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Jak hartowało się doktoranta : szkoła naukowa profesora Kazimierza Gumińskiego

Petelenz Piotr

Wiadomości Chemiczne

2019

[Z] 73, 5-6

339--349

Professor Kazimierz Gumiński (1908-83) [1-3] was the founder (at Jagiellonian University in Cracow) of a research school in theoretical chemistry, the first one in Poland and among the first ones in the world. He served as supervisor to about 20 doctoral students, most of whom later attained professorial titles. He also authored several monographs and textbooks [4-8]. Gumiński completed his doctorate in experimental physics. As his masters in science he viewed S. Pieńkowski and W. Natanson. His research interests were focused on irreversible thermodynamics (where his role was mostly systematizing [5]), and on electrical properties of organic solids (in which he was one of the pioneers [8]). His main efforts, though, were committed to scientific tutoring and supervising. He had strong views concerning the way doctorates should be guided, which he often formulated in jocular way. According to his main principle, the guidance should be specifically targeted at each individual doctoral student, with a set of exams depending on the student’s background and interests. Physics graduates were requested to pass examinations in chemistry (inorganic, organic and physical, all at chemistry graduate level), whereas the compulsory load for chemistry graduates comprised mathematics (higher algebra, multidimensional calculus and theory of analytical functions, at mathematics graduate level) and theoretical physics (especially classical mechanics, statistical physics and quantum mechanics, at physics graduate level). The cycle was completed by comprehensive examination covering a broadly viewed domain of the candidate’s focal interest (such as, e.g., statistical physics or quantum chemistry), which was to be passed with leading experts in the subject (at national level), and to encompass all that had been published on the subject, at the level of monographs and current papers. It was expected that some of these papers would arouse the student’s interest, inspiring him to solve some new problems and to publish the emergent results, of which a part would constitute his doctorate. This was another Gumiński’s principle: doctorate was to express its author’s creative temperament, so it had to result from autonomous and unhindered individual inspiration. Gumiński vehemently spurned the idea of doctoral subject imposed by an advisor. Besides, in his opinion doctorate was not to be the lifetime achievement, merely a minor stop on the way, and was expected to be soon followed by other publications. The doctoral curriculum in Gumiński’s school was also supplemented by training in teaching, including coached lecturing practice.