We look at science as something very elite, which only a few

"We look at science as something very elite, which only a few people can learn. That's just not true. You just have to start early and give kids a foundation. Kids live up, or down, to expectations." These profound words spoken by Mae Jemison, the first African-American woman in space, break down the barriers and misconceptions that often surround the field of science. Jemison’s insight challenges the idea that science is an exclusive domain, reserved only for a few gifted individuals. She reminds us that the ability to understand, engage with, and thrive in science is not limited by birthright, background, or perceived ability. Rather, science is a discipline that can be learned and embraced by anyone, as long as they are given the right foundation and the right expectations from an early age. Just as a seed requires nurturing to grow into a tree, so too does a child need encouragement and guidance to develop a love for science.

In the ancient world, the philosophers recognized the importance of education and expectations in shaping the future of individuals and societies. Plato, in his work The Republic, spoke of the importance of education in guiding the souls of the youth, believing that a person's character and potential could be cultivated by the right education from an early age. He understood that when young minds are properly trained, they are capable of achieving great things. Aristotle, too, emphasized that knowledge and wisdom were not innate gifts for a select few but could be cultivated through practice and careful guidance. Just as these ancient thinkers laid down the foundation for intellectual growth, Jemison echoes that science, like any field, must be approached with openness and early preparation—there should be no barriers to entry.

Jemison’s words also reflect the power of expectations in shaping achievement. Just as Socrates urged his disciples to question and pursue wisdom with vigor, Jemison recognizes that children, when held to high expectations, will rise to meet them. The ancients believed in the transformative power of a great teacher, someone who could inspire and instill a sense of purpose in their students. Socrates himself was a master at challenging the minds of his followers, not by giving them answers, but by guiding them to ask better questions. Similarly, Jemison understands that when we raise expectations for our youth, we encourage them to reach their full potential—something as vital in the study of science as in any other discipline.

Consider the story of Marie Curie, a woman whose pursuit of science was not only groundbreaking but shaped by her early experiences and the expectations placed upon her. Growing up in an environment where education was highly valued, Curie was encouraged by her family to pursue knowledge, even though the scientific field was male-dominated. Her intense curiosity and drive were fueled by an early foundation in science and the expectation that she, too, could contribute to the field. It was this foundation and belief in her potential that led to her discoveries in radioactivity and ultimately won her two Nobel Prizes. Just as Jemison says, Curie’s path to success was shaped by those who believed in her capabilities and set high expectations, proving that science is for anyone willing to work and learn, regardless of gender or background.

In contrast, imagine a child who is told that science is too difficult, that it is something only for those with a certain type of mind or privileged background. This view perpetuates a false barrier, one that stifles curiosity and limits potential. When expectations are lowered, or when children are discouraged, their natural curiosity is often dampened, and their engagement with science can suffer. The ancient Greeks understood this principle: to build a just society, they knew that everyone had a role to play, and that everyone had the potential to contribute, as long as they were given the right tools and opportunities. Jemison is carrying forward this ancient wisdom, reminding us that science is not a rarefied pursuit but a collective human endeavor that should be open to all, especially the young.

The lesson that Jemison offers us is clear: the foundation of scientific knowledge and curiosity begins early and is shaped by the expectations of those around us. Science is not reserved for the few, but should be a pursuit for all, and this starts with nurturing and supporting children in their early years. The more we encourage children to explore the world around them, to ask questions, to seek answers, the more they will come to understand that science is not some distant or elite field, but a pathway to understanding and innovation that is open to everyone. The great thinkers of the past built their legacies not just on brilliant minds, but on the belief that knowledge is for everyone, and that we all rise when we support each other in the pursuit of understanding.

In your own life, think about the expectations you set for yourself and those around you. Do you encourage curiosity, exploration, and the pursuit of knowledge, especially in young people? Just as Mae Jemison suggests, you have the power to shape not just your own future but the future of those around you by fostering a culture of high expectations and early engagement in learning. Whether you are teaching a child, guiding a student, or mentoring a colleague, remember that science and learning are not exclusive to any one person or group. They are the inheritance of humanity, meant to be shared, cultivated, and passed on to the next generation. Make it your mission to give the next generation the foundation they need, and watch them soar beyond your expectations, just as Jemison did when she soared to the stars.