their mind’s eye — that don’t exist yet.
The question, however, remains why there are so few scientists in Pakistan. The obvious reasons appear to be funding and infrastructure problems. That research isn’t even a priority is evident from the measly 0.33pc of GDP allocated to science compared to 2.79pc in the US. The Higher Education Commission’s determination to increase the number of both domestic- and foreign-trained scholars hasn’t translated well into high-impact research publications.
A scientist is not born in isolation but is gradually moulded.
Pakistan ranked at 43rd place in 2010 on the international publication index and that figure is likely to slump further. Neuroscience remains ignored because there exists no laboratory that is dedicated to the study of the brain. The building of a National Institute of Excellence in Neuroscience through the PEP foundation, nonetheless, seems encouraging.
Undoubtedly important, the challenge to creating scientists, however, may not be the funding alone. There is a dearth of research aptitude building overall. If financial constraints were to be the sole reason, Dr Mario Capecchi would have never won the Nobel Prize. He says: “...my mother’s money ran out after one year and, at age four and a half, I set off on my own. I headed south, sometimes living in the streets, sometimes joining gangs of other homeless children, sometimes living in orphanages, and most of the time being hungry ... My recollections of those four years are vivid ... Some of them are brutal beyond description, others more palatable.” Surely factors besides financial must have contributed to his success.
That brings us to the influence of an enabling environment. The age-old “nature vs nurture debate” gets resurrected. A scientist is not born in isolation but is gradually moulded. The thought process is slowly ingrained through intellectual stimulation. Undeniably, all children are born curious. Why does that curiosity get culled in Pakistan? Why have we failed to nurture interest that gets nourished elsewhere? It is here, perhaps, that greater attention must be paid.
A society is a group of people living together in an organised way, making decisions about how to do things and sharing the work that needs to be done. That a child would turn out to be a scientist depends on several factors, derived from the beliefs and practices of a society of which the family is the most basic unit. Parents, therefore, remain central to inculcating rational thinking, which in turn is a hallmark of overall literacy. Whereas the government bears ultimate responsibility, the demand for educational and scientific reformation must come from society, to steer policies in the right direction.
It is well-established that parental education in addition to income that defines ‘socio-economic status’ impact a child’s academic achievement through parental beliefs and behaviours. Thereby factors such as a conducive home and school environment, the availability of role models, the slow familiarisation with scientific methods, a well-designed curriculum that promotes free and critical thinking, and above all an enabling environment are, indeed, critical to etching those scientific traits.
Dr Rita Levi-Montalcini, a neuroscience Nobel Laureate, confirms the importance of an enriched environment, saying, “both of my parents were highly cultured and instilled in us their high appreciation of intellectual pursuit”. Innovative thinking and the economy are intimately interlinked. Those countries that made science and technology their priority also saw an economic boost, which in turn helped drive their scientific engine. Germany, for example, is already meeting around 80pc of its needs from renewable energy. Ironically, Pakistan gets more sun exposure yet faces energy shortage.
There is no deficiency of talent in Pakistan. How it is nurtured is a collective responsibility. An institute might solve the infrastructure problem, and the funding might ease the circumstances but inculcating scientific thinking requires a more holistic approach. It is abundantly clear that familial education plays a crucial role in the academic proclivity of a child.
However, society also contributes to a child’s intellectual pursuits through sound educational and child developmental policies. Innovation, after all, occurs when there is a steady supply of individuals with science skills and ensuring that is a societal responsibility.
The writer is an Aga Khan University alumnus who is primarily interested in the study of the brain.
Published in Dawn, November 18th, 2015
