Too often, science teaching presents science as a body of knowledge to be learned and regurgitated, rather than an inherently creative process of discovering new problems, and having the courage to imagine what the answers might be.
Perhaps we cannot will creativity, but we can stimulate and nourish it — through broad learning, by giving our minds the freedom to roam and by remaining alert to the endless depths of unsolved mysteries in the universe.
Excerpt from a Chemistry World article posted on July 22, 2014 by Mark Peplow.
