dupont challenge essay

The DuPont Challenge Science Essay Competition

Take the DuPont Challenge and you could win U.S. Savings Bond. The DuPont Challenge is proudly sponsored by the DuPont Center for Collaborative Research & Education. As the world population continues to grow and become more connected than ever, The DuPont Challenge asks students to consider most important challenges by researching and writing a 700-1,000-word science essay. Three winners will be selected.

DuPont company was founded in 1802 and it is the most dynamic science company in the world.  DuPont puts science to work by creating sustainable solutions essential to a better, safer, healthier life for people everywhere.

Eligibility:

• Students currently enrolled in grades 6 through 12
• Students attending public, private, or home schools in the United States, Canada, or their territories
• Students enrolled in Department of Defense schools, grades 6–12
• All students must be 13 years of age prior to Saturday, February 7, 2016, to submit their essay
• Previous winners of The DuPont Challenge
• Students graduating from high school before 2016 are not eligible

How to Apply:

• For applying the scholarship, the candidates must submit the on-line Official Entry Form through the given link:

 http://thechallenge.dupont.com/essay/entryform/

• The candidates are also required to upload 700-1,000-word science essay in one of the four categories:
• Together, we can feed the world
• Together, we can build a secure energy
• Together, we can protect people and the environment
• Together, we can be innovative

Essay Guideline:

• Write an original 700 to 1,000-word essay created exclusively for The DuPont Challenge.
• Your essay must address a topic that falls under ONE of the four categories of Challenges. The chosen Challenge must be specified on the Official Entry Form when submitting your essay.
• Write only about a science-related topic. No matter how well-written and researched, essays submitted on non-science topics are disqualified.
• Your essay must be written in English.
• Essays should be written using your word processor of choice and pasted into the Essay Box of the Official Entry Form.
• Do NOT put your name, school name or any other personal information in the body of your essay. Enter your name and other personal information only on the designated fields in the Official Entry Form.
• Your essay title must appear in the Entry Form box called “Title of Essay.” Do not include the title of your essay in the Essay Box.
• Attribute quotes and any ideas that are not your own within the body of the essay. Do not use footnotes or endnotes.
• Your essay must include a bibliography of your source material, pasted in the Bibliography box of the Official Entry Form. (MLA style is recommended.)
• Avoid plagiarism. Essays are carefully reviewed by multiple judges and checked for plagiarism.
• Proofread your essay carefully. Your essay will be judged not only on the science, but also on creativity, spelling, punctuation, and grammar.
• Do not include illustrations, graphics, or diagrams.

Award Amount:

Awards are as follows:

•   First Place Winner: U. S. Savings Bond – $5,000 at maturity
• Second Place Winner: U. S. Savings Bond – $3,000 at maturity
• Third Place Winner: U. S. Savings Bond – $1,000 at maturity

All the winners will also receive the following:

• Expenses-paid Orlando trip
• Britannica Digital Learning E-book collection, including Britannica Illustrated Science Library (67 E-book volumes total)
• Britannica’s 5 iOS science apps

Honorable Mentions

• U.S. Savings Bond – $200 at maturity
• Britannica’s The Elementshardcover book

Application Deadline:

The Science Essay Competition will start from November 15, 2015, until February 5, 2016, at 11:55 pm Pacific time.

Link for More Information:

http://thechallenge.dupont.com/essay/official-rules/who-is-eligible/

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The DuPont Challenge

Science Essay Competition

What is it?

Are you passionate about the exciting world of science? Are you intrigued by the possibilities that the latest scientific ideas and developments may hold for our future?

The DuPont Challenge, North America’s premier science essay competition, encourages you to delve deep into your interests in science, technology, engineering, and math (STEM) and express yourself with creativity and purpose. Ours is a growing world that faces new challenges each day, and we want YOU to share your ideas for how science can help keep our global population supplied with food, safety, and clean energy.

Essays must be between 700 to 1,000 words in length, include a list of research sources, and fall under one of these four categories:

• Together, we can feed the world.
• Together, we can build a secure energy future.
• Together, we can protect people and the environment.
• Together, we can be innovative anywhere.

How can we fit this into our curriculum?

