A Journey Across the Century of Scientific Advancement
In the midst of the COVID-19 pandemic, the world witnessed an extraordinary surge in scientific discovery, particularly focused on understanding the novel coronavirus and developing effective interventions. This rapid pace of research, which saw an exponential increase in the number of studies published on the virus within months, was not a stroke of luck, but rather the result of decades of investment in global scientific infrastructure. It required the collaborative efforts of thousands of scientists worldwide sharing their knowledge and engaging in the now-typical ways of mega-science. Previous mega-science projects, from the Manhattan Project to the Human Genome Project, were more locally-based and were conducted over many years, not months.
In 2020 alone, over three million articles were published in leading scientific journals, showcasing the extensive capacity for new discovery facilitated by highly-networked scientists across the globe. This phenomenon was not something foreseen by early skeptics, who predicted the stabilization of scientific progress—and growth to limits. Instead, it was and is propelled by a cultural transformation—the education revolution—creating an increasingly symbiotic relationship between higher education and science systems. This educational paradigm shift laid the groundwork for mega-science. Universities transformed from centers of learning to also becoming hubs of scientific inquiry. As ever more individuals pursued higher education (today, two-fifths of each cohort of youth worldwide participate in postsecondary education), universities evolved to prioritize research alongside teaching; they also attend to their third mission of helping to solve wicked problems of society and environment. This cultural process lies behind not only more people attending schooling for ever-longer phases of their lives than ever before but also, throughout the twentieth century and onwards, a steady inclusion of greater numbers of youth and young adults in universities and other postsecondary organizations across the world. In and of itself though, growing attendance alone could not have been the midwife to the mega-science we witness today. Also required was a concurrent influence of the culture of the education revolution on the very essence of what it means to be a university—and how this organizational form provides the crucial, well-resourced forum for the exchange of ideas and research for everyone devoted to scientific discovery.
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