Dr. Mary-Claire King

I think it's part of our whole selves.

The

And again, I think it takes a couple of forms.

In one sense,

As scientists, we are citizens of the world.

We have the capacity to communicate with people all over the world who will take us seriously because they know us through our science.

And we can communicate with them in areas that are specifically scientific or areas that are not scientific at all.

And I think that we have indeed the obligation to take advantage of those excellent communications networks when the situation arises.

That if concepts are explained well to people, even by people who come in from other places who don't speak their language very well, if they're explained well,

people from very different kinds of backgrounds will understand that teaching and learning are at the core of being able to make progress on even the most difficult, horrific projects, and that everyone will understand.

So to me, it really set up the

the primary role of the teacher in everything, in everything, whether it's religion or rescuing grandchildren.

Teaching is still teaching.

It's our responsibility as teachers to keep working on how to explain until we get it right and we see the eyes of our students light up.

So that was one thing.

The second thing was that the most important questions come from people on the front lines.

The grandmothers formulated this question for me.

They said, we need to know not who our child – so children were becoming – were surfacing in contexts where children hadn't been expected.

And the question that the grandmothers posed to me is, who is this child?

They said, it is not our concern who the child is not.