Imagine our scientific career is mapped to a normal human lifespan. Then, in the first PhD year, we are all babies. We don’t know anything, and we are eager to learn. We receive ample guidance to make baby steps. And we grow up fast. By the end of the second year, which is where I am now, we have become adolescents.
Adolescence is a tricky stage. The adolescent scientist is not a child, neither is he an adult. He has gained certain skills, and there are certain expectations of him. Yet, he is still looked upon as a student. He needs to act confident but not arrogant. He needs to gain independence while yearning for guidance. It is hard to strike a balance.
The difficulties not only stem from the outside, but also from within the adolescent scientist himself. The more he learns, the more he needs to learn. With that comes self-doubt: am I good enough? Will I ever be? While asking where he is now, the adolescent scientist needs to think about where he is going. More questions. Part of growing up.
Growing up is the journey where one discovers his identity; it is a process of self-awareness and self-adjustment, baffling and tedious. Learning is a journey where one discovers his passion; it is a process of searching for a question and working for an answer, perplexing and laborious. But with every discovery comes enormous joy; it pushes him forward, ready to ask another question. In a sense, he embraces his adolescence. This stage is, without a doubt, a crucial and memorable part of his scientific career.