First figure out why you want the students to learn the subject and what you want them to know, and the method will result more or less by common sense.
What came to Feynman by “common sense” were often brilliant twists that perfectly captured the essence of his point. Once, during a public lecture, he was trying to explain why one must not verify an idea using the same data that suggested the idea in the first place. Seeming to wander off the subject, Feynman began talking about license plates. “You know, the most amazing thing happened to me tonight. I was coming here, on the way to the lecture, and I came in through the parking lot. And you won’t believe what happened. I saw a car with the license plate ARW 357. Can you imagine? Of all the millions of license plates in the state, what was the chance that I would see that particular one tonight? Amazing!” A point that even many scientists fail to grasp was made clear through Feynman’s remarkable “common sense.”
In 35 years at Caltech (from 1952 to 1987), Feynman was listed as teacher of record for 34 courses. Twenty-five of them were advanced graduate courses, strictly limited to graduate students, unless undergraduates asked permission to take them (they often did, and permission was nearly always granted). The rest were mainly introductory graduate courses. Only once did Feynman teach courses purely for undergraduates, and that was the celebrated occasion in the academic years 1961 to 1962 and 1962 to 1963, with a brief reprise in 1964, when he gave the lectures that were to become The Feynman Lectures on Physics.
At the time there was a consensus at Caltech that freshman and sophomore students were getting turned off rather than spurred on by their two years of compulsory physics. To remedy the situation, Feynman was asked to design a series of lectures to be given to the students over the course of two years, first to freshmen, and then to the same class as sophomores. When he agreed, it was immediately decided that the lectures should be transcribed for publication. That job turned out to be far more difficult than anyone had imagined. Turning out publishable books required a tremendous amount of work on the part of his colleagues, as well as Feynman himself, who did the final editing of every chapter.
And the nuts and bolts of running a course had to be addressed. This task was greatly complicated by the fact that Feynman had only a vague outline of what he wanted to cover. This meant that no one knew what Feynman would say until he stood in front of a lecture hall filled with students and said it. The Caltech professors who assisted him would then scramble as best they could to handle mundane details, such as making up homework problems.
Why did Feynman devote more than two years to revolutionize the way beginning physics was taught? One can only speculate, but there were probably three basic reasons. One is that he loved to have an audience, and this gave him a bigger theater than he usually had in graduate courses. The second was that he genuinely cared about students, and he simply thought that teaching freshmen was an important thing to do. The third and perhaps most important reason was the sheer challenge of reformulating physics, as he understood it, so that it could be presented to young students. This was his specialty, and was the standard by which he measured whether something was really understood. Feynman was once asked by a Caltech faculty member to explain why spin 1/2 particles obey Fermi-Dirac statistics. He gauged his audience perfectly and said, “I’ll prepare a freshman lecture on it.” But a few days later he returned and said, “You know, I couldn’t do it. I couldn’t reduce it to the freshman level. That means we really don’t understand it.”
This specialty of reducing deep ideas to simple, understandable terms is evident throughout The Feynman Lectures on Physics, but nowhere more so than in his treatment of quantum mechanics. To aficionados, what he has done is clear. He has presented, to beginning students, the path integral method, the technique of his own devising that allowed him to solve some of the most profound problems in physics. His own work using path integrals, among other achievements, led to the 1965 Nobel Prize that he shared with Julian Schwinger and Sin-Itero Tomanaga.
Through the distant veil of memory, many of the students and faculty attending the lectures have said that having two years of physics with Feynman was the experience of a lifetime. But that’s not how it seemed at the time. Many of the students dreaded the class, and as the course wore on, attendance by the registered students started dropping alarmingly. But at the same time, more and more faculty and graduate students started attending. The room stayed full, and Feynman may never have known he was losing some of his intended audience. But even in Feynman’s view, his pedagogical endeavor did not succeed. He wrote in the 1963 preface to the Lectures: “I don’t think I did very well by the students.” Rereading the books, one sometimes seems to catch Feynman looking over his shoulder, not at his young audience, but directly at his colleagues, saying, “Look at that! Look how I finessed that point! Wasn’t that clever?” But even when he thought he was explaining things lucidly to freshmen or sophomores, it was not really they who were able to benefit most from what he was doing. It was his peers — scientists, physicists, and professors — who would be the main beneficiaries of his magnificent achievement, which was nothing less than to see physics through the fresh and dynamic perspective of Richard Feynman.
Feynman was more than a great teacher. His gift was that he was an extraordinary teacher of teachers. If the purpose in giving The Feynman Lectures on Physics was to prepare a roomful of undergraduate students to solve examination problems in physics, he cannot be said to have succeeded particularly well. Moreover, if the intent was for the books to serve as introductory college textbooks, he cannot be said to have achieved his goal. Nevertheless, the books have been translated into ten foreign languages and are available in four bilingual editions. Feynman himself believed that his most important contribution to physics would not be QED, or the theory of superfluid helium, or polarons, or partons. His foremost contribution would be the three red books of The Feynman Lectures on Physics. That belief fully justifies this commemorative issue of these celebrated books.
DAVID L. GOODSTEINGERRY NEUGEBAUER
April 1989 California Institute of Technology
FEYNMAN’S PREFACE
These are the lectures in physics that I gave last year and the year before to the freshman and sophomore classes at Caltech. The lectures are, of course, not verbatim — they have been edited, sometimes extensively and sometimes less so. The lectures form only part of the complete course. The whole group of 180 students gathered in a big lecture room twice a week to hear these lectures and then they broke up into small groups of 15 to 20 students in recitation sections under the guidance of a teaching assistant. In addition, there was a laboratory session once a week.
The special problem we tried to get at with these lectures was to maintain the interest of the very enthusiastic and rather smart students coming out of the high schools and into Caltech. They have heard a lot about how interesting and exciting physics is — the theory of relativity, quantum mechanics, and other modern ideas. By the end of two years of our previous course, many would be very discouraged because there were really very few grand, new, modern ideas presented to them. They were made to study inclined planes, electrostatics, and so forth, and after two years it was quite stultifying. The problem was whether or not we could make a course which would save the more advanced and excited student by maintaining his enthusiasm.