STS3301 Final essay - Revision history

Shawn: /* What have we learned about training? */

2010-05-18T18:00:32Z

What have we learned about training?

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	''Interdisciplinary work'', as in William Thomson applying an analysis of work done to the question of the state of forces between charged bodies.<bibref>Wise:1989</bibref>		''Interdisciplinary work'', as in William Thomson applying an analysis of work done to the question of the state of forces between charged bodies.<bibref>Wise:1989</bibref>

	''Social awareness'', as in the work of Poincaré and the graduates of les Grandes Ecoles in the 19th century. For Poincaré and his peers, polytechnic work meant combining the primacy of mechanical mathematics with the needs of the state. Although Rowland decried stamping engineering inventions as science, it was mathematical engineering that gave physical science much of its power. Peter Galison writes that, according to Poincaré, "action inncoulated" his peers against the melancholy of abstracted science.(Galison,<bibref>Galison:~~2003~~</bibref> p. 49)		''Social awareness'', as in the work of Poincaré and the graduates of les Grandes Ecoles in the 19th century. For Poincaré and his peers, polytechnic work meant combining the primacy of mechanical mathematics with the needs of the state. Although Rowland decried stamping engineering inventions as science, it was mathematical engineering that gave physical science much of its power. Peter Galison writes that, according to Poincaré, "action inncoulated" his peers against the melancholy of abstracted science.(Galison,<bibref>Galison:2003Einsteins-clockAA</bibref> p. 49)

	Recognition and advancement of such qualities should be a part of a good curriculum in physics. The last two are most important to our argument. The multiple approaches, emboldened by the freedom of choice in solutions Poincaré embraced, of interdisciplinary work, allowed physicists to tackle more of the myriad problems of society. (Galison, pp. 80-81)		Recognition and advancement of such qualities should be a part of a good curriculum in physics. The last two are most important to our argument. The multiple approaches, emboldened by the freedom of choice in solutions Poincaré embraced, of interdisciplinary work, allowed physicists to tackle more of the myriad problems of society. (Galison, pp. 80-81)

Shawn: /* What have we learned about training? */

2009-12-15T22:22:04Z

What have we learned about training?

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	At the same time, Cambridge middle mathematicians are enlarging the doors, giving younger students a taste of the most rigorous, most advanced of the mechanistic views. Who built the bridge between the height of mechanics and advanced physics? The peacemakers of the age did, leaders like Boltzmann, Planck, later Sommerfeld, echoing earlier peacemakers like Maxwell. Peacemakers in physics are those who struggle with self-doubt, come out stronger having reconciled advancing theories and advancing practices. Kevles retells Oppenheimer's youth, of his academic self-doubt in 1925 at Cambridge: Bohr asks Oppenheimer what the problem is, math or physics: Oppenheimer replies "I don't know." Studying quantum mechanics in Germany straightened him out.(Kevles,<bibref>Kevles:1995</bibref> p. 217) Here and there, we hear about Sommerfeld setting students straight, on the road to the most advanced physics. In "A ride to Albequerque," Dyson reconciles Schwinger and Feynman approaches in a summer of traveling.<bibref>Dyson:1979</bibref>		At the same time, Cambridge middle mathematicians are enlarging the doors, giving younger students a taste of the most rigorous, most advanced of the mechanistic views. Who built the bridge between the height of mechanics and advanced physics? The peacemakers of the age did, leaders like Boltzmann, Planck, later Sommerfeld, echoing earlier peacemakers like Maxwell. Peacemakers in physics are those who struggle with self-doubt, come out stronger having reconciled advancing theories and advancing practices. Kevles retells Oppenheimer's youth, of his academic self-doubt in 1925 at Cambridge: Bohr asks Oppenheimer what the problem is, math or physics: Oppenheimer replies "I don't know." Studying quantum mechanics in Germany straightened him out.(Kevles,<bibref>Kevles:1995</bibref> p. 217) Here and there, we hear about Sommerfeld setting students straight, on the road to the most advanced physics. In "A ride to Albequerque," Dyson reconciles Schwinger and Feynman approaches in a summer of traveling.<bibref>Dyson:1979</bibref>

