Paranormal" fields as an introduction to interest in the exact sciences

Interest in science among young people often remains low, prompting lecturers to seek new ways to attract students. Topics related to cryptozoology, such as the Loch Ness Monster or UFOs, can provide an engaging introduction to the natural sciences. They offer not only fascinating puzzles but also the opportunity to develop critical thinking skills and explore unknown aspects of ecology. These "paranormal" fields can therefore act as a bridge to a deeper understanding of science and its methodology.

"Why do we have so few students interested in science?" This frequently asked question reflects a perennial concern of lecturers and experts. Here's a brief paraphrase:

"Why do so few young people want to become biologists, while so many are interested in cryptozoology?"

In this paraphrase, I want to suggest that topics like the Loch Ness Monster, unidentified flying objects (UFOs), and psychic phenomena offer a way to engage students in science. These topics are mysteries, and people are naturally fascinated by them. By trying to get to the bottom of them, we begin to acquire scientific knowledge along the way. Moreover, we learn this in a way that demonstrates that science is not the boring, stereotypical pursuit sometimes portrayed in pop culture.

Of course, you don't have to be a student formally. I was a teacher when I became interested in whether the Loch Ness Monster actually existed, and my fascination led me to explore—among other things—biology and geology, as well as the history, philosophy, and sociology of science. These subsequent interests ultimately led to fruitful changes in my career and intellectual endeavors, for which I was long grateful. One of the values of cryptozoology lies in its ability to stimulate interest and the many positive things that accompany it.

Cryptozoology also has value for science itself. While most cryptozoological claims may never be verified, a few that have been confirmed may be of exceptional interest—as is the case with the recently confirmed giant squid (Architeuthis), long considered a wholly mythical creature (Kraken), or the almost certainly existing giant octopus, for which we have only a few historical accounts and a few fragments of preserved tissue.

Moreover, cryptozoological research sometimes has beneficial side effects. In the case of Loch Ness, side-scan sonar used in the search for Nessie in 1976 uncovered a World War II Wellington bomber lying on the seabed, which was later restored and displayed in the museum. Earlier sonar surveys in search of Nessie led to the discovery of previously unexpected schools of Arctic char (Salvelinus alpinus) in Loch Ness in 1960. The realization sparked by the search for Nessie of how poorly understood the ecology of Loch Ness was later led to many useful discoveries and continued research at the site.

Scientists can benefit from the need to reconsider long-accepted facts. As reports continue to emerge from people seeing creatures long thought extinct, previously ignored questions must be addressed, such as whether the creatures living in the eastern United States might be pumas (Puma concolor) or plesiosaur-like freshwater monsters seen in many lakes around the world:

How certain can we be that there are no mountain lions living on the eastern bank of the Mississippi? Could the lack of captured or killed specimens be decisive, even when such an animal has been observed by numerous people?

- If we can still discover something like the fish of the species Megachasma pelagios, does it still seem incomprehensible that there really are water monsters, some of which inhabit lakes such as Loch Ness or Loch Morar, which are more than 200 meters deep?

And so on. It can't be a bad thing, even if done repeatedly, to reassess previous observations. I've never taught a novice chemistry class without seeking better knowledge or new insights, seeking answers to naive questions posed by new students.

Moreover, cryptozoology is useful for social science as well as natural science. The authority that science enjoys in contemporary society has made it a subject of study for historians, philosophers, political scientists, and sociologists. For nearly a century, philosophy of science has struggled with the "line of demarcation": How do we separate true science from pseudoscience? By seeking answers to this question by examining individual claims that are sometimes considered pseudoscientific, we undoubtedly learn more precisely what true science really is. To paraphrase Richard Kipling, "What should those who only know about science know about it?" My interest in why science ignored sea monsters, even as a professional chemist, led me to greater insight into what science really is and what it does.

Cryptozoology and other "paranormal" fields allow for practice in the most challenging categories of thinking. In established disciplines, solving puzzles and problems is guided by widely accepted approaches, views, and paradigms. In contrast, seeking solutions to puzzles outside mainstream disciplines means attempting critical thinking with minimal formal guidance, as the eventual solution may not be similar to anything researchers have encountered before.

Henry H. Bauer is professor emeritus of chemistry at Virginia Polytechnic Institute and State University in Blacksburg, Virginia. He is the author of "Loch Ness: Making Sense of a Mystery" and editor of the "Journal of Scientific Exploration." This text serves as an introduction to George Eberhart's cryptozoology encyclopedia, "Mysterious Creatures: A Guide to Cryptozoology."