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Quote by Richard Feynman

“I noticed that the [drawing] teacher didn't tell people much... Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: We have so many techniques - so many mathematical methods - that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to tell you anything. If your lines are very heavy, the teacher can't say, "Your lines are too heavy." because *some* artist has figured out a way of making great pictures using heavy lines. The teacher doesn't want to push you in some particular direction. So 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.”

Quote by Richard Feynman

Book:Surely You're Joking, Mr. Feynman!: Adventures of a Curious Character
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Surely You're Joking, Mr. Feynman!: Adventures of a Curious Character

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Richard Feynman

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“I suddenly remembered that Murray Gell-Mann and I were supposed to give talks at that conference on the present situation of high-energy physics. My talk was set for the plenary session, so I asked the guide, "Sir, where would the talks for the plenary session of the conference be?" "Back in that room that we just came through." "Oh!" I said in delight. "Then I'm gonna give a speech in that room!" The guide looked down at my dirty pants and my sloppy shirt. I realized how dumb that remark must have sounded to him, but it was genuine surprise and delight on my part. We went along a little bit farther, and the guide said, "This is a lounge for the various delegates, where they often hold informal discussions." They were some small, square windows in the doors to the lounge that you could look through, so people looked in. There were a few men sitting there talking. I looked through the windows and saw Igor Tamm, a physicist from Russia that I know. "Oh!" I said. "I know that guy!" and I started through the door. The guide screamed, "No, no! Don't go in there!" By this time he was sure he had a maniac on his hands, but he couldn't chase me because he wasn't allowed to go through the door himself!”

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“Until I was twenty I was sure there was a being who could see everything I did and who didn't like most of it. He seemed to care about minute aspects of my life, like on what day of the week I ate a piece of meat. And yet, he let earthquakes and mudslides take out whole communities, apparently ignoring the saints among them who ate their meat on the assigned days. Eventually, I realized that I didn't believe there was such a being. It didn't seem reasonable. And I assumed that I was an atheist. As I understood the word, it meant that I was someone who didn't believe in a God; I was without a God. I didn't broadcast this in public because I noticed that people who do believe in a god get upset to hear that others don't. (Why this is so is one of the most pressing of human questions, and I wish a few of the bright people in this conversation would try to answer it through research.) But, slowly I realized that in the popular mind the word atheist was coming to mean something more - a statement that there couldn't be a God. God was, in this formulation, not possible, and this was something that could be proved. But I had been changed by eleven years of interviewing six or seven hundred scientists around the world on the television program Scientific American Frontiers. And that change was reflected in how I would now identify myself. The most striking thing about the scientists I met was their complete dedication to evidence. It reminded me of the wonderfully plainspoken words of Richard Feynman who felt it was better not to know than to know something that was wrong.”

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“If instead of arranging the atoms in some definite pattern, again and again repeated, on and on, or even forming little lumps of complexity like the odor of violets, we make an arrangement which is always different from place to place, with different kinds of atoms arranged in many ways, continually changing, not repeating, how much more marvelously is it possible that this thing might behave? Is it possible that that "thing" walking back and forth in front of you, talking to you, is a great glob of these atoms in a very complex arrangement, such that the sheer complexity of it staggers the imagination as to what it can do? When we say we are a pile of atoms, we do not mean we are merely a pile of atoms, because a pile of atoms which is not repeated from one to the other might well have the possibilities which you see before you in the mirror.”

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“If you want to win this argument with Dad, look in chapter two of the first book of the Feynman Lectures on Physics. There's a quote there about how philosophers say a great deal about what science absolutely requires, and it is all wrong, because the only rule in science is that the final arbiter is observation - that you just have to look at the world and report what you see. Um... off the top of my head I can't think of where to find something about how it's an ideal of science to settle things by experiment instead of arguments -”

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“The taxi driver felt that it was a good observation, and said he was planning to build for the future, too: he had some money on the horses, and if he won, he would buy his own taxicab, and really do well. I felt very sorry. I told him that betting on the horses was a bad idea, but he insisted it was the only way he could do it. He had such good intentions, but his method was going to be luck. I wasn't going to go on philosophizing, so he took me to a place where there was a steel band playing some great calypso music, and I had an enjoyable afternoon.”

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“Something else happened at that time which is worth mentioning here. One of the questions the rabbinical students and I discussed at some length was why it is that in academic things, such as theoretical physics, there is a higher proportion of Jewish kids than their proportion in the general population. The rabbinical students thought the reason was that the Jews have a history of respecting learning: They respect their rabbis, who are really teachers, and they respect education. The Jews pass on this tradition in their families all the time, so that if a boy is a good student, it’s as good as, if not better than, being a good football player. It was the same afternoon that I was reminded how true it is. I was invited to one of the rabbinical students’ home, and he introduced me to his mother, who had just come back from Washington, D.C. She clapped her hands together, in ecstasy, and said, “Oh! My day is complete. Today I met a general, and a professor!” I realized that there are not many people who think it’s just as important, and just as nice, to meet a professor as to meet a general. So I guess there’s something in what they said.”

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Book:"Surely You're Joking, Mr. Feynman!": Adventures of a Curious Character
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