• 8th grade curriculum in Jeffco requires the writing of a research-based essay called a Biographical Profile. We can cover all of the relevant learning standards for that unit with The DuPont Challenge. In this way, you will get some experience writing about real world STEM topics, have the opportunity to get yourself and Bell Middle School some notoriety, and even win some prizes!
• The Biographical Profile unit has its limitations with topic possibilities. The DuPont Challenge offers four very broad categories with limitless research and discovery opportunities!

Together, We Can Feed the World

Ensuring that enough healthy, nutritious food is available for people everywhere is one of the most critical challenges facing humanity. This focus on providing for the needs of a growing population will help developing countries prosper, and foster economic growth around the world.

Here are just a few examples of the kinds of questions that could spark your research and creativity in writing an essay in this category:

• What new strategy could we use to reduce food waste?
• How can we advance the nutritional content of crops?
• What are ways we will help farmers increase productivity?
• What can we do to decrease the number of food-borne illnesses?

The Role of Science and Crop Protection in Achieving Food Security

Reducing Food Waste with DuPont

Together, We Can Build a Secure Energy Future

While the demand for energy grows, the supply of fossil fuels will not. With a growing population, we will need to use those existing resources as efficiently and effectively as possible, and find better ways to harness renewable energy sources, as well. These transitions will stimulate new industries and power clean economies.

• How can new renewable and/or sustainable energy sources (for example, solar power) help us build a secure energy future?
• How can cars be made to be more fuel efficient?
• What is a fuel source that can replace gasoline, and how can we use it?
• How do we make energy usage more affordable?

Science’s Role in Securing our Energy Future Reliable Wind Energy Solutions

Together, We Can Protect People and the Environment

A growing global population places increased pressure on people and the environment. And as the world develops, humanity places greater value on both life and the earth we all share. We believe that life and our ecosystem are precious, and we’re working to protect them.

• How can we help keep firefighters safe and healthy?
• What new technologies could help protect our troops on the front line?
• How do we create environmentally-friendly materials?
• What are ways to create affordable housing for everyone?

The Kevlar Journey, Top to Bottom Environmentally Sustainable Deicing Fluid

Together, We Can Be Innovative Anywhere

Innovations in science, technology, engineering, and mathematics all help to make the world a better place. We can use scientific research to solve issues ranging from medicine and health to mathematical computation to any STEM topic we are passionate about. The diverse and ever-changing world of science is open to you! Just remember to keep your essay focused, innovative, and aimed toward positive impacts to our world and our shared future.

• What new medical research might change our world?
• What can theories on the universe tell us about the laws of physics?
• What can we learn from new studies in sports medicine?
• What new research on the biology of plants and animals can help us address a global health issue?

Contest Rules

• Essays must be submitted by January 31, 2016, at 11:59 pm Pacific time
• Write an original 700 to 1,000-word essay created exclusively for The DuPont Challenge.
• Your essay must address a topic that falls under ONE of the four categories of Challenges . The chosen Challenge must be specified on the Official Entry Form when submitting your essay.
• Write only about a science-related topic. No matter how well-written and researched, essays submitted on non-science topics are disqualified.
• Your essay must be written in English.

Contest Rules continued

• Essays should be written using your word processor of choice and pasted into the Essay Box of the Official Entry Form.
• Do NOT put your name, school name or any other personal information in the body of your essay. Enter your name and other personal information only on the designated fields in the Official Entry Form.
• Your essay title must appear in the Entry Form box called “Title of Essay.” Do not include the title of your essay in the Essay Box.
• Attribute quotes and any ideas that are not your own within the body of the essay. Do not use footnotes or endnotes.
• Your essay must include a bibliography of your source material, pasted in the Bibliography box of the Official Entry Form. (MLA style is recommended.)
• Avoid plagiarism. Essays are carefully reviewed by multiple judges and checked for plagiarism.
• Proofread your essay carefully. Your essay will be judged not only on the science, but also on creativity, spelling, punctuation, and grammar.
• Do not include illustrations, graphics, or diagrams.
• Fill out the Official Entry Form completely. Incomplete entry forms will not be accepted.

30th Anniversary Video

Preparing a Winning Essay (Part 1)

So you’ve chosen the challenge you want to address. Now how can you increase your chances of writing a winning essay? One of the most important things to remember is that this should be a science essay rather than a science report . We make an important distinction between these two writing approaches for the purpose of this competition. Reports and essays are two very different things:

• A report ’s purpose is to provide information. An effective report is clearly written and well organized, and it tells readers things that they did not know before about a topic that is worth knowing more about.
• An essay also provides information—but it does more. An essay not only gives facts about its subject but shows its writer’s enthusiasm for and intellectual involvement with that subject. In an essay, unlike a report, the writer lets his or her personality come through.

