By Janet D. Stemwedel
Scientific American Blog
Originally published October 31, 2014
Scientists mentoring trainees often work very hard to help their trainees grasp what they need to know not only to build new knowledge, but also to succeed in the context of a career landscape where score is kept and scarce resources are distributed on the basis of scorekeeping. Many focus their protégés’ attention on the project of understanding the current landscape, noticing where score is being kept, working the system to their best advantage.
But is teaching protégés how to succeed as a scientist in the current structural social arrangements enough?
It might be enough if you’re committed to the idea that the system as it is right now is perfectly optimized for scientific knowledge-building, and for scientific knowledge-builders (and if you view all the science PhDs who can’t find permanent jobs in the research careers they’d like to have as acceptable losses). But I’d suggest that mentors can do better by their protégés.
The entire article is here.