Uploaded October 2025 | Updated September 2026, 4 days ago
In this brief reflection, Dr Heather Heying exposes a deep flaw in the way modern science is taught: even those who earn advanced degrees often never complete a genuine act of discovery. Assigned to fragments of pre-designed projects, many young scientists are trained not in the pursuit of truth but in the execution of methods. What would it mean to educate for genuine inquiry—to allow students to ask their own questions and follow them wherever they lead?
At Ralston College, such questions lie at the heart of a larger concern: how we might recover the spirit of intellectual freedom and wonder that once animated the sciences—and all human learning.
In this brief reflection, Dr Heather Heying exposes a deep flaw in the way modern science is taught: even those who earn advanced degrees often never complete a genuine act of discovery. Assigned to fragments of pre-designed projects, many young scientists are trained not in the pursuit of truth but in the execution of methods. What would it mean to educate for genuine inquiry—to allow students to ask their own questions and follow them wherever they lead?
At Ralston College, such questions lie at the heart of a larger concern: how we might recover the spirit of intellectual freedom and wonder that once animated the sciences—and all human learning.