Preparing a Winning Essay (Part 2)

Have a point and develop it in a clear, organized way.

Essays can either be expository (explaining a concept, theory, experiment, etc.) or persuasive (arguing for an explanation, approach, or course of action), but all of them need to have a point. Illustrate it with good evidence from a variety of sources, and develop it in a logical way. Don’t assume the reader knows as much about your subject as you do—in fact, don’t assume the reader knows anything about it at all! Think, “If I knew nothing about this, or even why it is important, what would I need to read in order to understand?” Answer that question for yourself. Then, that is what you should write.

Preparing a Winning Essay (Part 3)

Show why your subject matters.

Essay readers will be interested in why your subject is important to “the real world”—today’s world, or tomorrow’s. It is part of your challenge to address this issue directly.

Write more than one draft.

Some successful writers have said that grinding out the first draft is the difficult part of writing—and then revising it is the “fun” part. Revision is fun because it is the part of the writing process in which you turn your raw material into something that truly communicates. When you revise, make sure you catch all those errors in grammar, punctuation, capitalization, spelling, and so on that we all make in first drafts. Also, look with a critical eye at the organization of your essay: Is the information presented in a clear order? Do transitions help the argument to flow smoothly?

Research and Writing Tips (Part 1)

Focusing Your Topic

Perhaps the most important first step you will want to take is to make sure you’ve narrowed your topic enough to be covered in 700-1,000 words. Once you get writing, you will discover that is fewer words than it might seem to be. And if the topic within the four challenges you’re addressing is too broad, your treatment of it will probably come across as superficial and general. The essay readers will think you just skimmed the surface of your subject, and you will lose points for that.

The process of narrowing-down your subject matter will also help you zero in on what the focus of your research should be. Writers today have more research material close at hand than ever before. Using search words to cruise the Internet for relevant information has revolutionized nonfiction writing. But it also has created new dangers, because it is still true that you can’t believe everything you read. When gathering information, stick with reputable sources.

Research and Writing Tips (Part 2)

Writing Style

Now, a word about style— writing style . This is to be a “formal” essay, not a personal one, but that doesn’t mean that you can’t let your personality shine through. You have enthusiasm for your topic; let the reader see it. It’s all right to use a little humor, too. It’s a good idea to give your essay immediacy by using brief quotations from experts. And it’s OK—in fact, it’s a plus—to use figures of speech such as similes, metaphors, personification, and alliteration. You may associate those kinds of things more with papers for English class than with science essays, but in fact they enliven any kind of writing.

Research and Writing Tips (Part 3)

Look at this paragraph from an essay by the late science writer Lewis Thomas:

“Ants are so much like human beings as to be an embarrassment. They farm fungi, raise aphids as livestock, launch armies into war, use chemical sprays to alarm and confuse enemies, capture slaves, engage in child labor, exchange information ceaselessly. They do everything but watch television.”

That is an extended example of personification, comparing ants to people—and isn’t it fun to read? And doesn’t it also provide useful information about ants? And doesn’t it make you want to read more? You may not have the experience as a writer that Lewis Thomas had, but you can give your writing flair, too.

Tips for Success Video Official Entry Form

DuPont Challenge Essay Winners Honored at Kennedy Space Center USA - English USA - English

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May 07, 2014, 10:00 ET

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Wilmington, Del. (PRWEB) May 07, 2014 -- Today DuPont announced the winners and honorable mentions of The 2014 DuPont Challenge Science Essay Competition . Out of the nearly 10,000 science, technology, engineering, and math (STEM) essays submitted by middle and high school students from across the United States and Canada, six winners were chosen for their excellence in research and writing. Winning students and their sponsoring teachers were honored at NASA’s John F. Kennedy Space Center in Florida on May 2, where Kennedy Space Center Director Robert Cabana addressed the winners as the keynote speaker.

Students were asked to submit their essays in one of the four following categories: Together, we can feed the world; Together, we can build a secure energy future; Together, we can protect people and the environment; and Together, we can be innovative anywhere. Students researched how science and innovation can be used to meet the needs of the 21st century for food, energy and protection, and many conducted their own experiments.

