A Quote by Albert Einstein
In the matter of physics, the first lessons should contain nothing but what is experimental and interesting to see. A pretty experiment is in itself often more valuable than twenty formulae extracted from our minds.
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It is to be remembered that all art is magical in origin - music, sculpture, writing, painting - and by magical I mean intended to produce very definite results. Paintings were originally formulae to make what is painted happen. Art is not an end in itself, any more than Einstein's matter-into-energy formulae is an end in itself. Like all formulae, art was originally FUNCTIONAL, intended to make things happen, the way an atom bomb happens from Einstein's formulae.
I do not think the division of the subject into two parts - into applied mathematics and experimental physics a good one, for natural philosophy without experiment is merely mathematical exercise, while experiment without mathematics will neither sufficiently discipline the mind or sufficiently extend our knowledge in a subject like physics.
The children's lessons should provide material for their mental growth, should exercise the several powers of their minds, should furnish them with fruitful ideas, and should afford them knowledge, really valuable for its own sake, accurate, and interesting, of the kind that the child may recall as a man with profit and pleasure.
If we take in our hand any volume; of divinity or school metaphysics, for instance; let us ask, Does it contain any abstract reasoning concerning quantity or number? No. Does it contain any experimental reasoning concerning matter of fact and existence? No. Commit it then to the flames: for it can contain nothing but sophistry and illusion.
The main thesis of mind-physics holds that consciousness and matter are both manifestations of a more primary entity, and that the processes of manifestation exhibit equivalent invariances for both consciousness and matter. When the program for mind-physics is complete the subject-object dichotomy of modal logic, the polarity of concept-percept, and the antagonism between morality and technology will all come to an end. Then the non-repeatable experiment will be understood to be more primary than the traditional repeatable experiment.
No isolated experiment, however significant in itself, can suffice for the experimental demonstration of any natural phenomenon; for the "one chance in a million" will undoubtedly occur, with no less and no more than its appropriate frequency, however surprised we may be that it should occur to us.
According to my views, aiming at quantitative investigations, that is at establishing relations between measurements of phenomena, should take first place in the experimental practice of physics. By measurement to knowledge [door meten tot weten] I should like to write as a motto above the entrance to every physics laboratory.
Mathematical physics is in the first place physics and it could not exist without experimental investigations.
No experiment can be more interesting than that we are now trying, and which we trust will end in establishing the fact, that man may be governed by reason and truth. Our first object should therefore be, to leave open to him all the avenues to truth. The most effectual hitherto found, is the freedom of the press. It is, therefore, the first shut up by those who fear the investigation of their actions.
So often the monsters that crowd our minds are nothing more than the strange and thoroughly alien progeny of our own fearful fantasies.
Quantum physics is quite interesting. All these tiny particles are there as much as they're not there. That to me is very, very interesting. And how our thoughts change the outcome of an experiment, I think that's all quite spiritual.
The formulation of the problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill.
If physics is too difficult for the physicists, the nonphysicist may wonder whether he should try at all to grasp its complexities and ambiguities. It is undeniably an effort, but probably one worth making, for the basic questions are important and the new experimental results are often fascinating. And if the layman runs into serious perplexities, he can be consoled with the thought that the points which baffle him are more than likely the ones for which the professionals have not found satisfactory answers.
I also came to see that liberalism's superficial optimism concerning human nature caused it to overlook the fact that reason is darkened by sin. The more I thought about human nature the more I saw how our tragic inclination for sin causes us to use our minds to rationalize our actions. Liberalism failed to see that reason by itself is little more than an instrument to justify man's defensive ways of thinking. Reason, devoid of the purifying power of faith, can never free itself from distortions and rationalizations.
The important thing is not so much that every child should be taught, as that every child should have the opportunity of teaching itself. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.
Time is one of our most valuable possessions. Use it wisely. Remind yourselves often that things that matter most should not be left to the mercy of things that matter the least.
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