Let’s produce excellent researchers! – László Lovász’s speech during gala ceremony of 187th General Assembly

Mr. Prime Minister!
My Fellow Academicians!
Dear General Assembly!
Dear Guests!

The last time we welcomed our Prime Minister here was during the World Science Forum. The Hungarian Academy of Sciences is not only a prestigious institution of the Hungarian nation but also an organisation which by definition, fulfils its tasks by competing and collaborating on an international stage.

As a starting point, allow me to highlight just one crucial aspect of our international relations: they help us appreciate where we need improvement and where we have to work harder in order to best compete on an international level. The international comparison also allows us to acknowledge possibilities which can not only help us from falling behind but elevate us to become pioneers instead.

In what respects is the position of the Academy special? Its main merit is that as the host of the Hungarian research institute network it can efficiently manage the collaboration between various entities and interdisciplinary research projects. In addition, our 365 academicians and 15 000 members can reach all Hungarian universities and research centres, which can all be drawn into important research projects. What’s more, the Academy is able to communicate the latest results of Hungarian science authentically towards the public thus gaining public acceptance for them. Last but not least, the Hungarian Academy of Sciences has been a scientific icon on a national and an international level for 190 years now.

Two weeks ago in Vienna, the general assembly of ALLEA (the federation of all European Academies) cited as its main topic the functioning of science and how it can function appropriately whilst in the grip of three conflicting expectations, namely political, social and economic. In order to gain a deeper understanding of these difficulties, allow me to separate the two vey different, one might even say opposing types of scientific research. These descriptions may appear idealistic or somewhat simplistic but all researchers can see and sense that these differences very much exist.

The first type is called basic research, which is frequently referred to as “bottom-up” initiated research. In such cases results cannot be predicted, hence a project can last anything from a few years to a couple of decades. Generally in these cases, problems are very particular and can rarely be comprehended outside of the professional circle, while the motivating factor is provided by the curiosity and enthusiasm of the scientists involved.

The second type of research is called applied research which are requested from above and are motivated by external expectations. In such cases the problems, and also quite often the expected results, are provided by the outside world who expect rapid answers. These problems are comprehensible and important for everyone and include issues such as health, climate change or the development of better cars.

The importance of applied research is self-evident for everyone, while the significance of basic research is not so straightforward, although I could cite examples for hours on end from medicine through the humanities to illustrate the enormous effect basic research has on our everyday lives.

Better connecting these two fundamental and at the same time inordinate types of scientific research and thus providing a link between science and practice is a universal problem. There is an ongoing discussion worldwide regarding how results gained from basic research can reach applied research and ultimately innovation and how this can lead to a more efficient economy. At this point it would be interesting to take a look at successful examples and failures. However, I would like to address this relationship from the opposite angle.

How do we unite the energies of research coming from the bottom with the tasks coming from above? How do we pique and retain the curiosity of researchers regarding scientific problems initiated by social challenges? We address this issue far less than it deserves, when real scientific results cannot be achieved without researchers driven by their curiosity; without researchers who are unable to sleep until they take at least one step closer towards the solution of the problem at hand.

There are also some excellent examples available in solving this issue. Think of, for example, some very successful industrial research institutes like the Hungarian Tungsram or the American Bell Labs or communities such as 18^th century physicists and mathematicians, for whom theoretical results and their applications were inseparable.

To help the development of our Academy we must find our own answers to these questions. We have initiated three large scale research programs which are all clearly fundamental from a social angle. In order for these to be successful in the long run they must include methodological approaches which combine basic research and their applied forms. The three programs are at various stages: firstly the research in educational methodology is already under way; secondly, the government has issued a decree regarding the further development of the agrarian innovation research projects and the improvement of our Martonvásár centre has begun; finally, the assembly session to initiate our hydrology project is scheduled for 9^th May in which the President of the Republic, Mr. János Áder, will also take part.

Naturally, a research program cannot be achieved without financial support although this is not what I consider to be the most important condition. Our main aim is to produce excellent researchers. We also need researchers, to whom, if I may be so bold and refer to as “basic researcher types”, who dedicate their energy and enthusiasm to solving problems that these programs may present. Then again we need researchers who go to the trouble and time to understand why they need to examine and understand a certain external problem.

All in all, I think the key to this problem lies in communication: intensive, regular and honest communication between researchers, society, the competitive sector and politicians.

We live in an era in which we scientists are also responsible for the socio-economic processes of the country, regardless of the fact whether the political and economic elite queries us on these or not. If essential questions are not asked, we researchers must ask these questions and should scientific methods require, we must seek the answers for decades.

Allow me repeat this: let’s produce excellent researchers! To achieve this, we must heavily rely on education from primary schools to graduate schools. This is exactly why I consider the research on educational methodology crucial and this is why we express our opinion on educational matters at every given opportunity.

The bridge between basic and applied research which I mentioned is primarily an educational problem. We need a steady flow of researchers who possess world-class expertise in their specific fields but are also open to learning about the problems facing researchers in other fields and are also ready to adapt their attitudes if need be. Preparing students for this sort of adaptability should not begin during university. Right from the beginning of primary school, children should be taught how to master the ability to see connections and how to best cooperate with peers who have adopted a different way of thinking. Furthermore, they should be shown how to acquire knowledge using their own capabilities and how to communicate their thoughts effectively. One of the most important challenges facing science to date is to define what didactic and professional methods can help to attain this goal.

Basic research, applications and innovation, noticing challenges, holding the scientific capability of Hungary together while suiting it to an international framework, communication with the wider public and the education of the upcoming generation: these are our tasks, which I must say are quite a few.