Richard P. Feynman
Richard P. Feynman
Richard Phillips Feynmanwas an American theoretical physicist known for his work in the path integral formulation of quantum mechanics, the theory of quantum electrodynamics, and the physics of the superfluidity of supercooled liquid helium, as well as in particle physics for which he proposed the parton model. For his contributions to the development of quantum electrodynamics, Feynman, jointly with Julian Schwinger and Sin-Itiro Tomonaga, received the Nobel Prize in Physics in 1965...
NationalityAmerican
ProfessionPhysicist
Date of Birth11 May 1918
CountryUnited States of America
physical physics rather solving teacher teaching
The drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than the spirit, of how to go about solving physical problems.
teaching believe ideas
I don't believe I can really do without teaching. The reason is, I have to have something so that when I don't have any ideas and I'm not getting anywhere, I can say to myself, "At least I'm living; at least I'm doing something. I'm making some contribution." It's just psychological.
teaching students accepting
I find that teaching and the students keep life going, and I would never accept any position in which somebody has invented a happy situation for me where I don't have to teach. Never.
dance mother teaching
My friends and I had taken dancing lessons, although none of us would ever admit it. In those depression days, a friend of my mother was trying to make a living by teaching dancing in the evening, in an upstairs dance studio. There was a back door to the place, and she arranged it so the young men could come up through the back way without being seen.
lying teaching views
The chance is high that the truth lies in the fashionable direction. But, on the off chance that it is in another direction — a direction obvious from an unfashionable view of field theory — who will find it? Only someone who has sacrificed himself by teaching himself quantum electrodynamics from a peculiar and unfashionable point of view; one that he may have to invent for himself.
believe teaching dont-believe
I don't believe I can really do without teaching.
teacher teaching thinking
I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal.
common happening laws level lose order perceive phenomena quite replace system time took
Working out another system to replace Newton's laws took a long time because phenomena at the atomic level were quite strange. One had to lose one's common sense in order to perceive what was happening at the atomic level.
known phenomena physicists quantum
With the exception of gravitation and radioactivity, all of the phenomena known to physicists and chemists in 1911 have their ultimate explanation in the laws of quantum electrodynamics.
bush fit leaves miracle natural rabbi shaking terms whose
When I would hear the rabbi tell about some miracle such as a bush whose leaves were shaking but there wasn't any wind, I would try to fit the miracle into the real world and explain it in terms of natural phenomena.
atoms calculate difficulty dot goes guess inside might understood
What goes on inside a star is better understood than one might guess from the difficulty of having to look at a little dot of light through a telescope, because we can calculate what the atoms in the stars should do in most circumstances.
gradually toward understanding
We seem gradually to be groping toward an understanding of the world of subatomic particles, but we really do not know how far we have yet to go in this task.
energy exciting great mysteries physics result studying therefore total
We get the exciting result that the total energy of the universe is zero. Why this should be so is one of the great mysteries - and therefore one of the important questions of physics. After all, what would be the use of studying physics if the mysteries were not the most important things to investigate?
change fact solved
We do not know where to look, or what to look for, when something is memorized. We do not know what it means, or what change there is in the nervous system, when a fact is learned. This is a very important problem which has not been solved at all.