presented as a list of things that physicists think are true.
We call those lists “textbooks.” They do a terrible job of show-
ing what physicists and other scientists actually do—try to
solve puzzles. Instead of talking about the things physicists
already know, textbooks could emphasize what is still un-
known about a subject. They could talk about how much work
still remains: What are the mysteries yet to be uncovered? What
is the problem that can’t seem to be cracked? Curiosity should
be rewarded, and everyone should be encouraged to ask,
“What else?”
One effect of such a pedagogical shi! would be less of a
focus on proof. Few things can be strictly proven true. In prac-
tice, scientists accumulate evidence for a particular claim. That
evidence provides some level of confidence. Insisting that every
scientific concept meets or even should meet the standard of
proof is dangerous; it makes knowledge easily a"acked, since
virtually every claim has some possible doubt.
If scientists are not explicit and honest about their doubts,
a crisis of confidence arises when that uncertainty is revealed.
That psychological reality is used to great advantage by, for ex-
ample, those opposed to teaching evolution in schools. Talking
about varying levels of evidence and doubt, instead of about
proof or its absence, will actually make science more powerful
in the public sphere.
Physics wasn’ t always as it is
The flip side of accepting that physics will be different in the
future is accepting that it was different in the past. Everyone
has a tendency to assume that the way things are now is the
norm. But history makes it clear that things were not always
this way. An understanding of why people used to think differ-
ently is a powerful tool for understanding people today. By
drawing a"ention to older, unspoken assumptions, history
shows us how to start paying a"ention to our own.
No less a personage than Einstein advocated for that histor-
ical method. As a young man, he read Ernst Mach’s writings
on the history of science, and he credited Mach with teaching
him how to think critically about scientific principles: “A
knowledge of the historic and philosophical background,”
Einstein once wrote, “gives that kind of independence from
prejudices of his generation from which most scientists are
suffering.” (See the article by Don Howard, P
HYSICS TODAY,
December 2005, page 34.) He complained that physicists
tended to regard currently accepted ideas as unalterable
givens. Instead, he suggested, they should study the history of
those ideas and understand the circumstances in which they
were justified and found useful. In that way, a young physicist
on the margins—say, one serving as a patent clerk in 1905—
will feel emboldened to strike out into new areas and offer cre-
ative new suggestions.
History trains you to think critically about received ideas.
History provides evidence of roads not taken. There are many
ways to think about the mysteries of quantum physics. The
ubiquity of the Copenhagen interpretation does not make it the
best one, and it is certainly not the only useful one. Einstein
himself would want physicists to take a critical approach to the
foundations of quantum mechanics.
Historian and philosopher Hasok Chang argues that sci-
ence’s plurality of interpretations can make the history of
science a resource for modern scientific research. He calls his
approach complementary science—recovering forgo"en and
unsolved puzzles from the past. Some earlier ideas and obser-
vations, such as the reflection of cold, were simply abandoned
rather than being investigated thoroughly and dropped for
good reasons.
9
Pu"ing complementary science into practice
demands difficult self-examination. Thinking deeply and crit-
ically about assumptions and accepted knowledge can be hard
to do in professional scientific contexts, but history is a mode
in which it is encouraged.
David Kaiser’s How the Hippies Saved Physics is a fascinating
example of how that kind of critical thinking can happen.
10
Some physicists in the 1960s and 1970s were dissatisfied with
the “shut up and calculate” culture of the field (four of them
are shown in figure 5). They were interested in the deeper
philosophical meaning behind their equations. To find that
meaning, they engaged with both the mystical counterculture
of the era and the history of quantum physics. Along the way,
they helped to instigate broader interest in Bell’s theorem and
quantum entanglement. The simple realization that people
used to think differently can be quite powerful.
Physics doesn’ t have rigid rules
People encountering the history of science for the first time are
o!en shocked that the actual practice of science bears so li"le
resemblance to the step-by-step scientific method they learned
in school. Scientists simply do not follow a rigid, linear prob-
lem-solving system. Sometimes they start with a hypothesis,
sometimes with a strange observation, sometimes with a weird
anomaly in an otherwise straightforward experiment. Einstein
himself reflected late in life that a scientist must be an “unscrupu-
lous opportunist,” adopting and adapting various approaches
as new challenges arise.
11
42 PHYSICS TODAY
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JULY 2016
WHY STUDY HISTORY?
FIGURE 3. LORD KELVIN (1824–1907) approached
thermodynamics with tools reflecting his religious and
engineering background. This portrait was painted by
Hubert von Herkomer.