Who are you and what is your field of research – or simply: what do you do?
I’m Sébastien Soubiran – a historian of science and a trained physicist, working on the connection between universities and their heritage. I’m also the head of the department Jardin des sciences. It’s in charge of the University of Strasbourg’s scientific outreach.
We deal with different kinds of museums and collections. We run a planetarium and we organise educational activities for schools and families to help them get acquainted with science and scientific practice. The Jardin des sciences is also a physical area on the historical university campus, where the museums and the planetarium are concentrated. This cultural district is dedicated to fostering dialogue between science and society. It’s all about science communication.
What makes academic collections different from traditional museums?
The main specificity of academic collections and university museums is their close relationship to knowledge production and teaching. These collections were originally assembled within universities as scientific tools for research or as pedagogical instruments for education.
That’s what sets them apart from other museums. The direct connection with scientific practice and instruction is very distinctive. These collections help historians or science education researchers understand past scientific and pedagogical practices. And even today, they can still be used as educational tools and are integrated into curricula. Such objects can help students better understand the history of science and thereby gain a clearer understanding of scientific knowledge.
Why is it important to preserve academic and scientific heritage?
First of all, because it’s part of our cultural heritage. Scientific heritage is an essential aspect of culture – like any object connected to our history, it’s important to preserve it.
Universities play a key role here. Scientific heritage is valuable for helping us understand what should be preserved for future generations. Many university collections still hold scientific value – they can continue to provide information for research. Some artifacts can even be reused for their original purposes: for instance, natural history specimens can be used to study the impact of climate change or to track changes in ecosystems.
So scientists can revisit them from a new perspective – and this applies to many research fields. These collections are like archives: they may seem static, but they have temporal value, and you never know what kind of knowledge they might offer years later.
Is this true for traditional museums as well?
To a certain extent, yes. All collections carry some kind of knowledge. But the key difference is that scientific objects in university collections were gathered for research purposes – not for display. They were meant to be used in scientific ways, which is what makes them unique.
What do you personally enjoy most about working with academic heritage? Or in other words: what do you love about your job?
I’m a historian of science, so I’m always excited to work with objects that can provide new information. It’s hard to explain – but I get excited every time I encounter a new collection, even if it’s similar to others I’ve already seen.
I’m lucky to work in a field that truly excites me. It’s the perfect job for me – working with academic collections and being part of a department focused on science communication. I’m deeply convinced that these collections play an important role in helping universities open up to society.
We need to make scientific knowledge a common good – like water. Not just accessible, but something people feel they can be part of. That means ensuring access and making sure everyone understands what’s happening in science. We need to involve society in the process of knowledge production.
It’s not only about participation – it’s about raising awareness of how knowledge is created, the decisions that are made (for instance, when new technologies like AI emerge). These choices affect people’s lives – just like the smartphone revolutionized the way we interact and access information.
Now, we’re facing similar transformations. In a time of rising populism, critical thinking is more important than ever. I believe that academic heritage and university museums can serve as a bridge between the university and society. They can help address the big challenges we face today.
Universities are part of society – they’re not just elite institutions. We have to make that connection visible and real.
Why is the Universeum conference important in this context?
Because we are a community – and united, we are stronger and more visible. It’s also incredibly valuable to spend three days together, to talk, to share, to reflect: What are we doing? Why are we doing it?
This year, we’re also having crucial conversations – about “decolonization”, for instance. About our role as researchers and curators in that process. What does it mean? How can we interact with communities that have been marginalised or that represent indigenous knowledge systems?
What has been your favorite thing about this year’s Universeum conference in Graz?
Well… I’m always very happy to meet colleagues from all over Europe – that’s one of the best parts. But this time, I’m especially pleased to see so many junior professionals here. They have the opportunity to present their work, and I’m glad to see that a new generation is coming up.
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