	The narrowing of possibilities echoes in the historical inquiries about why scientists acted the way they did. Start with a person with infinite possibilities; introduce all their knowable background; apply their influences, their forced situations, their geographical limitations, their demanding mentors, the social and regulatory structure of their organizations and governments; limit their funding; prevent cooperation due to wars, nationalism, bigotry, class-distinctions; put clouds above their telescopes and corrode their cables; drown or gas their children; give them a jealous superior or an irrelevant job; pester them about the religion of their grandparents; base their prestige not on their accomplishments but on the priority of them; determine a rank on tests of separated skills then assign them to an industrialized position. How much freedom of choice is left?		The narrowing of possibilities [change this to a story, not a nominization of an action] echoes in the historical inquiries about why scientists acted the way they did. Start with a person with infinite possibilities; introduce all their knowable background; apply their influences, their forced situations, their geographical limitations, their demanding mentors, the social and regulatory structure of their organizations and governments; limit their funding; prevent cooperation due to wars, nationalism, bigotry, class-distinctions; put clouds above their telescopes and corrode their cables; drown or gas their children; give them a jealous superior or an irrelevant job; pester them about the religion of their grandparents; base their prestige not on their accomplishments but on the priority of them; determine a rank on tests of separated skills then assign them to an industrialized position. How much freedom of choice is left?

	Kistiakowski wrote that he went to Los Alamos "unwillingly," and Heisenberg painted himself cornered.(K. quoted in Rhodes<bibref>Rhodes:1986</bibref>, p. 542) We study the great ones, the ones that overcome our expectations or overshoot their bounds. Surely Kistiakowski and Heisenberg retained some control, and if so, some great responsibility. Despite all the limits of their personal histories, by ranking high, they had serious navigational choices.		Kistiakowski wrote that he went to Los Alamos "unwillingly," and Heisenberg painted himself cornered.(K. quoted in Rhodes<bibref>Rhodes:1986</bibref>, p. 542) We study the great ones, the ones that overcome our expectations or overshoot their bounds. Surely Kistiakowski and Heisenberg retained some control, and if so, some great responsibility. Despite all the limits of their personal histories, by ranking high, they had serious navigational choices.

Shawn: /* What have we learned about training? */ notes for future

2009-12-15T22:19:52Z

What have we learned about training?: notes for future

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	==How can historians study training in science?==		==How can historians study training in science?==
	===What have we learned about training?===		===What have we learned about training?===
	Instead of looking at methods, the traditional focus of physics education research, I will focus on what we've learned about the content in training.		Instead of looking at methods, the traditional focus of physics education research, I will focus on what we've learned about the content in training. [why these selections?]

	In his Leipzig address of 1900, Ludwig Boltzmann expresses his sense of introductory physics as a traditionally decorated entry hall.<bibref>McGuiness:1974</bibref> He depicts "a vast and imposing edifice of theoretical physics" as having a gate of "analytical mechanics" to step through to get there. In my mind he creates a picture of a narrowing of possibilities, a narrow hall, before students are allowed into the widening tabernacle of advanced physics. That widening tabernacle, based more on empiricism and statistics is leaving mechanistic over-interpretation with the servants at the entrance, yet keeping those mechanistic principles useful to reasoning. To remain at the threshold, to stay too abstracted, too clear, principled mechanics "makes fools of us" says Boltzmann.(p. 137) He asks us not to fear a mechanical world-view as death to the muses, but as a tool to link thought and experience, not to "impair higher endeavours and ideals."(p. 146)		In his Leipzig address of 1900, Ludwig Boltzmann expresses his sense of introductory physics as a traditionally decorated entry hall.<bibref>McGuiness:1974</bibref> He depicts "a vast and imposing edifice of theoretical physics" as having a gate of "analytical mechanics" to step through to get there. In my mind he creates a picture of a narrowing of possibilities, a narrow hall, before students are allowed into the widening tabernacle of advanced physics. That widening tabernacle, based more on empiricism and statistics is leaving mechanistic over-interpretation with the servants at the entrance, yet keeping those mechanistic principles useful to reasoning. To remain at the threshold, to stay too abstracted, too clear, principled mechanics "makes fools of us" says Boltzmann.(p. 137) He asks us not to fear a mechanical world-view as death to the muses, but as a tool to link thought and experience, not to "impair higher endeavours and ideals."(p. 146) [elaborate on structure of physics curriculum at Leipzig, so why it's important.]