“The innovative thinking of The DuPont Challenge essay winners clearly demonstrates how students can envision ways to solve some of the biggest challenges facing our world,” said Benito Cachinero-Sánchez , senior vice president of DuPont Human Resources. “It is gratifying to see so many students across the country participate in The DuPont Challenge and use STEM-based problem-solving skills, which are essential for both today’s and tomorrow’s workforce.”

The DuPont Challenge offers more than $100,000 in total prizes and awards. In each division, the first place winner receives a $5,000 U.S. Savings Bond, the second place winner receives a $3,000 U.S. Savings Bond, the third place winner receives a $1,000 U.S. Savings Bond, and the honorable mentions receive a $200 U.S. Savings Bond (all amounts at maturity).

The top three winners in each division receive reference materials for their school from Britannica Digital Learning, as well as school subscriptions to online resource collections from NBC Learn. The six winners also receive an expenses-paid awards trip to Orlando and Kennedy Space Center. Additionally, each sponsoring science teacher of the first place winner in each division will receive an expenses-paid trip to the 2015 NSTA National Conference.

William (Ray) Duan, a junior at Irvington High School in Fremont, Calif., took first place in the senior division (grades 10-12). His sponsoring teacher is Nicole Marsella-Jensen. William said that his essay, “Defeating Desertification: Magical Cyanobacteria” was “inspired by his belief that the bacterial-spray method could hold great potential to help many countries combat land degradation in a practical and economical manner.”

Ashwin Reddy, a sophomore at The Wheatley School in Old Westbury, N.Y., took second place in the senior division, with an essay entitled “The Bionic Eye: The Key to Visual Acuity.” Thomas Van Bell is Ashwin’s sponsoring teacher. Shaima Parveen, a sophomore at Livingston High School in Livingston, N.J., took third place with an essay “Lamp Lights the Way for the Future of Energy,” and Eric Weis as her sponsoring teacher.

In the junior division (grades 7-9), Daniel Burgess, an eighth grader at Northwest Junior High School in Coralville, Iowa, took first place with an essay entitled “The Energy of Ideas,” and Kris Thorson as his sponsoring teacher. Daniel said that his research on photovoltaic/thermal hybrid cells was inspired by his passion for “making a difference in my community and on the planet by developing creative solutions to some of our most difficult problems.”

Reeves Balderson, a freshman at Moorestown High School in Moorestown, N.J., took second place with his essay, “Clean Energy, Clean Water!” and Kimberly Martin as his sponsoring teacher. Jack Dudley, a freshman at the Academy of Science in Sterling, Va., took third with his essay entitled “Laser Scanning for Land Mines” and Sundar Thirukkurungudi as his sponsoring teacher.

The emphasis on recognizing teachers began when The DuPont Challenge was created in 1986, in honor of heroic men and women lost in the Challenger space shuttle disaster that year. “I completed my astronaut training in the same year the seven crew members of the Challenger launched from Kennedy Space Center and never came home. It was a hard reality to accept, but I knew if we persevered we could make the space shuttle and our space program better,” said Cabana. “To this day, NASA continues to push the boundaries of science and exploration in honor of those who came before us. The DuPont Challenge continues this legacy by encouraging young adults to improve the world through science.”

The DuPont Challenge Science Essay Competition is sponsored by DuPont in collaboration with A+ Media, Britannica Digital Learning, NASA, NBC Learn, the National Science Teachers Association (NSTA), and Turnitin.

DuPont (NYSE: DD) has been bringing world-class science and engineering to the global marketplace in the form of innovative products, materials, and services since 1802. The company believes that by collaborating with customers, governments, NGOs, and thought leaders we can help find solutions to such global challenges as providing enough healthy food for people everywhere, decreasing dependence on fossil fuels, and protecting life and the environment. For additional information about DuPont and its commitment to inclusive innovation, please visit http://www.dupont.com .

2014 DuPont Challenge Essay Contest Winners

Front row, left to right: Phyliss Buchanan, Manager, DuPont Office of Education; Ashwin Reddy, 2nd Place Winner Senior Division and student at The Wheatly School, Long Island, NY; Shaima Parveen, 3rd Place Winner Senior Division and student at Livingston High School, Livingston, NJ; Jack Dudley, 3rd Place Winner Junior Division and student at Academy of Science and Briar Woods High School, Ashburn, Va; Daniel Burgess, 1st Place Winner Junior Division and student at Northwest Junior High School, Iowa City, Iowa; WIlliam (Ray) Duan, 1st Place Winner, Senior Division and student at Irvington High School, Fremont, Calif.; Reeves Balderson, 2nd Place Winner Junior Division and student at Moorestown High School, Moorestown, NJ; Julio Abreu, CEO A+ Media, and Rosanne Danner, Director, DuPont Corporate Philanthropy.

