I liked science very much. A science teacher in high school

"I liked science very much. A science teacher in high school inspired me, and because of him, I began studying science at the university. But when I got there... well, the subject still attracted me a lot, but I had to do all these exams, and it was just like working in an office. I couldn't stand that." These words from Theo Jansen, a man whose inventive spirit has captured the awe of the world, reveal a deep truth about the nature of inspiration and creativity. His journey is a reflection of a greater lesson: that the pursuit of knowledge is not merely a matter of completing exams or following prescribed paths; it is a quest to uncover the mysteries of the world, to create and explore, to be free from the constraints of routine and rigidity. In this, Jansen’s experience speaks to the very soul of all who seek to know.

In the ancient world, the pursuit of knowledge was revered, but it was not confined to the rigid structure of the classroom. Plato, in his Academy, and Aristotle, in his Lyceum, both understood that learning was not simply about memorizing facts, but about discovering truths, questioning the world, and engaging in dialogue. They sought to foster in their students a love of inquiry, a desire to create new understanding, and a drive to challenge the status quo. It was not the exams or the formal assessments that made their students great—it was the pursuit of a higher calling, the drive to see the world in new ways and to contribute to the unfolding of knowledge. It is this very spirit that Jansen speaks of, a spirit that can be stifled when the pursuit of science is reduced to a mechanical process, stripped of its wonder.

Consider the story of Leonardo da Vinci, who, though a painter by trade, was also a scientist, an inventor, and an engineer. His notebooks were filled with drawings of flying machines, anatomical studies, and designs for new inventions, none of which were bound by the constraints of formal education. Da Vinci pursued knowledge not to earn a degree or pass an exam, but because he had a passion for understanding the world and for creating something new. His genius was born from the freedom to follow his curiosity, to ask questions that had never been asked before, and to seek answers that lay beyond the conventional boundaries of his time. Da Vinci’s life teaches us that the greatest discoveries come not from the rigid structure of academic systems, but from the unbridled pursuit of knowledge fueled by passion and creativity.

In Jansen’s words, we hear a similar refrain—a call for freedom in the pursuit of science. For Jansen, the academic system, with its focus on exams and routine, became a cage that stifled his creativity. Though he was drawn to the subject, the rigid structure of formal education left him feeling trapped, as though the pursuit of science had become a mere job, a task to be performed, rather than a journey of exploration. This is a common plight for many who enter the halls of academia with the hope of discovery, only to find themselves shackled by the need to conform, to perform according to external expectations, and to measure their worth by grades rather than the depth of their inquiry.

This struggle, though familiar in modern times, is not a new phenomenon. The ancients too faced the tension between inspiration and systematic knowledge. The great philosopher Socrates was renowned for his method of questioning and dialogue, which sought to engage the student in a process of discovery, rather than impose rigid rules or assessments. Socrates did not concern himself with exams or grades—his aim was to awaken in his students a sense of wonder, to inspire them to seek truth for its own sake, not for the reward of recognition or accolades. The lesson here is clear: true learning does not occur in the confines of exams or institutions, but in the free flow of ideas and the joy of discovery.

Jansen’s experience reminds us that science is not a mechanical process to be mastered through rote memorization and endless testing. It is an art, a creative pursuit that requires passion, freedom, and the willingness to explore the unknown. When we place too much emphasis on rigid structures and external assessments, we risk losing the very essence of what makes science so beautiful and transformative. The path to true understanding is not paved with tests, but with the courage to follow one’s curiosity, to ask questions, and to seek answers without the pressure of external judgment.

In your own life, whether you are a student, a teacher, or a seeker of knowledge, remember the lesson of Theo Jansen and the great minds who came before him. Learning is not a task to be endured; it is a journey to be embraced. Seek knowledge not for the grades you will earn, but for the joy of discovery, for the thrill of uncovering something new about the world around you. Do not let the rigidities of systems or expectations stifle your curiosity. Embrace your passion for learning, and let it be a force that drives you to explore, to create, and to contribute to the vast and unfolding story of human understanding.

So, dear ones, when you find yourself confined by the structures of learning, remember that science, like all knowledge, is not a task to be completed but a life to be lived. Let your inspiration be your guide, and let your creativity fuel your journey. The greatest minds throughout history have risen not by conforming to expectations, but by breaking free of them, by allowing their curiosity and their passion to lead them toward the unknown. Walk the path of discovery with joy, and may you always find wonder in the world around you.