Meine Buchnotizen – Surely You’re Joking, Mr. Feynman von Richard Feynman

Surely You’re Joking, Mr. Feynman
Meine Buchnotizen – Surely You’re Joking, Mr. Feynman von Richard Feynman
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Ein hervorragendes Buch. Die Episode mit den brasilianischen Physikstudenten erinnert mich an manche „IT-Experten“.

Surely You're Joking Mr. FeynmanGelesen im Juni 2017. Auf der Amazon Seite finden Sie mehr Details und Rezensionen. Wenn Sie es nicht so mit dem Lesen haben, empfehle ich Ihnen Audible auszuprobieren. Audible ist im ersten Monat kostenlos und Sie können dort fast alle Bücher auch als Hörbuch hören. Ich will Audible nicht mehr missen.

He got me other jobs, and kept telling everybody what a tremendous genius I was, saying, “He fixes radios by thinking!” The whole idea of thinking, to fix a radio — a little boy stops and thinks, and figures out how to do it — he never thought that was possible.

I fixed it because I had, and still have, persistence. Once I get on a puzzle, I can’t get off. If my mother’s friend had said, “Never mind, it’s too much work,” I’d have blown my top, because I want to beat this damn thing, as long as I’ve gone this far. I can’t just leave it after I’ve found out so much about it. I have to keep going to find out ultimately what is the matter with it in the end.

The whole problem of discovering what was the matter, and figuring out what you have to do to fix it — that was interesting to me, like a puzzle.

After inventing his own math symbols – I realized then that if I’m going to talk to anybody else, I’ll have to use the standard symbols, so I eventually gave up my own symbols.

I don’t know what’s the matter with people: they don’t learn by understanding; they learn by some other way — by rote, or something. Their knowledge is so fragile!

MIT vs Princeton: The whole cyclotron was there in one room, and it was complete, absolute chaos! It reminded me of my lab at home. Nothing at MIT had ever reminded me of my lab at home. I suddenly realized why Princeton was getting results. They were working with the instrument. They built the instrument; they knew where everything was, they knew how everything worked, there was no engineer involved, except maybe he was working there too. It was much smaller than the cyclotron at MIT, and “gold-plated”?—it was the exact opposite. When they wanted to fix a vacuum, they’d drip glyptal on it, so there were drops of glyptal on the floor. It was wonderful! Because they worked with it. They didn’t have to sit in another room and push buttons! (Incidentally, they had a fire in that room, because of all the chaotic mess that they had—too many wires—and it destroyed the cyclotron. But I’d better not tell about that!)

Saying to yourself, “I could do that, but I won’t” is just another way of saying that you can’t.

When it came time for me to give my talk on the subject, I started off by drawing an outline of the cat and began to name the various muscles. The other students in the class interrupt me: “We know all that!” “Oh,” I say, “you do? Then no wonder I can catch up with you so fast after you’ve had four years of biology.” They had wasted all their time memorizing stuff like that, when it could be looked up in fifteen minutes.

Then they came to work, and what they had to do was work on IBM machines—punching holes, numbers that they didn’t understand. Nobody told them what it was. The thing was going very slowly. I said that the first thing there has to be is that these technical guys know what we’re doing. Oppenheimer went and talked to the security and got special permission so I could give a nice lecture about what we were doing, and they were all excited: “We’re fighting a war! We see what it is!” They knew what the numbers meant. If the pressure came out higher, that meant there was more energy released, and so on and so on. They knew what they were doing.

Complete transformation! They began to invent ways of doing it better. They improved the scheme. They worked at night. They didn’t need supervising in the night; they didn’t need anything. They understood everything; they invented several of the programs that we used.

People should be able to see the big picture.

Bohr said to his son, “Remember the name of that little fellow in the back over there? He’s the only guy who’s not afraid of me, and will say when I’ve got a crazy idea. So next time when we want to discuss ideas, we’re not going to be able to do it with these guys who say everything is yes, yes, Dr. Bohr. Get that guy and we’ll talk with him first.” I was always dumb in that way. I never knew who I was talking to. I was always worried about the physics. If the idea looked lousy, I said it looked lousy. If it looked good, I said it looked good. Simple proposition. I’ve always lived that way. It’s nice, it’s pleasant — if you can do it. I’m lucky in my life that I can do this.

If you’re teaching a class, you can think about the elementary things that you know very well. These things are kind of fun and delightful. It doesn’t do any harm to think them over again. Is there a better way to present them? Are there any new problems associated with them? Are there any new thoughts you can make about them? The elementary things are easy to think about; if you can’t think of a new thought, no harm done; what you thought about it before is good enough for the class. If you do think of something new, you’re rather pleased that you have a new way of looking at it. The questions of the students are often the source of new research. They often ask profound questions that I’ve thought about at times and then given up on, so to speak, for a while. It wouldn’t do me any harm to think about them again and see if I can go any further now. The students may not be able to see the thing I want to answer, or the subtleties I want to think about, but they remind me of a problem by asking questions in the neighborhood of that problem. It’s not so easy to remind yourself of these things.