Back row, left to right: Diego Boeri, Business Director, DuPont Protection Technologies; Thomas Van Bell, teacher at two schools in Long Island, NY; Eric Weis, teacher at Livingston High School in Livingston, NJ; Sundar Thirukkurungudi, teacher and curriculum director in Va.; Robert Cabana, Director, Kennedy Space Center; Kris Thorson, teacher in Iowa; Nicole Marsella-Jensen, teacher at Fremont High School in Fremont, Calif.; and Kimberly Martin, teacher at William Allen Middle School in Moorestown, NJ.

Jane Bachmann, DuPont, 515-535-4923, [email protected]

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The dupont challenge science essay competition.

The DuPont Challenge© Science Essay Competition encourages students in grades 6 through 12 to express their enthusiasm for science by writing an essay. The essay must be at least 700 words and no more than 1000 words and it must be submitted online. You have a choice of four topic areas for your challenge:

• Together, we can feed the world.
• Together, we can build a secure energy future.
• Together, we can protect people and the environment.
• Together, we can be innovative anywhere.

The DuPont Challenge© Science Essay Competition expects about 10,000 essays and the reward prizes total $100,000, including U.S. Savings Bonds for all of the winners and a special awards trip to Orlando, FL, for the top three students in each division, to be joined by a parent and sponsoring teacher.

They are looking for students who show their passion for science and technology and who are interested in exploring an avenue of science in greater detail.

Eligibility:

• Students currently enrolled in grades 6 through 12.
• Students attending public, private, or home schools in the United States, Canada, or their territories.
• Students enrolled in Department of Defense schools, grades 6–12 (see the FAQ for how to enter addresses).
• Previous winners of The DuPont Challenge©.

Check out other essay contests for which you may be eligible.

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Essay Competition: 2011 DuPont Challenge, Grades 7-12

Submission period opens November 15, 2010.

In its 25th year, the DuPont Challenge Science Essay Competition is one of the premiere science competitions in North America, inspiring students to excel in scientific writing. The DuPont Challenge has students write a 700 to 1,000 word essay discussing a scientific discovery, theory, event, or technological application that has captured their interest. Essays are judged based on ideas and content, mechanics and conventions, organization, style, creativity, and originality. All entries must be received by midnight Jan. 31, 2011. The DuPont Challenge attracts more than 10,000 entries annually.

Eligibility

• Students currently enrolled in grades 7 through 12.
• Students attending public, private, or home schools in the United States, Canada, or their territories.
• Students enrolled in Department of Defense schools, grades 7–12 (see the FAQ for how to enter addresses).
• Previous winners of The DuPont Challenge©.
• Students graduating from high school before 2011 are NOT eligible.

Students from grades 7-12 are eligible to take part in the DuPont Challenge, and essays are evaluated in two divisions: Junior Division (grades 7, 8, and 9) and Senior Division (grades 10, 11, and 12). Each division is judged by National Science Teachers Association (NSTA)-selected science teachers from across the United States, and scientists from NASA and DuPont.

In each division, the first, second, and third-place winners will receive $5,000, $3,000, and $2,000 U.S. Savings Bonds, respectively. All three winners in each division will receive an expenses-paid trip to The Walt Disney World® Resort and Kennedy Space Center, accompanied by a parent. Honorable mentions will each receive a $200 U.S. Savings Bond.

2010 Winners

In 2010, a seventh-grader at Tower Hill School in Wilmington, DE, was awarded First Place in the Junior Division for his essay exploring the use of algae as sustainable biofuel; Alex Sincere, a junior at Evanston Township High School in Evanston, IL, was awarded First Place in the Senior Division for an essay about stem cell research on mice that could lead to a treatment for human blindness.

Teachers and students should consult the Website for more information, including tips on selecting a topic, conducting research, and writing a prize-winning essay. Excerpts of the 2010 award essays and finalist essays are also available.

