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I can tell you about the day, month, and year that I fell in love with science. It was the first day of honors chemistry, my sophomore year of high school. The teacher began class by reading an account of the discovery of teflon by a young researcher at DuPont. She emphasized the role of curiosity and skepticism in how the research was conducted. She argued that a good scientist is conscientious, observant, and applies rigorous analysis to every problem or situation. She then went on to explain that the techniques and terminology of science were important only as much as they facilitate the culture, expression, and progress of science. I found this characterization of science very appealing. Its characterization of a good scientist corresponded closely with my idea of an interesting person. The idea of adventure and exploration being extended to everyday experiences for the scientist in the lab. For the first time, the practice of science was attractive to me. Since then, I have pursued a career in science.

In the course of my studies of chemistry, I have been discouraged and disappointed many times. Sometimes I have considered changing my major or my career plans. The feature of my life that kept me most focused was summoning up the lessons I learned in my first chemistry course. That depiction of a scientist, I keep like a photograph of a loved one in my wallet. It is my encouragement. As are the rare and treasured conversations I still have with my high school chemistry teacher. Her continued support has kept the picture shiny, smooth, and striking.

It the end of my freshmen year of college, I had completed organic chemistry and was wondering about what courses to take the following semester. I was well aware of my college's requirements for a chemistry major, which include two semesters of physics, and three semesters of calculus, in addition to a variety of chemistry courses. One afternoon in town, I met a biology professor from my college, who recognized my face among many in my college's science building. After ascertaining that I was a chemistry major, she launched into a long animated lecture about how unreasonable it was that biology majors are required to take four semesters of chemistry courses and chemistry majors are not required to take any biology courses. She argued that it is equally valuable for a science major to learn about the applications of their discipline as the theories underlying it. Nature has developed much more sophisticated systems than humans have, they are incredibly complex and effective at performing a variety of functions. The professor spoke with such conviction and passion that I was mesmerized. At the end of her speech, I found myself agreeing to take four semesters of biology. I have found the first three of the promised semesters as rewarding as she predicted.

It occurs to me, that my education has been significantly influenced by certain teachers. These teachers possessed the quality of charisma. They were capable of influencing my development, interests, and personal thoughts with only their words. Their recommendations were interesting, unorthodox, and ultimately beneficial to my education. I am greatly indebted to these unique individuals who appear to be the great man figures of history. I would like to explore the applications of the great man theory to education. I am also interested in the psychological and neurological connections.

As I reflect on my education, many contradictions and uncertainties come to mind. The traits that I have found valuable in my past teachers do not uniquely constitute a good teacher. Unorthodox behaviors may have either a positive or negative effects on students. The formation of close student teacher connections lead to intensely good or intensely bad relationships. The nature of student-teacher relationships may have critical consequences for student learning. Therefore, caution in creating connections between students and teachers must be exercised.