I had the pleasure to share some personal anecdotes and learning with teachers at the Gymnasium Muttenz in Basel-Land. The slides: Interdisziplinarität in der Industrieforschung und im Alltag.

Why talk about this topic? From the perspective of applied research, the key question is not whether we need interdisciplinary research (or transdisciplinarity, or holistic problem solving, or systems thinking, or however else we may call it). Rather it is about how all of us identify the problems that matter for us, how we can use tools and knowledge in such a way that we can thrive both as individuals and as a society in nature. The preparation process for the talk, the presentation, and the following discussions led me to think a lot about these questions.

Most of us would agree that the boundaries between disciplines are artificial. Each discipline offers its own set of valuable tools and models that allow us to understand ourselves, our relations, and the world better. A bigger picture of both the problems ahead and the solutions available to us brings better understanding.

How to get to the bigger picture? I do not know, though apparently curiosity, exploration, time, good teachers, and a safe and supportive environment help. My family, friends, teachers, and mentors have encouraged me to think critically, work with creativity, and collaborate with others whenever possible, which seem to be essential steps towards the bigger picture, too. Even when I do not always manage to be critical, creative, or collaborative, it has brought me bliss to improvise and to move toward these goals whenever possible. The visceral experience inspired me to share my limited experience with the teachers at the Gymnasium Muttenz.

As a highlight of the event, about 100 teachers wrote down why they decided to teach the subject they are specialized in. I read each reply and was deeply touched by many of them. One teacher recalled her love of Italian football, which motivated her to teach the Italian language. Another simply wrote ‘I appreciate the beauty of physics’ - exactly what most physicist friends told me - ‘and want to pass it on’. A particularly beautiful reply came from a teacher who believes that everyone has two homes - her body and the earth - and that her subjects (geography and biology, or sport?) help students to maintain the health of both. Many colleagues appreciated the opportunity to re-immerse in the excitement, joy, and love for their subjects, probably first felt long before they became experts. In addition, it was visibly fun to share the passion with their peers.

I thank Andrea Seehuber and her colleagues for organizing the event and for inviting me, and all teachers who shared their personal experience and valuable feedback with me.