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Essay Competition: DuPont Challenge

DuPont Challenge© Science Essay Competition

The 24th annual DuPont Challenge© Science Essay Competition is underway and is accepting entries now through January 31, 2010. Designed to inspire young people to excel in scientific writing, the competition invites students in 7th through 12th grade to research and write a 700- to 1,000-word essay about a scientific discovery, theory, event or technological application that has captured their interest.

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Question about the DuPont Challenge Essay Competition & Discovery Young Scientist Challenge (DYSC)

Moderators: AmyCowen , kgudger , bfinio , MadelineB , Moderators

Post by WarrenCountyGymnast2002 » Wed Oct 07, 2015 10:49 am

Re: Question about the DuPont Challenge Essay Competition & Discovery Young Scientist Challenge (DYSC)

Post by lynnsamuelson » Thu Oct 08, 2015 2:13 am

Post by WarrenCountyGymnast2002 » Thu Oct 08, 2015 10:42 am

lynnsamuelson wrote: Good Job on starting early. After looking at the two competitions briefly, the deadlines are in Jan 2016 (DuPont) and the 2016 deadline for the DYSC is not yet announced, but looks like sometime in April. You do not need to LOVE SCIENCE, but I hope that you find a topic you love and are able to have fun and learn at the same time. When choosing a topic, the two main things to consider are whether the experiments will fit into the challenge of the competition (Dupont has 4 topics) and whether you will have fun doing it. It takes a lot of time and energy and doing something you are interested helps keep you going. While I couldn't find if either competition pays for parents, there is a lot of good advice on both the websites you provided regarding what they are looking for and how to complete the applications. I would try to find a free internet source such as your school or public library. You will need it to do the background research on your project as well. Good Luck.

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The Challenge and Necessity of a Shared Reality

A ll animals, including humans, have limitations in how they find out about the world. And we humans invent instrumentation to correct for weaknesses in our perceptions of the world. The most basic weakness we have is that our perceptions don’t tell us everything about what’s going on with the world. So we need corrective devices. Some of us need spectacles. To see very distant things, like distant galaxies or planets, we use telescopes; to see very small things, like cells, we use microscopes. It’s hard for many of us to hear the difference between a single tone and a chord, so sound analyzers let us break down complex sounds into their constituents, in a way most of us couldn’t do unaided. We usually see daylight as undifferentiated white light: it takes the prisms to let us analyze the complexity of daylight, to see that it is made up of rays of different colors.

But the acceptance of the instruments we use in analyzing our surroundings is hard-​won. Consider electricity. To find out about electrical currents, we use various measuring instruments—voltmeters, ammeters, and so on. These instruments tend to be familiar, so nowadays we take it for granted that the instrument does what it says on the tin. “It says ‘voltmeter,’ so I guess it’s measuring volts,” we say. But this raises a tricky puzzle about instruments: Since each instrument represents our best attempt to measure what’s true about some aspect of the world, what can we compare its results to? Can we ever really know whether our whole system of knowledge is solid?

One answer to this conundrum can be seen metaphorically in the story of Kon-Tiki. When adventurer and ethnographer Thor Heyerdahl took his balsa raft, the Kon-Tiki, on its trip from Peru to Polynesia in 1947, his crew predicted that the balsa logs from which the raft was built could become waterlogged on the journey. So they took with them spare balsa logs. That way, if any one of the logs from which the raft was built became waterlogged, and so unusable for flotation, they could strip it out and replace it with one of the fresh logs stored on board. But what they couldn’t do, of course, was to strip out and replace all the logs simultaneously. The moment they stripped out a number of logs, the whole raft would collapse, and they would drown.

This image of the raft works quite well as a metaphor for the crisscrossing pattern of justification that we use to demonstrate that an instrument, like the telescope, works and is giving us the information we are counting on it to give us. Suppose you tried to suspend belief in everything: You don’t accept anything at all of current knowledge, and then try to reconstruct all that we do from scratch. That means throwing out everything from knowing how to tell if someone’s illness can be cured by antibiotics, to knowing whether spots mean measles, to knowing the patterns of movement in the night sky, and then justifying all that we believe from scratch, including, for example, which vaccines will work on which diseases. That would be like throwing away all our logs to rebuild the raft from the beginning: We wouldn’t be left with enough to work with. We would drown.

What we can do, however, is test each proposition individually, while keeping steady most of the background, and toss out and replace ideas that don’t pass muster. Given most of our current background of medical knowledge, for example, we can go back and review whether a particular vaccine is really protecting against a particular illness. And similarly, for each medical proposition we believe, we can, holding the rest of the background constant, review and assess whether it’s right.