	At the same time, Cambridge middle mathematicians are enlarging the doors, giving younger students a taste of the most rigorous, most advanced of the mechanistic views. Who built the bridge between the height of mechanics and advanced physics? The peacemakers of the age did, leaders like Boltzmann, Planck, later Sommerfeld, echoing earlier peacemakers like Maxwell. Peacemakers in physics are those who struggle with self-doubt, come out stronger having reconciled advancing theories and advancing practices. Kevles retells Oppenheimer's youth, of his academic self-doubt in 1925 at Cambridge: Bohr asks Oppenheimer what the problem is, math or physics: Oppenheimer replies "I don't know." Studying quantum mechanics in Germany straightened him out.(Kevles,<bibref>Kevles:1995</bibref> p. 217) Here and there, we hear about Sommerfeld setting students straight, on the road to the most advanced physics. In "A ride to Albequerque," Dyson reconciles Schwinger and Feynman approaches in a summer of traveling.<bibref>Dyson:1979</bibref>		At the same time, Cambridge middle mathematicians are enlarging the doors, giving younger students a taste of the most rigorous, most advanced of the mechanistic views. Who built the bridge between the height of mechanics and advanced physics? The peacemakers of the age did, leaders like Boltzmann, Planck, later Sommerfeld, echoing earlier peacemakers like Maxwell. Peacemakers in physics are those who struggle with self-doubt, come out stronger having reconciled advancing theories and advancing practices. Kevles retells Oppenheimer's youth, of his academic self-doubt in 1925 at Cambridge: Bohr asks Oppenheimer what the problem is, math or physics: Oppenheimer replies "I don't know." Studying quantum mechanics in Germany straightened him out.(Kevles,<bibref>Kevles:1995</bibref> p. 217) Here and there, we hear about Sommerfeld setting students straight, on the road to the most advanced physics. In "A ride to Albequerque," Dyson reconciles Schwinger and Feynman approaches in a summer of traveling.<bibref>Dyson:1979</bibref>

Shawn: /* Is studying the top of the hierarchy good enough? */ redone last paragraph

2009-12-14T19:41:57Z

Is studying the top of the hierarchy good enough?: redone last paragraph

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	*Wilhelm Wien		*Wilhelm Wien

	Is the influence of these top scientist/educators limited to ~~PhD~~ students? Is PhD-level education, top-tier or not, affecting introductory level education? Boltzmann~~, in~~ his address to incoming Leipzig students, acknowledged the importance of mechanical physics to the introductory courses. But, although he lauded the achievements of the mechanical world-view, he may have subtly questioned the connection between the vanguard of the field and its mechanical base. His authority was that he was one of the best philosophers to reconcile new movements in physics to the mechanical base. Making such a connection, be it delicate, allowed for a hierarchical sequence of learning leading to his theoretical core studies, appropriate for a welcoming speech at a research university.		Historians should ask if the influence of these top scientist/educators was limited to their own top-tier students. Is PhD-level education, top-tier or not, affecting introductory level education? Yes, if their pronouncements are respected. Take, for example Ludwig Boltzmann. In his address to incoming Leipzig students, he acknowledged the importance of mechanical physics to the introductory courses. But, although he lauded the achievements of the mechanical world-view, he may have subtly questioned the connection between the vanguard of the field and its mechanical base. His authority was that he was one of the best philosophers to reconcile new movements in physics to the mechanical base. Making such a connection, be it delicate, allowed for a hierarchical sequence of learning leading to his theoretical core studies, appropriate for a welcoming speech at a research university.

	===Are historians approaching training as well as they are approaching the generation of theories and experiments?===		===Are historians approaching training as well as they are approaching the generation of theories and experiments?===

Shawn: /* Is studying the top of the hierarchy good enough? */ leader list sentence

2009-12-14T19:38:50Z

Is studying the top of the hierarchy good enough?: leader list sentence

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	Rowland suggests that educators should be the advanced scientist that they want their students to be. Where does this leave the introductory educators, high school teachers and freshman lecturers? Historians need to identify whether what Rowland called mediocre curricula served an important purpose in science. Have we gone too far in making physics departments built on research prestige at the expense of considering teaching prestige?		Rowland suggests that educators should be the advanced scientist that they want their students to be. Where does this leave the introductory educators, high school teachers and freshman lecturers? Historians need to identify whether what Rowland called mediocre curricula served an important purpose in science. Have we gone too far in making physics departments built on research prestige at the expense of considering teaching prestige?

