Physics is often described as an objective and universal science, where emotions have no place. But behind precise equations and cosmic theories lie stories of fascination, beauty, belonging, and existential questions. A new study from Communication and Learning in Science reveals this deeper dimension.
Although physics is often portrayed as a discipline in pursuit of absolute truths, free from subjective influences, many physicists testify that their work is shaped by both emotional and aesthetic experiences. Fundamental equations are often described as "elegant," and "mathematical beauty" has been a guiding principle for several prominent researchers.
"Research focused on equality often asks for whom science is valuable, but we wanted to explore why science is meaningful to people. This perspective can contribute to a more inclusive and human-centered scientific culture," says Anders Johansson, Senior lecturer and one of the researchers behind the study.
The researchers conducted in-depth interviews with three physics students from underrepresented groups about their paths to university-level physics.
"In various ways, they had encountered significant hardships in childhood and youth, and to some extent even as adults. For them, physics became a way to process these experiences," says Anders Johansson.
Tobias describes his relationship with physics as almost a religious experience:
"So I really want to give physics a chance because there's something deep inside me, almost religious. The idea of understanding even a tiny detail of nature makes you feel a little more… there’s something very magical about it. And it feels like I truly find it beautiful."
These words reflect the driving force uniting the three students. None of them attended high school programs that qualified them for higher education in science, but after several years in other professions, they found their way to university physics through adult education.
For Tina, science was always an interest, and the most profound experiences came from childhood moments spent stargazing. Exploring the night sky gave her a sense of connection to the cosmos and a visceral experience of awe—a reminder that life has meaning.
When I was a child and was looking out … so, every winter I was counting all the stars in Orion and looking for the Pleiades and … Ah, ‘now this is beauty – the universe; that’s what makes my brain turn on.
For Kamal, the ocean played a similar role. Its vastness and power have always been a source of both wonder and peace.
"Every time I visit my hometown, I want to sit by the sea and take walks there. There's something about it… I get this… just that magical feeling. It's just such a massive amount of liquid that basically controls everything on the planet yet is so fragile in a way. […] Well, people die, just like that. They go for a swim in the bay, and suddenly they are pulled out by a current, and in an instant, a life is just gone. That power the ocean has was very important to me back then."
The study shows that physics education can be more than just technical knowledge—it can also serve as a catalyst for personal and philosophical development.
"None of the interviewees felt drawn to physics in primary school. We need to research this further, but our findings suggest that physics education at all levels would benefit from integrating discussions on the philosophical and existential aspects of physics. This could give students a deeper and more holistic understanding of both the subject, themselves, and the world. More answers to the question of why someone should learn science are needed," says Anders Johansson.
Tina, Kamal, and Tobias are not their real names