Enneagram strategies

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.

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Enneagram strategies

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The Wisdom Of The Enneagram

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Horney's social style groupings

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