Dr. Suara Adediran on Curiosity, Mentorship, and the Pursuit of Knowledge

In this special release, we share a past conversation with the late Dr. Suara Adediran, a brilliant chemist, educator, and mentor whose life was dedicated to inspiring curiosity and advancing knowledge.

Recorded before his passing, this interview is now shared by his family in honor of his legacy and to provide readers with the wisdom he imparted. Dr. Suara Adediran’s reflections on his career, his love for teaching, and his commitment to education continue to offer invaluable insights, encouraging us all to stay curious and compassionate in our pursuit of knowledge.

Thank you for joining us today, Dr. Adediran. Let’s start with a broad question: What initially attracted you to the field of chemistry?

Thank you for having me. My journey into chemistry started with a simple fascination with the natural world. As a young boy, I wanted to understand the transformations I saw daily — how things change, from cooking food to how plants grow. Chemistry seemed to offer explanations for these processes, and I was drawn to its power to unravel mysteries and find patterns in what appears random.

You’ve worked and taught in multiple countries. How has this global experience influenced your teaching style?

It has profoundly influenced me. Each culture has its own approach to learning and values different aspects of knowledge. In Nigeria, I learned the importance of resilience; in Italy, I saw the value of precision and passion for detail. Teaching in Canada and the U.S. brought a more interdisciplinary approach. So, my teaching style blends these experiences, encouraging curiosity, precision, and open-minded thinking.

Can you tell us about a moment in your career that you found particularly challenging and how you approached it?

Early in my career as a professor, I was assigned to teach a topic outside my comfort zone. Instead of viewing it as an obstacle, I saw it as an opportunity to grow. I spent extra hours preparing, reading, and seeking advice from colleagues. It taught me that challenges are pathways to growth. This experience reinforced my belief that discomfort can lead to development, a lesson I often share with my students.

What has been one of the most rewarding aspects of mentoring students?

For me, it’s seeing them not only succeed academically but also grow into their potential as individuals. When a former student returns to tell me that a lesson or piece of advice helped them in their career or personal life, it’s deeply rewarding. Mentorship is about helping them find their own path and watching them take it forward in ways I could never have predicted.

You’ve published over 50 research papers. Which publication or project are you most proud of?

I’m proud of a paper I published toward the end of my career, which examined chemical processes in living systems. It was the culmination of years of interdisciplinary study, bringing together biochemistry, chemistry, and biology. More than the paper itself, I’m proud of the collaboration that made it possible and the conversations it sparked within the scientific community.

Outside of work, you’re known to enjoy strategic games like chess. How has playing chess influenced your professional life?

Chess has taught me patience and foresight, two qualities crucial to scientific research. In both chess and research, you need a strategy but must be willing to adapt as things unfold. It’s a lesson that every move has a consequence, and sometimes the best course is to wait and let your strategy evolve. I encourage my students to embrace patience and see their studies as a series of thoughtful moves.

You’ve dedicated time and resources to supporting education for underprivileged students in Nigeria. What drives your commitment to this cause?

Education was my bridge to a better life, and I believe it’s a fundamental right for all. Many young people in Nigeria are bright and capable but lack resources. I’ve been fortunate in my life, and it’s only right to use that fortune to open doors for others. Seeing young students thrive and become self-reliant is something that brings me immense joy and satisfaction.

Do you think curiosity can be taught, or is it an innate quality?

I believe curiosity is innate in everyone, but it can be nurtured or, unfortunately, stifled. In my teaching, I try to cultivate environments where questions are encouraged and no curiosity is dismissed. Students may come in thinking they must have all the answers, but I emphasize that true learning often begins with not knowing. It’s about creating a space where they feel safe to wonder and explore.

Many would describe you as an innovator. How do you view innovation in science?

Innovation, to me, is the result of seeing old ideas in new ways. It doesn’t always mean inventing something from scratch. Often, it’s about building on what’s come before, combining disciplines, and asking fresh questions. Science is incremental; we rely on the work of those before us, and if we’re lucky, we add a layer or two of insight for those who come after.

Finally, what legacy do you hope to leave behind in the scientific community and for your family?

Suara Adediran: I hope my legacy is one of curiosity and compassion. I want to be remembered not only for my research but for my dedication to helping others grow. If my students, colleagues, and family remember me as someone who encouraged them to ask questions, who showed them that learning never ends, and who valued kindness, then I’ll have achieved what I set out to do in life.