The raft metaphor also captures another key issue. Each element of our scientific understanding, each log in the raft, only gets its strength by relying on all of the other scientific-​element logs that it is connected to. We trust one bit of science because there are many other bits that, together, support it. In this sense, we are “triangulating”—using several different pieces of evidence together, each coming at the problem from a different angle and testing a different concern, to trust any other given piece of evidence. That is how the scientific raft functions.

Practical instruments that extend what we can perceive with our senses help us identify a common, shared reality out there in the world. After playing with these instruments, we don’t find ourselves saying things like, “Well, maybe LED lights and sunlight behave this way for you, but some other way for me.” We instead tend to use the instrument to reach a shared understanding—and, ideally, to use that understanding to effectively act on the world.

Read More: Science Isn’t Always Perfect—But We Should Still Trust It

We also have to recognize the cases where we do, currently, struggle with our sense of reality. Today, for example, every society across the globe is making decisions that will affect the trajectory of life on Earth for a very long time. But we don’t get immediate feedback on the consequences of those decisions. If we lower carbon dioxide emissions, we can’t “wait to see what happens,” just like we can’t wait to see what happens if we don’t lower emissions. There is so little sense of interactivity with the system; the output is too far into the future. That’s the problem with building our scientific understanding of reality—and also for politics and governments, who are planning policy based on this shared reality.

For an example like this, it’s not that there isn’t any reality out there, but that there are many issues for which the reality is very hard for us to establish. That leaves much room for debate. But science doesn’t give up when the going gets tough. Instead, people have invented further scientific tools and clever experiments that are all aimed at triangulating in on reality to help us deal with the situations where interactivity becomes more difficult. And, ideally, they provide a link to a shared understanding of reality in these more complex cases.

We can’t just go to our corners of the room and pretend that it doesn’t matter if two people or groups are acting on conflicting ideas of how the world actually is. If we are trying to figure out what's real, and if we need to reach a shared agreement about reality, then we need to proactively find people with a different picture, and work together to help us triangulate on what is truly going on in the world.

Adapted from THIRD MILLENNIUM THINKING by Saul Perlmutter, John Campbell, and Robert MacCoun. Copyright © 2024 by Saul Perlmutter, John Campbell, and Robert MacCoun. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.

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Guest Essay

Mass Tech Layoffs? Just Another Day in the Corporate Blender.

By Ashley Goodall

Mr. Goodall, who previously worked as an executive at Deloitte and at Cisco Systems, is the author of the forthcoming book “The Problem With Change.”

Silicon Valley, home of so many technological and workplace innovations, is rolling out another one: the unnecessary layoff.

After shedding over 260,000 jobs last year, the greatest carnage since the dot-com meltdown more than two decades ago, the major tech companies show little sign of letting up in 2024 despite being mostly profitable, in some cases handsomely so. In their words, the tech companies are letting people go to further the continuing process of aligning their structure to their key priorities , or “transformation” or becoming “ future ready .” Behind these generalities, however, some tech companies are using what has hitherto been an extreme measure in order to engineer a short-term bump in market sentiment.

Investors are indeed thrilled . Meta’s shares are up over 170 percent amid its downsizing talk. And where stock prices go, chief executives will generally follow, which means it is not likely to be long before the unnecessary layoff makes its appearance at another publicly traded company near you.

These layoffs are part of a tide of disruption that is continually churning the work days in corporations everywhere. If you’ve spent any amount of time working at a company of pretty much any size, you’ll be familiar with what I call the resulting “life in the blender”: the unrelenting uncertainty and the upheaval that have become constant features of business life today. A new leader comes in, promptly begins a reorganization and upends the reporting relationships you’re familiar with. Or a consultant suggests a new strategy, which takes up everyone’s time and attention for months until it’s back to business as usual, only with a new mission statement and slideware. Or, everyone’s favorite: A merger is announced and leads to all of these and more.

Now, no business prospers by standing still, and there is no improvement without change. Course corrections, re-orgs and strategic pivots are all necessary from time to time. Technological changes continue to demand the restructuring of major industries. But over the last quarter-century or so, the idea of disruption has also metastasized into a sort of cult, the credo of which holds that everything is to be disrupted, all the time, and that if you’re not changing everything, you’re losing.

