I am a scientist by my training and throughout my career, there has been a focus on research, academic rigor, quantitative skills, and an emphasis on inculcating scientific methodologies in students. It is not a surprise that I have taught hard-core quantitative courses where multiple interpretations are not possible, and flexibility is usually considered to conflict with the objectives of scientific rigor. In the famous drama “Breaking Bad”, the main character Walter White, who is a chemistry teacher, has a conversation with one of his students, named, Berry. Walter White : Nitrogen bonds to oxygen, which in turn… you do know what a bond is? Barry : Um… Walter White : A strong force of attraction. Covalent bonds, ionic bonds. The coming together of atoms and molecules to form compounds. No? Chemical bonds are what make matter… matter. Bonds are what hold the physical world together. What hold us together? Barry : Yeah. Yeah. No, I-I got it. Bonds. Walter White : Your test score says otherwise. It tells me you don’t get it at all. Barry : Yeah, but, I mean, 58. I was close. Walter White : What is “close”? There’s no “close” in science, Barry. There are right answers and wrong answers. “Close” didn’t put man on the moon. What a beautiful expression, “Close” didn’t put man on the moon”. Perhaps this is the part of the training of scientists that ultimately results in what is perceived by others as “inflexibility”. Having a background in science and being trained in world-class research, I think this might be the baggage that may be shaping my pedagogy.