	;An inspiring list of ~~leaders, of both education and science,~~ we've studied. For most of these, we haven't read how they teach.		; An inspiring list of those we've studied who led education and science both. For most of these, we haven't read how they teach.
	*Ludwig Boltzmann		*Ludwig Boltzmann
	*Vannevar Bush		*Vannevar Bush

Shawn: /* Conclusion */ morally valuable.

2009-12-14T19:17:35Z

Conclusion: morally valuable.

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	==Conclusion==		==Conclusion==
	Physicists who used an elitist approach to attempt to keep physics pure or independent did so not for the sake of purity but for the sake of power. But, by gathering power, physicists changed the course of history, including their own; in fact, they interwove physics with social power. In education, leaders should realize the workings of change, learn to accept change and perhaps skip the elitism.		Physicists who used an elitist approach to attempt to keep physics pure or independent did so not for the sake of purity but for the sake of power. But, by gathering power, physicists changed the course of history, including their own; in fact, they interwove physics with social power. In education, leaders should realize the workings of change, learn to accept change and perhaps skip the elitism. If advancement we seek, discipline must be tempered by choice, choice by rigor. As Boltzmann would say, don't overshoot in either direction. As in Kuhn's structures, practice, precision, and rigor in normal science will lead to novel science. But it needs a guide if the advancement is to be morally valuable.

	Good social power can be nurtured in physics education by teaching peace-seeking foresight and social-serving interdisciplinary work, confidence-building, and multi-faceted mentoring. The best researchers and educators applied these principles both to their studies and to their teaching. Historians can measure the impact of these facets of training in the change they bring to physics and the larger society.		Good social power can be nurtured in physics education by teaching peace-seeking foresight and social-serving interdisciplinary work, confidence-building, and multi-faceted mentoring. The best researchers and educators applied these principles both to their studies and to their teaching. Historians can measure the impact of these facets of training in the change they bring to physics and the larger society.

Shawn: /* How can the historian identify good or bad training? */

2009-12-14T19:10:04Z

How can the historian identify good or bad training?

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	===How can the historian identify good or bad training?===		===How can the historian identify good or bad training?===
	Ken Alder, in "A Social Epistemology of Enlightenment Engineering," identifies the paradoxical combination of allegiances "to corporate service and to individual preferment" in the engineering schools of France before and after the Revolution. This combination, rewarding conformist merit with formative power, allowed a large group of students to form a social class powerful enough yet detached enough to withstand revolution. If good training is making good engineers (or scientists), then such professionalization created good training.<bibref>Alder:1997</bibref>		Ken Alder, in "A Social Epistemology of Enlightenment Engineering," identifies the paradoxical combination of allegiances "to corporate service and to individual preferment" in the engineering schools of France before and after the Revolution. This combination, rewarding conformist merit with formative power, allowed a large group of students to form a social class powerful enough yet detached enough to withstand revolution. If good training is making good engineers (or scientists), then such professionalization created good training.<bibref>Alder:1997</bibref> Alder compares the special loyalty of French bridge-engineers to their American counterparts, as partially explaining the superior build-quality of French bridges.

	Alder compares the special loyalty of French bridge-engineers to their American counterparts, as partially explaining the superior build-quality of French bridges.

	In late Victorian middle mathematics, Warwick identified training as good when it regenerated more top wranglers, and measured a trainer by the historical measure of the length of their tenure. By these measures, Edward Routh "was probably the most influential math teacher of all time."(Warwick:2003<bibref>Warwick:2003</bibref>, pp. 231, 233) Warwick also measured Routh as using careful timetables, small group rigorous work, pre-organized regimens, yet unpublished and advanced methods. Routh was the very be-like-me coach that Augustus Rowland was calling for. Routh and Cambridge math trainers were determining what was researchable, not merely how to approach research. (p. 246)		In late Victorian middle mathematics, Warwick identified training as good when it regenerated more top wranglers, and measured a trainer by the historical measure of the length of their tenure. By these measures, Edward Routh "was probably the most influential math teacher of all time."(Warwick:2003<bibref>Warwick:2003</bibref>, pp. 231, 233) Warwick also measured Routh as using careful timetables, small group rigorous work, pre-organized regimens, yet unpublished and advanced methods. Routh was the very be-like-me coach that Augustus Rowland was calling for. Routh and Cambridge math trainers were determining what was researchable, not merely how to approach research. (p. 246)

Shawn: /* Is studying the top of the hierarchy good enough? */ added Poincaré

2009-12-14T18:54:44Z

Is studying the top of the hierarchy good enough?: added Poincaré

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	*J. Robert Oppenheimer		*J. Robert Oppenheimer
	*Max Planck		*Max Planck
			*Henri Poincaré
	*Isidor Isaac Rabi		*Isidor Isaac Rabi
	*Henry Augustus Rowland		*Henry Augustus Rowland

Shawn: /* What have we learned about training? */

2009-12-14T18:52:53Z

What have we learned about training?