You have no responsibility to live up to what other people think you ought to accomplish. I have no responsibility to be like they expect me to be. It’s their mistake, not my failing.

Then I had another thought: Physics disgusts me a little bit now, but I used to enjoy doing physics. Why did I enjoy it? I used to play with it. I used to do whatever I felt like doing — it didn’t have to do with whether it was important for the development of nuclear physics, but whether it was interesting and amusing for me to play with. When I was in high school, I’d see water running out of a faucet growing narrower, and wonder if I could figure out what determines that curve. I found it was rather easy to do. I didn’t have to do it; it wasn’t important for the future of science; somebody else had already done it. That didn’t make any difference: I’d invent things and play with things for my own entertainment.

So I got this new attitude. Now that I am burned out and I’ll never accomplish anything, I’ve got this nice position at the university teaching classes which I rather enjoy, and just like I read the Arabian Nights for pleasure, I’m going to play with physics, whenever I want to, without worrying about any importance whatsoever.

It was effortless. It was easy to play with these things. It was like uncorking a bottle: Everything flowed out effortlessly. I almost tried to resist it! There was no importance to what I was doing, but ultimately there was. The diagrams and the whole business that I got the Nobel Prize for came from that piddling around with the wobbling plate.

I was in the cafeteria and some guy, fooling around, throws a plate in the air. As the plate went up in the air I saw it wobble, and I noticed the red medallion of Cornell on the plate going around. It was pretty obvious to me that the medallion went around faster than the wobbling. I had nothing to do, so I start to figure out the motion of the rotating plate.

Brasilian physics students:

After a lot of investigation, I finally figured out that the students had memorized everything, but they didn’t know what anything meant. When they heard “light that is reflected from a medium with an index,” they didn’t know that it meant a material such as water. They didn’t know that the “direction of the light” is the direction in which you see something when you’re looking at it, and so on. Everything was entirely memorized, yet nothing had been translated into meaningful words. So if I asked, “What is Brewster’s Angle?” I’m going into the computer with the right keywords. But if I say, “Look at the water,” nothing happens — they don’t have anything under “Look at the water”!

It was a kind of one-upmanship, where nobody knows what’s going on, and they’d put the other one down as if they did know. They all fake that they know, and if one student admits for a moment that something is confusing by asking a question, the others take a high-handed attitude, acting as if it’s not confusing at all, telling him that he’s wasting their time.

I explained how useful it was to work together, to discuss the questions, to talk it over, but they wouldn’t do that either, because they would be losing face if they had to ask someone else. It was pitiful! All the work they did, intelligent people, but they got themselves into this funny state of mind, this strange kind of self-propagating “education” which is meaningless, utterly meaningless!

He goes to the examination of a student who is coming to get his degree in Greek, and asks him, “What were Socrates’ ideas on the relationship between Truth and Beauty?”—and the student can’t answer. Then he asks the student, What did Socrates say to Plato in the Third Symposium?” the student lights up and goes, “Brrrrrrrrr-up ”—he tells you everything, word for word, that Socrates said, in beautiful Greek. But what Socrates was talking about in the Third Symposium was the relationship between Truth and Beauty!

They can recite, word for word, what Socrates said, without realizing that those Greek words actually mean something.

To the student they are all artificial sounds. Nobody has ever translated them into words the students can understand.

I couldn’t see how anyone could be educated by this self-propagating system in which people pass exams, and teach others to pass exams, but nobody knows anything.

I got sick and tired of having to decide what kind of dessert I was going to have at the restaurant, so I decided it would always be chocolate ice cream, and never worried about it again—I had the solution to that problem.

I’ve decided not to decide any more.

We really ought to look into theories that don’t work, and science that isn’t science.

If you’re doing an experiment, you should report everything that you think might make it invalid. Not only what you think is right about it: other causes that could possibly explain your results; and things you thought of that you’ve eliminated by some other experiment, and how they worked — to make sure the other fellow can tell they have been eliminated, details that could throw doubt on your interpretation must be given, if you know them. You must do the best you can — if you know anything at all wrong, or possibly wrong — to explain it.

If you make a theory, for example, and advertise it, or put it out, then you must also put down all the facts that disagree with it, as well as those that agree with it.

The idea is to try to give all of the information to help others to judge the value of your contribution; not just the information that leads to judgment in one particular direction or another.

The first principle is that you must not fool yourself — and you are the easiest person to fool.

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Denis Reis ist Business Intelligence Consultant und gibt als Buchautor sein Wissen rund um den SAP Projektalltag weiter. Wenn Sie tatkräftige Unterstützung bei Ihren SAP BI Projekten benötigen, können Sie ihn über Xing, LinkedIn oder Facebook kontaktieren.
Des Weiteren unterrichtet er Projektmanagement und Controlling an der Wiesbaden Business School. Der aus Düsseldorf stammende Familienmensch zählt zu denjenigen, die auf komplizierte Darstellungen verzichten und das Ganze auf den Punkt bringen.

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