We need to nurture our youngsters’ science dreams

In the last few weeks, I have given science talks to youngsters in Pakistan, England and Dubai. In Pakistan, I talked via teleconference to dozens of bright teenagers about recent discoveries in space. In England, I gave talks to hundreds of Muslim children aged from five to 17. And, in Dubai a few days ago, I addressed large audiences at the Mohammed bin Rashid Space Center’s Science Event in relation to the upcoming UAE mission to Mars and the wider Emirati space program. Also, a few months ago, I talked to 1,000 students at a Research and Innovation Summit in Amman, Jordan.

First, and despite my long experience in giving talks to youngsters, I have been amazed by the children’s knowledge of nature and science. Secondly, I was very pleased by the youngsters’ high level of enthusiasm about research and discovery. Indeed, nothing fascinates humans more than what can be found in the cosmos and how nature works. It was so encouraging to be asked questions like, “How do I become a scientist like you?” Thirdly, while many of the students tended to know quite a few scientific facts, sometimes even advanced or complex items, they were not always clear about how science actually works, whether scientific knowledge is ever-changing or can be definitive, how we make sure we don’t fool ourselves with any findings, etc.

I do not have valid statistics, but my experience indicates a rapid increase in science-related activities, workshops, competitions, research projects and the like in our region. Even more importantly, the very strong and positive responses that I have been witnessing are also a new development. This bodes very well for our region. Next week, the UAE’s Ministry of Education will be holding a four-day National Science, Technology and Innovation Festival for high school students and teachers, with the participation of international experts, who will not only present state-of-the-art knowledge in their fields but also conduct workshops for students on how scientific research is actually conducted.

I would like to briefly relate two short anecdotes, which I think are quite instructive. At the Science Event, I met a young Emirati woman who had recently graduated in medicine but decided to go back to college to study electronic engineering because she wants to invent new devices for handicapped youngsters and contribute everything she can in a variety of fields. She reminded me of Elon Musk, a (future) Arab female version of him.

And, a few weeks ago, I spent a few hours with a former student of mine who is now pursuing graduate studies in Canada. When I asked him what he wanted to be and do after he graduated, he simply said: “All I know is that I want to disseminate science among people as much as I can.” I am not about to forget those conversations with twenty-something Arabs. I hope and pray that they do impact and lead our societies in the future.

We must remain realistic, however. There are undoubtedly major obstacles facing these children as they strive to make science an integral and even central part of their lives and their societies.

First, science is hard work. Yes, it is fun, but we should make sure we do not give the wrong impression or image to the children. Scientific research is tedious, it requires countless hours of boring work, it can be frustrating, and it is often counter-intuitive. But the “pleasure of finding things out” (as the great Richard Feynman once said) is unmatched. As is the pleasure of explaining to children (or adults) how something works or why something is the way it is.

Secondly, we must make sure that our education system fuels and sustains the kind of enthusiasm toward science that we witness among many children, especially the youngest ones. In one of the most-viewed TED talks, Sir Ken Robinson rang the alarm about the gradual loss of creativity that happens to children in schools. Likewise, we do not want children to lose that love of nature and science. We need to keep that flame alight.

And, last but not least, we need to involve academics and industry leaders, to be role models and to provide examples of careers that children can follow, make good contributions in, and lead happy, productive lives.

I have lost count of how many people have told me that they still remember a lecture or a TV interview I gave years ago, one that left an imprint on their minds or in their hearts. We do not realize how much of an impact even a short conversation can have on a youngster. I was reminded of this fact when the above-mentioned young woman wrote to me the evening after we chatted, saying: “I cannot describe the importance and impact of your conversation with me today on my upcoming choices. I hope to be able to thank you with my success in 10 years.”

There is so much potential and promise; let us guide our youngsters well.

• Nidhal Guessoum is a professor of physics and astronomy at the American University of Sharjah, UAE.

Twitter: @NidhalGuessoum