By Joern Fischer
In a recent discussion, I had a minor epiphany that I’d like to share, regarding the balance of rational thought and emotion in the day-to-day operation of science. It struck me that naturally emotionally attuned individuals who want to survive in science, have to work hard to train their capacity for rational thought and analysis. But the reverse is not true: individuals with a natural tendency for rational thinking are not required, and only rarely encouraged, to develop their emotional competencies. My argument here is that science, on a daily basis, suffers from this imbalance between the rational and emotional.
First things first: science is about rational arguments to understand the world. The use of logic is extremely valuable because it can be scrutinized, and fact and opinion can be carefully divided. This is extremely valuable, and to me, the key strength of science. (I use “science” in a general sense here, not only for the natural sciences, but also for the social sciences and other academic disciplines founded on logical reasoning.)
But science on a day-to-day basis, is a social process. There are supervisor-student relationships, junior and senior researcher relationships, lots of peer relationships, administrative relationships, communication tasks among all of these plus with the general public and potential readers of one’s work. Science is full of this stuff. In the context of running complex field projects, I have said they before that it’s 90% about people and 10% about science. This is perhaps an over-statement (… though I don’t think so …), but the general notion that there are lots of social processes, I think, cannot be denied.
I argue that a lot of improvements would be possible if scientists spent at least equal amounts of energy on developing their emotional competencies as on refining their analytical skills. The reason why I say “at least” equal amounts of energy is that I think science, on average, is dominated by “thinkers” with relatively little natural knack for the emotional realm. Most scientists are naturally talented at rational thought (that’s why they got into science), but fewer it seems to me are naturally talented at dealing with people.
Let us think of common problems that make for unproductive and unhappy situations: students feeling lost, insecurity regarding one’s achievements, uncertainty about future employment, power games, misunderstandings between administrative and academic staff, or poor recognition of the individual needs and strengths of different kinds of people. These situations stem from poor emotional competence – but they have ramifications for achievements in science, that is, in the purely rational realm.
My hypothesis is that the most productive science can be produced where people routinely pay attention to both the emotional and rational realm. All of us can develop skills in both areas – but traditionally, the importance of emotional skills has not been recognized sufficiently in science.
(Final point: Yes, this is related to the idea of emotional intelligence, as communicated by Daniel Goleman and increasingly recognized as important in various leadership contexts. I’m not using the term in the above because I’m not well read in this area, and so I’m not sure if what I mean maps precisely onto the idea of emotional intelligence or not. Either way: I think academic environments are not doing a good job of recognizing this “thing” that I argue is missing.)