You can take courses in disruption at the business schools of Stanford, Cornell, Columbia and Harvard. You can read, on the cover of a leading business magazine, about how to “Build a Leadership Team for Transformation: Your Organization’s Future Depends on It.” And if it is the catechism of chaos you’re after, you can buy the inspirational posters and chant the slogans: Fail fast; disrupt or be disrupted; move fast and break things. Part of this, of course, is a product of the hubris of the Silicon Valley technologists. But part, too, is the belief that the fundamental task of a leader is to instigate change. It is hard to remember a time when there was any other idea about how to manage a company.

Moreover, because a majority of corporate executives — together with the consultants and bankers who advise them, the activist investors who spur them on and the financial analysts who evaluate their efforts — have been raised according to this change credo, the constant churn becomes a sort of flywheel. A leader instigates some change, because that’s what a leader does. The advisers and investors and analysts respond positively, because they’ve been taught that change is always good. There’s a quick uptick in reputation or stock price or both, the executives — paid, remember, mostly in stock — feel they have been appropriately rewarded for maximizing shareholder value, and then everyone moves on to the next change.

But it’s hardly clear that this is having the desired result. Studies of merger and acquisition activity have pegged the rate at which they destroy — rather than increase — shareholder value at something between 60 and 90 percent; a Stanford business school professor, Jeffrey Pfeffer, has argued that layoffs seldom result in lower costs, increased productivity or a remedy for the underlying problems in a business; and few of us who have lived through re-orgs remember them as the occasion for a sudden blossoming of productivity and creativity.

Seen through the eyes of the people on the front lines, the reason for this gap between intent and outcome comes into tighter focus. After all, when the people around you are being “transitioned out,” or when you find yourself suddenly working for a new boss who has yet to be convinced of your competence, it’s a stretch to persuade yourself that all this change and disruption is leading to much improvement at all.

“It’s exhausting,” one person I spoke to about change at work told me. “It’s soul-sucking,” said another. One person told me that after the combination of two departments, his people were like deer in the headlights, unsure of what they should be working on. Another had 19 managers in 10 years. Another told me that perpetual change drained the energy from work: “You say the right things in the meetings, but you don’t necessarily do what needs to be done to make it happen.” Another learned to watch the managers and be alert when they stopped dropping by or communicating: “It is like before a tsunami, when the water goes. You don’t see the water, and then the tsunami comes — all of a sudden, it comes, hard. When everything is calm, I worry.”

Of the dozens of people I spoke to, every single one had some sort of change-gone-bad story to share. And these sorts of reactions are about more than simple frustration or discontent. They are rooted in the psychological response we humans experience when our sense of stability is shattered and our future feels uncertain, and indeed the scientific literature has much light to shed on exactly why life in the blender is so hard on us. Experimenters have found, for example, that our stress is greatest when uncertainty , not discomfort, is at its peak — and uncertainty is the calling card of change at work. Then there is the question of agency: a well-known series of experiments conducted by Steven Maier and Martin Seligman in the 1960s discovered that when we sense we are not in control of a situation we give up trying to make things better — this is “learned helplessness” setting in.

Other researchers have described our fundamental need, as a species, for belonging , and the importance of our social groupings — which helps to explain why we don’t like it when our teams are disassembled, reshuffled and reassembled. And others still have shown that we have — perhaps unsurprisingly! — a deep-seated need for things to make sense in our environment, a need that is so often thwarted by the generic C.E.O. statements and exaggerated cheer-speak with which most change initiatives are communicated.

But while the essential response of the human animal to uncertainty and disruption is hard-wired, the degree of change we introduce into our workplaces isn’t. It’s often a choice. We’ve reached this point because the business world seems to have decided that change is an unalloyed good, and so there is no amount of it that is too much, and no cost of it that is too great.

Were more leaders to be guided by the science of change, or by the stories that people on the front lines share, they would quickly discover that it is stability that is the foundation of improvement. Only once we begin to honor people’s psychological needs at work, by thinking twice before launching into the next shiny change initiative and by paying more heed to the rituals and relationships that allow all of us to point our efforts in a useful direction, can we begin to do justice to the idea that a company must be, first, a platform for human contribution if it is to be anything else at all.

Ashley Goodall, who previously worked as an executive at Deloitte and at Cisco Systems, is the author of the forthcoming book “The Problem With Change.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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