By Dr. Jazli Aziz
Academics, like university lecturers or scientists in research institutes, are subject matter experts whose knowledge and opinions can shape national policy and public perception. The COVID-19 pandemic and the ensuing discussions surrounding vaccination is a very prominent example of this. Traditionally, they would share their knowledge and expertise via research papers published in scientific journals. However, social media has made it extremely easy for academics to communicate their expertise directly to the general public.
And unlike traditional scientific publishing where academics often stick to their areas of expertise, academics can share their thoughts and opinions on a variety of different subjects on social media. Despite this, it’s likely that many academics restrict themselves to only speaking about things they are familiar with while staying away from less familiar topics of discussion. While this may seem reasonable and perfectly rational, I’d argue that pursuing academic diversity and participating in public discourse covering a wide range of topics can have great benefits. Not just for academics, but for the public as well.
Transdisciplinary thinking is a vital skill for academics, and many ancient scholars were indeed polymaths. Ibn Sina (Avicenna) made significant contributions in medicine but also in astronomy and chemistry. Leonardo da Vinci was primarily an artist, but he also made significant contributions in engineering and anatomy. René Descartes was a very well-known philosopher who also made major contributions to the field of mathematics.
This should encourage modern-day academics to have at least a basic understanding of various disciplines beyond their specific expertise. Though in-depth expertise in any given topic will require years or even decades of rigorous scientific research and commitment, academics are uniquely equipped to form fundamental, educated, and thoughtful opinions on a variety of topics. Through the application of the scientific method, academics develop critical thinking and analytical reasoning skills. These skills are transferable and enable academics to learn about areas outside of their expertise, giving them the opportunity to engage meaningfully in a wide array of public discussions.
When academics engage in discourse outside of their immediate expertise, they bring with them a fresh perspective that may not have been discussed before. These fresh perspectives can challenge established norms or even spark new ideas, leading to more holistic discussions, especially surrounding complex issues. The COVID-19 pandemic for example, was a highly sophisticated global event. While it was a public health matter at the core, it also involved matters of national policy, economics, biomedical research, and mental health.
We could not talk about national vaccination strategies without understanding the economics of such an undertaking, nor could we advocate for strict and prolonged social distancing without understanding its impact on mental health. Participating in such varied discussions that cross disciplinary boundaries is extremely important to ensure that academics are not confined to an echo chamber.
It can also be beneficial for academics to explore beyond their comfort zones to avoid intellectual stagnation. If academics participate in intellectual and public discourse within a limited scope over long periods of time, tunnel vision could set in and lead to a dearth of new ideas and innovations, which can kill scientific advancement. Venturing between the natural and social sciences can be especially rewarding, as scientific approaches in these two fields are often very different from one another. Exposing oneself to “the other side” could lead to some new ways of thinking, exceptional transdisciplinary research, and ultimately greater benefits for society.
With the popularity of social media and the number of influencers sharing misinformation regularly, academics should take the initiative to counter and debunk any misinformation they see online. Being able to do so across a wide spectrum of disciplines will go even further in protecting the public from harmful misinformation. Even if academics encounter misleading information beyond their expertise, their skillset should enable them to do some research into the subject to determine the accuracy of such information before providing a well-reasoned and evidence-based rebuttal to protect public interest.
Intellectual curiosity is a cornerstone of academic excellence and academics should not confine their curiosity to one field of interest. Having said that, we must also remember to do so with caution and with respect to the experts within each field. Academics not only have a responsibility to educate the public, but they must also do so with accuracy and integrity, regardless of whether they are talking within their expertise or beyond it.
The author is a Senior Lecturer at the Department of Oral and Craniofacial Sciences, Faculty of Dentistry, Universiti Malaya.