Richard Feynman
outlines a series of amusing vignettes, as he reviews his life story.
Richard's personality
encouraged him to patiently
seek out fun: performing Shewhart cycles
with electricity, in his childhood laboratory, and aligning theory, and
practice through building and fixing radios.
Leonardo's life inspired him to try
innovation, which he
concluded was hard. He played
with the emotion
in communications, a skill
which he used later at
Caltech. And he made a game of avoiding following
orders at MIT. Working during
the holidays revealed the benefit of joining theory and
practice.
Feynman enrolled as a graduate
student at Princeton, where the successful
approach to science was just like his.
His approach was based on
patience and fun: he used his home lab and other tools for
qualitative exploration. Overtime he added experimental
techniques. He would test
the assertions in articles with amusing investigations;
with his mind aligned by
feelings of joy. Everyone at Princeton heard he would want to be hypnotized.
He was driven to compare the challenges of complex subjects being
taught at Princeton to his current pick. In his summer
recess he explored biology.
Gathering problems in challenging areas of science, and then picking one to solve, supported his
creativity. And his practical
orientation and situation when growing up in Far Rockaway,
supported his desire for choices
and adolescent dislike for purely intellectual and cultural
pursuits. Being mostly self-taught, he
developed different approaches to problems than the
standard strategies provided by mass education.
Richard saw his skill set as very different to that exhibited by his father. But are they very
different?
While Richard was at Princeton, America became concerned about
the implications of the European war. After a friend
enlisted he decided to dedicate his
summer holiday to helping the war effort. Feynman got involved in the
Manhattan Project, and went to Los Alamos where he
experienced constraints, applied by: the military, the
physics of the project, him on Niels
Bohr; but was
freed from them by Von
Neumann. The records & reports of the project
were kept in filing cabinets. Richard explored the weaknesses of
the locks and safes deployed to secure these
secrets. Just after the war he was called up by the draft
board for a medical but was rejected for being mentally
unfit.
After the war, Richard was asked to become a professor at Cornell.
He initially struggled in this role: Too young to match
expectations, stressed by the demands of his new job and his
recent experiences; until he adopted an approach that focused on
fun. He enjoyed knowing
about numbers: using, learning about them and the tools to
use them, and competing with others; to calculate, interpolate
and approximate a value the fastest.
Traveling to Buffalo in a light plane once a week to give a
physics lecture before flying back the next morning wasn't much
fun for Richard. So he used
the stipend to visit a bar after each lecture to meet
beautiful women. Richard liked bars and nightclubs, spending a summer in Albuquerque
frequenting one, and later
ones in Las Vegas, as he explored how to get the girls he
drank with to sleep with him.
Richard reflects on various times when he made government
officials obey their parts of contracts: patent fees, limits on red tape;
Richard became frustrated with his life at Cornell, seeing more
things that interested him on the sunny west coast at Caltech. Both
institutions, and Chicago, offered him incentives to help his decision making,
but Richard began to find reevaluating the alternatives a waste
of time and he saw risks in
a really high salary, deciding he would move to Caltech
and stay there.
Richard is invited to attend a scientific symposium in
Japan. Each of the US attendees is asked to learn a little
Japanese. Richard takes lessons, persists, can converse
effectively, but stops when he
finds the cultural parts of the language conflict with his
individualism.
Richard was unhappy with his achievements in physics. He
felt: slower than his peers, not keeping up or understanding the
latest details, fearful that
he could not cope; as the community
worked to understand the laws of beta decay. But
Martin Block pushed him to question the troubling parity
premise. Encouraged by Oppenheimer the community focused
on parity and failures were discovered in a cascade of
reports. Richard attended a meeting where Lee & Yang
discussed a failure and a theory to explain it. Richard
felt terrified and could not understand what they said.
His sister pushed him to change his attitude: act like a student
having fun, read every
line and equation of their paper; he would understand it.
And he did, as well as developing additional insights about what
was happening and what still seemed conflicted. He
reported his ideas back to the community. After Richard
returned from Brazil he reviewed the confusion of facts with
Caltech's experimental physicists who made him aware of
Gell-mann abandoning another former premise of Beta decay.
Feynman realized his ideas were consistent: fully and simply
describing the details of beta decay. He had identified
the workings of a fundamental law. Years later he was awarded the Nobel
prize for physics. He was conflicted about the prize
and attending the ceremony, but eventually enjoyed the trip,
where he discussed cultural achievement with the Japanese
ambassador.
Richard was interested in the operation of the brain, modeling
it on a digital computer. He explored hallucinations and the reality of
experiences.
Richard lobbies for integrity
in science.
In aspects of his life that weren't focused directly on science,
Richard was quirky. He would tease those who asked for his
help: pushing bargains to their logical conclusion; insisting on everyone keeping to
their part of the agreement. And he paid no attention to the
logistical details of planning. He loved percussion,
playing: drums, bongos, baskets, tables, Frigideira; and became quite a success. He
eventually discovered art could be
fun, and tried to express his joy at the underlying
mathematical beauty of the physical world. He had a great
art teacher. But he discovered although he could
eventually draw well he did not understand art.
Many of the artists he met were fakers, and even the powerful,
who were interested in integrating art and science, did not
understand either subject. He found the situation was
similar in other complex adaptive systems: philosophy, religion and
economics; which he dabbled in for a while but found the
strategies of other people practicing the study of such subjects
made him angry and
disturbed, so he avoided participating in them. It seemed
ironic that he was eventually asked to help in bringing
culture to the physicists!
He discusses issues in teaching creative physics in Brazil. He gets
involved in the California public school text
book selection process which he concluded was totally
broken, but also reveals how his father
provided him with a vision of how our world works,
inspiring his interest in experimentation and physical
theory.
Following our summary of his main points, RSS reviews how his personality, family and cultural history supported
his creative development from the perspective of complex
adaptive system (CAS) theory.
Richard draws