Photo: Róbert Hegedüs
Levente Horváth
30/08/2024 06:00
Throughout your career, you have gained extensive experience in both Eastern and Western scientific environments. What do you see as the most significant differences?
Western European culture is rooted in the Greco-Roman tradition, which was later integrated into the scholastic system of the Middle Ages. The Enlightenment ushered in a spirit of free thought, making creativity a central aspect of Western Europe, where the emphasis is on discovery and breakthroughs. In contrast, Confucianism, which originated in China and remains influential throughout Southeast Asia, shapes the dominant worldview in the East. Confucius structured the Chinese state and established a highly hierarchical, rule-based education system. At the heart of this philosophy is a deep respect for the elderly and the wise, with recognition earned through a rigorous learning process and a long series of examinations. This system provides members of these societies with a sense of security, as the conditions for advancement are clear and creativity is considered secondary. In Eastern cultures, social hierarchy is paramount, and individuals are aware of and accept their place within it, which contributes to their sense of well-being.
What has led Asia to play an increasingly important role not only in politics and the economy, but also in science?
Confucian thinking is highly systematic and permeates the entire society. Everyone understands their place in society and recognises that advancement comes primarily through education. This is one of the key factors behind Asia’s growing influence in Europe. Asia's progress is largely due to the integration of upward mobility into the system, not only in science but also in the economy and politics.
For the past twelve years, you have been Professor of Translational Neuroscience at the Lee Kong Chian School of Medicine at Nanyang Technological University (NTU) in Singapore, as well as Director of the Cognitive Neuroimaging Centre at NTU. What experiences and practices from this period can be successfully applied in Hungary? In other words, what can we learn from Singapore?
Singapore's success lies in the 'rule of law,' complete transparency, and total absence of corruption. Ministers and the Prime Minister receive the highest salaries to ensure that their focus remains solely on their duties. In Singapore, elite education, like the entire society, is based entirely on excellence and values, and this also applies to the scientific community. To reach a position of leadership, one must overcome an incredible number of hurdles or 'exams.' For example, Lee Hsien Loong, the recently retired Prime Minister of Singapore, is the son of the country’s founding father, Lee Kuan Yew. However, it was not his father's influence but his own outstanding abilities and diligence that earned him admission to the University of Cambridge, where he graduated at the top of his class in mathematics. Interestingly, one of his mentors was the Hungarian mathematician Béla Bollobás (Béla Bollobás is a Fellow of Trinity College, Cambridge, Chair of Excellence in Mathematics at the University of Memphis, and a member of the HUN-REN President's Circle since 2023 – ed.). After graduation, Lee Hsien Loong had to climb both the military and political ladders to become Prime Minister solely on his own merit.
What can others learn from Hungary? What Hungarian characteristics and strengths should be built upon?
The demographic situation in Singapore is very poor, similar to that in South Korea and Taiwan. Fertility rates have declined dramatically, with Singapore's official rate now only around 0.8, largely due to economic development. Alongside delayed marriages, the age at which people have their first child has risen significantly, leading to most children being raised as only children. Therefore, Hungary's incentive programmes in population policy could serve as effective models, even in Singapore.
You recently mentioned that you prefer the term "brain circulation" to "brain drain." What steps can Hungary take to participate in this win-win situation, and what role does HUN-REN play in this?
Let’s not worry about Hungarian youth going abroad to work; instead, let’s focus on creating the conditions for their return. In 2000, Singapore launched a programme in which 500 selected students are sent each year to the world’s top universities to earn PhD degrees. The state supports their education on the condition that they return home after completing their studies or repay the agreed amount. Meanwhile, the state ensures that by the time these students finish their studies, a suitable background is established, with top-tier, well-equipped institutions ready to welcome them back. Singapore has effectively organised its own 'in-house' brain circulation. Additionally, they actively welcome researchers from around the world. We aim to implement similar strategies in Hungary. To boost Hungary’s scientific performance, it is essential not only to ensure a steady supply of young Hungarian researchers but also to attract outstanding foreign researchers.
The author is editor-in-chief of Eurasia