It’s my great pleasure today to introduce you to Marcus Chown, author of We Need To Talk About Kelvin who is on a blog tour to promote the book (which I reviewed a couple of posts down the page). Apart from writing great popular science books, Marcus is cosmology consultant of magazine New Scientist, having formerly been a radio astronomer at Caltech in Pasadena. Marcus’s own website is here where you can see the whole blog tour and find out more about his books.
So, I think the answer is clear: Teach all the mind-blowing stuff at school! (I address how you do this in another of your questions below).
My evidence is my book, Quantum Theory Cannot Hurt You. Now who would have though that a book with a title like that would sell like hotcakes? But it has. Far faster than any of my other books. And the feedback I’ve been getting from readers – many of whom have no science background at all – is: Why the hell didn’t they teach this kind of stuff at school? If they had, I would have stayed interested. Why didn’t I discover that matter is so empty that, if you squeezed all the space out of atoms, you could fit the human race in the volume of a sugar cube? Why didn’t I learn that, according to Einstein, you grow old more slowly on the ground floor of a building than on the top floor? Why didn’t I learn that atoms – the building blocks of you and me – can be in two places at once, influence each other instantaneously even when on opposite sides of the Universe, and do things for absolutely no reason at all? We live in a Universe that is far stranger than science fiction, far more weird than anything we could possibly have invented. If kids realised this, I believe they would be interested in science.
Annabel: How do you strike a balance between making scientific theories accessible and ‘dumbing down’ the often complex physics and maths that underpin theories? There wasn’t a single equation in WNTTAK, although many were effectively expressed in word descriptions in the text – is that your secret?
Marcus: I don’t think about striking a balance between making things accessible and ‘dumbing down’, and for a simple reason: I write for me! I’m constantly trying to understand things better, get things straight in my own mind. And explaining things in words and images is how I understand things (that’s why I have no equations). By good fortune, the way I explain things to myself happens to be pretty much the same thing as explaining stuff to you or my wife or someone waiting for a number 22 bus. So, when you read my books, often it’s me wrestling to get to grips with some concept!
I was incredibly lucky to be taught by the American physicist, Richard Feynman. I’m obviously in no way comparable to him, but I do remember his criterion of whether he really understood something was whether he could explain it to someone, anyone. That’s the way I feel.
Annabel: Do you have any opinion of science education in schools? Science these days is seen as a ‘difficult’ subject, and many are discouraged from taking it further after GCSE as there are easier options to get grades. This is leading to understaffed and under-resourced science departments and ultimately a lack of future scientists …
Marcus: Recently, I’ve had some correspondence with science teachers who have said they have used Quantum Theory Cannot Hurt You with their teenage pupils and have said it’s just the kind of thing they should be teaching. It kind of confirms something I think about science teaching. School science – at least when I was at school – was taught chronologically. So first you do Newton and gas laws and lots of pretty dull stuff. By the time you get anywhere near the present day and all the fun, amazing stuff like quantum theory and relativity, it’s all over and it’s time to leave school. So what I think should be done is that a lot of the fun stuff should be taught first – don’t worry that it’s mind-blowing; younger kids have no fear – then, later, when the children are hooked, fill in all the background.
It’s exactly the same as getting kids hooked on reading by giving them Harry Potter. Later, you can give them the classics. When I was at school, it was the opposite way around. I had to read Nicholas Nickelby when I was nine. And it put me off Dickens for 20 years! And that’s what I think we’re doing at school with science. We’re not telling kids about this incredibly amazing world we find ourselves in, where, for instance, a single atom can be in tow places at once – the equivalent of you being in London and New York at the same time. We’re not telling kids that the Universe is stranger than anything we could possible have invented, stranger than any sf movie they have ever seen. If we did, we might grab their interest.
But, of course, I understand, that with so few good science teachers, you need to get more kids interested enough to do science and be science teachers, to get more kids interested… It’s a chicken-and-egg problem.
Annabel: Do you think more effort needs to be made to popularise complex scientific ideas? How much does physics, maths and cosmology suffer from spin, both media and political?
Marcus: Yes, I do think that more needs to be done to popularise science, for the simple reason that we live in a world where we need to be informed on scientific and technological matters such as the anthropogenic greenhouse effect, nuclear power, genetic modification, and so on. But, you’re right, there are obstacles in the way of popularising. Many of the gatekeepers in the media have arts backgrounds and are ignorant or nervous of science. It is very hard for science journalists to get stories past their editors on, for instance, radio and TV. That’s why we normally only get only alarmist stories such as “the LHC’s going to destroy the world” or the briefest, over-simplified, trite soundbites such as “the LHC is going to recreate the Big Bang”. And, in addition to over-simplification and sensationalism, there is the problem of a non-science-literate media giving a platform to people with an agenda such as those saying “My drug will cure cancer/Parkinson’s/ME/or whatever.”
Annabel: And lastly, just in case no-one has asked you this yet – How did you come up with the title of WNTTAK – it’s inspired? (Ironically my other half has never heard of the ‘other’ book – but did say ‘I’ll read that after you’…)
Marcus: Good titles are very hard to find, and I drive my wife up the wall, wasting whole holidays, trying to get them! Poetry is good, and songs lyrics… The Universe Next Door came from line of an e. e. cummings’ poem: “Listen, there’s a hell of a good universe next door: let’s go!” The Never-Ending Days of Being Dead was a line from Jim Crace’s brilliant novel, Being Dead. Quantum Theory Cannot Hurt You was from Adrian Mitchell’s “Mashed potatoes cannot hurt you, darling”. I fought like mad but I wasn’t able to get my publisher to let me have the “darling” on the end. I still hope I’ll get it on a future edition!
Thought-provoking questions! I hope my answers live up to them. Thanks for hosting me on your blog site!
Annabel: Marcus, thank you very much for your considered and insightful answers, and for actually being the first author to be a guest on my blog. Good luck with the book and the rest of the blog tour.
To visit the next leg of Marcus’s Blogtour, click here.