Chemophobia and practical chemistry: the laboratory as a place of origin or, on the contrary, suppression of the fear of chemistry?

Abstract

From the perspective of the general public, there are a number of ways to describe the doing of science, e.g. experiments, scientific inquiry and laboratory work. In the case of chemistry, however, these activities are united by a single site of performance, the chemical laboratory. Indeed, as early as 1761, Macquer states: “whoever would become a chemist, must indispensably have a laboratory.” However, another necessary prerequisite for the successful practice of chemistry is a proper theoretical and practical education. While the theory remains with chemists for the time being, experimental teaching is now in jeopardy. However, limiting laboratory instruction due to perceived excessive cost would ultimately damage chemists’ identity and weaken their defences against chemophobia. Hands-on teaching normally associated with the verification of chemical theory in practice, accompanied by an intense dialogue between teacher and student, will not be able to act as a corrective to hostile attitudes towards chemistry. Moreover, its absence may reinforce chemophobia. As a result, the chemistry community may be confronted with a far more dangerous, potentiated chemophobia. The latter would be all the more dangerous because it would operate from within, as a lack of awareness of one’s own merit, contribution and self-worth. Graphical abstract