91–100 of 284 posts
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Why? If I recall he was a womanizer but we can admonish his personal choices while celebrating his incredible scientific and pedagogical achievements.
He was a top-tier scientists but kinda disgraceful in every other aspect of his life. Womanizer is a polite way of saying it, I would choose harsher words. He was also just generally a jerk to the people around him. Think Edison, more than Tesla.
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> "What I cannot teach, I do not understand" And the corollary to that, from 17th century French writer Nicolas Boileau: "Ce que l'on conçoit bien s'énonce clairement, et les mots pour le dire arrivent aisément." - What we understand well, we express clearly, and words to describe it flow easily.
Where it gets complicated is that one can know how to do something without being able to explain it to oneself let alone teach it to others.
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> you don't see this stuff around (say) Hawking or Einstein Yes, you do--it's just that the mythbuilding builds on different aspects of their personalities. Mythbuilding around Einstein made him out to be the physics outsider who came in and revolutionized physics--or, in the somewhat less outlandish (but still outlandish) version, the kid who flunked all his physics classes in school and then revolutionized physics.…
> The reason he did badly in school The myth is not "Einstein did badly in school, but for that reason not this one". "Einstein did badly in school" is a myth, period. Einstein excelled in school. https://www.nytimes.com/1984/02/14/science/einstein-revealed...
It's undisputable he did badly in university and could not hold himself in academia because of this metric.
https://ethz.ch/en/news-and-events/eth-news/news/2021/07/fro...
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I'm french and I have a great memory about that quote. In high school my litterature and physics teachers had a disagreement about it, although I believe they didn't know about each other's point of views. Only us the students did, as they each hand waved great insights about the world with this quote. One was arguing, much like you, about the profound truth there is to it. The other was quick to explain that they pe…
Literature professor = bike argument? That's were I put my money, but I could see it going either way. This can devolve into a definitional argument, but I actually think it's fair to say we don't understand how we ride a bike. We have many abilities and fluencies we don't understand, or only partially understand, in the sense that we can't break them down into pieces easily and transmit the information. That perspec…
Headstart (modelling the non-riding of bikes): http://ruina.tam.cornell.edu/research/topics/bicycle_mechani...
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I watched this video and honestly did not find any of her points very compelling. Her best point is basically her own subjective opinion that Feynman does not belong amongst the greatest physicists of all time like Newton and Einstein. And like yeah I guess that’s sort of true. But most of the video is just stating that Feynman’s fans are weird. Feynman is super popular because he made very impressive contributions t…
Frankly I'm having trouble believing you watched the video if you make the assertion: > He’s inspired many people to go into physics and other sciences, which she herself states in the video, but somehow she makes that out to be a bad thing by implying the Feynman fans are weird, calling them “Feynman Bros”. There were multiple points in the presentation on her experience with Feynman fans and why they deserved the B…
Regarding the negging incident, she left out important context in her summary of this part of the book.
Feynman went to a bar where it was clear that some of the women at that bar were intending to use men to get free drinks and food. In the incident he described, a woman asked him to buy three sandwiches and a drink at a diner and then says she has to run to go meet up with a lieutenant (taking the sandwiches with her). His negging, was to ask for her to pay for the sandwiches if she had no intention of staying and eating with him. Basically, not being a pushover.
Secondly, he states right after that in the book, "But no matter how effective the lesson was, I never really used it after that. I didn't enjoy doing that."
I also think the incident about lying about whether he was a student while at Cornell was exaggerated. Feynman was 26 at the time and his wife had just died. In the anecdote about the dance, he mentions that some girls asked him if he was a student, and after getting rejected by others at the dance, he says "I don't want to say" and two girls go with him back to his place. But later he confesses, "I didn't want the situation to get so distorted and misunderstood, so I let them know I was a professor".
Overall, I don't find strong evidence of the claims that he was a misogynist or abusive to women in the book outside of his frequenting of a strip club, which may be enough for some people, but, I think people don't realize how different people's attitudes were to things like nudity and sex in the 70s and early 80s before AIDs was a thing.
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Feynman was a huge proponent of, whether he knew it or not, compression being a form of modeling. He thought everything settled about physics should be teachable in the freshmen introductory series, and if he couldn’t make it fit that meant we didn’t really understand it yet. I personally like the idea of upper level classes being about things we are still working out. That feels more like preparing people for the re…
You can't reasonably keep compressing centuries of progress into an intro series. I think you are describing undergrad vs graduate, not intro vs upper level, and even that is optimistic. Even tenured professors are still learning new things about what is already known to the world at large.
Reductionism can lead to simplification, which will take less time to teach and learn.
Take planetary orbits as an example. There was a time when people would have spent a lot of time learning about all the complicated movements the planets make through the sky, "spheres within spheres", retrograde movement and so on. These days we teach Newton's laws of gravity and a heliocentric model (both of general application). The motion of the planets then pops out almost for "free".
His motto "What I cannot create, I do not understand" has been one of the driving forces in my own quest to understand more about the world around me. A good friend had picked up a corollary which was "What I cannot teach, I do not understand" which I think was quite similar. Definitely one of my heroes.
His motto "What I cannot create, I do not understand" has been one of the driving forces in my own quest to understand more about the world around me. A good friend had picked up a corollary which was "What I cannot teach, I do not understand" which I think was quite similar. Definitely one of my heroes.
I tend to agree, but teaching another person is also a whole different set of skills from being able to drive something yourself.
One prominent example is the "curse of knowledge"; it may take a lot of practice becoming a beginner to be able to teach for a beginner's perspective in your area of expertise.
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I'm french and I have a great memory about that quote. In high school my litterature and physics teachers had a disagreement about it, although I believe they didn't know about each other's point of views. Only us the students did, as they each hand waved great insights about the world with this quote. One was arguing, much like you, about the profound truth there is to it. The other was quick to explain that they pe…
Literature professor = bike argument? That's were I put my money, but I could see it going either way. This can devolve into a definitional argument, but I actually think it's fair to say we don't understand how we ride a bike. We have many abilities and fluencies we don't understand, or only partially understand, in the sense that we can't break them down into pieces easily and transmit the information. That perspec…
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Where it gets complicated is that one can know how to do something without being able to explain it to oneself let alone teach it to others.
I'm a native English speaker who, a lifetime ago, moved to Shanghai to teach English to adults. One of my biggest struggles when I first started was explaining to students not just what the correct English should be in a given situation, but why that was the correct English. This had a profound effect on my view of expertise and experts in general.