# The Complex Reality of STEM: Why I Chose a Different Path
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Chapter 1: A Journey into STEM
"Dear Rory Cockshaw,
Congratulations! We are thrilled to offer you a spot in our BA (Hons.) Natural Sciences program..."
At that moment, I felt a rush of excitement. After four years of relentless effort, I was finally on the brink of becoming a scientist. I opened my acceptance letter on results day, filled with confidence that my hard work had paid off. The previous years had been filled with studying, revising, and mastering exam techniques, all to ensure I understood my subjects thoroughly.
When I arrived at university, the thrill was palpable. I was ecstatic to be enrolled in my dream program in a charming English city, surrounded by the beauty of nature. I explored every corner with wonder and eagerly absorbed the challenging coursework.
But there’s more to the story than just excitement. Keep reading.
Section 1.1: The Shift in Focus
In high school, I delved into core physical sciences, taking courses in mathematics (including ‘Further Maths’), chemistry, and physics, as many fellow math enthusiasts do. My first year at university included classes in chemistry, mathematics, geology, and a touch of evolutionary biology.
Once I completed my freshman year, I took stock of my interests. Initially, chemistry was my passion, fueled by my participation in various competitions during high school. However, I soon found myself captivated by evolutionary biology. It was there that I discovered the profound questions surrounding society, humanity, suffering, family dynamics, altruism, religion, and the nature of consciousness. Evolution offered a thought-provoking framework to explore these themes, and I was hooked.
Subsection 1.1.1: Expanding Horizons
As I progressed into my second year, I dedicated the majority of my courses to evolutionary biology, while also venturing into the History and Philosophy of Science (HPS). HPS introduced me to a whole new realm of inquiry, prompting me to question the foundations of scientific practice itself.
How do we conduct science today? What should our methodologies look like? What have been the historical approaches to scientific inquiry? What constitutes proof, validation, or falsification in science? How do we ethically engage with our research subjects? These inquiries sparked my fascination and led me to ultimately step away from traditional STEM.
Section 1.2: The Need for Broader Perspectives
I still hold a deep appreciation for science and mathematics as remarkable tools for understanding our world. I do not regret my educational journey in these fields. Nevertheless, the urgency of our scientific advancements raises critical ethical questions. As we develop groundbreaking technologies and delve into areas like AI and genetic editing, we must maintain a balance between capability and ethical responsibility.
The scientific landscape is exhilarating yet daunting, often causing researchers to become so engrossed in their work that they overlook the broader implications. The question of "Should we proceed with this research?" is fundamentally different from "Can we proceed with this research?"
Chapter 2: The Value of Interdisciplinary Education
In the rush toward scientific progress, it is vital to remain grounded in our ethical frameworks and values. I stepped away from STEM to focus on the vital conversations surrounding it. The narrative that STEM education is the sole path to success is misleading. Society also requires ethicists, writers, philosophers, historians, and communicators who can contextualize scientific advancements.
To dismiss the need for these perspectives would be a grave oversight.
The first video, "The STEM Degree SCAM: Why I Quit Coding," discusses the personal journey of leaving a STEM career and the broader implications of pursuing a science-based education.
The second video, "Why do so many women leave their careers in STEM?" by Prasha Dutra, explores the challenges women face in the STEM fields and the importance of creating supportive environments.