Analytical Education: a Joint Responsibility
The current educational focus in analytical chemistry and instrumental analysis neglects the power of the youth and non-academic craftsmen: we have to rethink our strategies!
Thomas Letzel | | Opinion
I followed the discussion surrounding education in instrumental and analytical chemistry in The Analytical Scientist throughout 2019. By the time the December issue hit my desk, I felt a need to express my own opinion on the matter.
I absolutely agree with Editor Matthew Hallam’s statements about an unengaged public in his editorial, “A Call to Communicate,” and also with Michelle Misselwitz’s points regarding lost education from instrumental vendors in her piece “The Principle of the Thing” – not to mention Terry Berger’s points on the dominance of research over industry (in The Power List and beyond). These are significant issues, stemming from public separation from science and a lack of experienced experts in instrumental analysis, and also academic dominance in that area. However, other important drivers are rarely addressed, such as the loss of youth and non-academic apprentices to the analytical sector – the so-called “craftsmen dilemma.”
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