August Kekulé discovered the structure of the benzene ring after having a daydream of the Ouroboros, a famous mythological snake depicted as biting its own tail. Francis Crick figured out the complimentary replication system of DNA when he remembered the process of replicating a sculpture by making an impression of it in plaster, and using it as a mold to make copies. Johannes Keppler attributes his laws of planetary motion to an inspiration from religion: the sun, the stars, and the dark space around them represent the Father, Son, and Holy Ghost respectively.
What’s the point? According to Arthur Koestler, “all decisive events in the history of scientific thought can be described in terms of mental cross-fertilization between different disciplines.” Great discoveries arise not from the isolated hermit working without interference, but from tireless work enlightened by unintentional collisions with an unfamiliar subject. For Kekulé, it was ancient mythology, for Crick, sculpture, and for Keppler, religion.
Creativity and innovation, then, thrive where disciplines collide. And this is true not only for science, but for all subjects. We all have something to learn from one another, and what better place to encourage this cross-fertilization than school?