← Older revision		Revision as of 11:52, 14 December 2009
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	''Social awareness'', as in the work of Poincaré and the graduates of les Grandes Ecoles in the 19th century. For Poincaré and his peers, polytechnic work meant combining the primacy of mechanical mathematics with the needs of the state. Although Rowland decried stamping engineering inventions as science, it was mathematical engineering that gave physical science much of its power. Peter Galison writes that, according to Poincaré, "action inncoulated" his peers against the melancholy of abstracted science.(Galison,<bibref>Galison:2003</bibref> p. 49)		''Social awareness'', as in the work of Poincaré and the graduates of les Grandes Ecoles in the 19th century. For Poincaré and his peers, polytechnic work meant combining the primacy of mechanical mathematics with the needs of the state. Although Rowland decried stamping engineering inventions as science, it was mathematical engineering that gave physical science much of its power. Peter Galison writes that, according to Poincaré, "action inncoulated" his peers against the melancholy of abstracted science.(Galison,<bibref>Galison:2003</bibref> p. 49)

	Recognition and advancement of ~~these~~ qualities should be a part of a good curriculum in physics.		Recognition and advancement of such qualities should be a part of a good curriculum in physics. The last two are most important to our argument. The multiple approaches, emboldened by the freedom of choice in solutions Poincaré embraced, of interdisciplinary work, allowed physicists to tackle more of the myriad problems of society. (Galison, pp. 80-81)

	===Is studying the top of the hierarchy good enough?===		===Is studying the top of the hierarchy good enough?===

Shawn: /* What have we learned about training? */

2009-12-14T18:41:09Z

What have we learned about training?

← Older revision		Revision as of 11:41, 14 December 2009
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	Kistiakowski wrote that he went to Los Alamos "unwillingly," and Heisenberg painted himself cornered.(K. quoted in Rhodes<bibref>Rhodes:1986</bibref>, p. 542) We study the great ones, the ones that overcome our expectations or overshoot their bounds. Surely Kistiakowski and Heisenberg retained some control, and if so, some great responsibility. Despite all the limits of their personal histories, by ranking high, they had serious navigational choices.		Kistiakowski wrote that he went to Los Alamos "unwillingly," and Heisenberg painted himself cornered.(K. quoted in Rhodes<bibref>Rhodes:1986</bibref>, p. 542) We study the great ones, the ones that overcome our expectations or overshoot their bounds. Surely Kistiakowski and Heisenberg retained some control, and if so, some great responsibility. Despite all the limits of their personal histories, by ranking high, they had serious navigational choices.

	So, how may a successful scientist extend their work beyond the sea of limitations? We have seen several qualities:		So, how may a successful scientist extend their work beyond the sea of limitations, but do good in society? We have seen several qualities:

	''Foresight'', as in John Wheeler's concerns about fission-poisoning isotopes. (Rhodes, p. 560)		''Foresight'', as in John Wheeler's concerns about fission-poisoning isotopes. (Rhodes, p. 560)
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	''Interdisciplinary work'', as in William Thomson applying an analysis of work done to the question of the state of forces between charged bodies.<bibref>Wise:1989</bibref>		''Interdisciplinary work'', as in William Thomson applying an analysis of work done to the question of the state of forces between charged bodies.<bibref>Wise:1989</bibref>

			''Social awareness'', as in the work of Poincaré and the graduates of les Grandes Ecoles in the 19th century. For Poincaré and his peers, polytechnic work meant combining the primacy of mechanical mathematics with the needs of the state. Although Rowland decried stamping engineering inventions as science, it was mathematical engineering that gave physical science much of its power. Peter Galison writes that, according to Poincaré, "action inncoulated" his peers against the melancholy of abstracted science.(Galison,<bibref>Galison:2003</bibref> p. 49)

	Recognition and advancement of these qualities should be a part of a good curriculum in physics.		Recognition and advancement of these qualities should be a part of a good curriculum in physics.