The Pleasure of Finding Things Out----Feynman
设问句是什么意思This is the edited transcript of an interview with Feynman made for the BBC television program Horizon in 1981, shown in the United States as an episode of Nova. Feynman had most of his life behind him by this time (he died in 1988), so he could reflect on his experiences and accomplishments with the perspective not often attainable by a younger person. The result is a candid, relaxed, and very personal discussion on many topics clo to Feynman's heart: why knowing merely the name of something is the same as not knowing anything at all about it; how he and his fellow atomic scientists of the Manhattan Project could drink and revel in the success of the terrible weapon they had created while on the other side of the world in Hiroshima thousands of their fellow human beings were dead or dying from it; and why Feynman could just as well have gotten along without a Nobel Prize. 酬乐天扬州
The Beauty of a Flower
I have a friend who's an artist and he's sometimes taken a view which I don't agree with very well. He'll hold up a flower and say, "Look how beautiful it is," and I'll agree, I think. And he says—"you e, I as an artist can e how beautiful this is, but you as a scientist, oh, take this all apart and it becomes a dull thing." And I think that he's kind of nutty. First of all, the beauty that he es is available to other pe
ople and to me, too, I believe, although I might not be quite as refined aesthetically as he is; but I can appreciate the beauty of a flower. At the same time I e much more about the flower than he es. I can imagine the cells in there, the complicated actions inside which also have a beauty. I mean it's not just beauty at this dimension of one centimeter, there is also beauty at a smaller dimension, the inner structure. Also the process, the fact that the colors in the flower evolved in order to attract incts to pollinate it is interesting—it means that incts can e the color. It adds a question: Does this aesthetic n also exist in the lower forms? Why is it aesthetic? All kinds of interesting questions which shows that a science knowledge only adds to the excitement and mystery and the awe of a flower. It only adds; I don't understand how it subtracts.
Avoiding Humanities
I've always been very one-sided about science and when I was younger I concentrated almost all my effort on it. I didn't have time to learn and I didn't have much patience with what's called the humanities, even though in the university there were humanities that you had to take. I tried my best to avoid somehow learning anything and working at it. It was only afterwards, when I got older, that I got more relaxed, that I've spread out a little bit. I've learned to draw and I read a little bit, but I'm really still a very one-sided person and I don't know a great deal. I have a limited intelligence and I u
it in a particular direction.
低血糖的症状Tyra
nnosaurus in the Window
We had the Encyclopaedia Britannica at home and even when I was a small boy [my father] ud to sit me on his lap and read to me from the Encyclopaedia Britannica, and we would read, say, about dinosaurs and maybe it would be talking about the brontosaurus or something, or the tyrannosaurus rex, and it would say something like, "This thing is twenty-five feet high and the head is six feet across," you e, and so he'd stop all this and say, "Let's e what that means. That would mean that if he stood in our front yard he would be high enough to put his head through the window but not quite becau the head is a little bit too wide and it would break the window as it came by."
Everything we'd read would be translated as best we could into some reality and so I learned to do that—everything that I read I try to figure out what it really means, what it's really saying by translating and so (LAUGHS) I ud to read the Encyclopaedia when I was a boy but with translation, you e, so it was very exciting and interesting to think there were animals of such magnitude—I wasn't frightened that there would be one coming in my window as a conquence of t
两本日记his, I don't think, but I thought that it was very, very interesting, that they all died out and at that time nobody knew why.
We ud to go to the Catskill Mountains. We lived in New York and the Catskill Mountains was the place where people went in the summer; and the fathers—there was a big group of people there but the fathers would all go back to New York to work during the week and only come back on the weekends. When my father came he would take me for walks in the woods and tell me various interesting things that were going on in the woods—which I'll explain in a minute—but the other mothers eing this, of cour, thought this was wonderful and that the other fathers should take their sons for walks, and they tried to work on them but they didn't get anywhere at first and they wanted my father to take all the kids, but he didn't want to becau he had a special relationship with me—we had a personal thing together—so it ended up that the other fathers had to take their children for walks the next weekend, and the next Monday when they were all back to work, all the kids were playing in the field and one kid said to me, "See that bird, what kind of a bird is that?" And I said, "I haven't the slightest idea what kind of a bird it is." He says, "It's a brown throated thrush," or something, "Your father doesn't tell you anything." But it was the opposite: my father had taught me. Looking at a bird he says, "Do you know what that bird is? It's a brown throated thrush; but in Portug
ue it's a ... in Italian a ...," he says "in Chine it's a ..., in Japane a ...," etcetera. "Now," he says, "you know in all the languages you want to know what the name of that bird is and when you've finished with all that," he says, "you'll know absolutely
nothing whatever about the bird. You only know about humans in different places and what they call the bird. Now," he says, "let's look at the bird."
He had taught me to notice things and one day when I was playing with what we call an express wagon, which is a little wagon which has a railing around it for children to play with that they can pull around. It had a ball in it—I remember this—it had a ball in it, and I pulled the wagon and I noticed something about the way the ball moved, so I went to my father and I said, "Say, Pop, I noticed something: When I pull the wagon the ball rolls to the back of the wagon, and when I'm pulling it along and I suddenly stop, the ball rolls to the front of the wagon," and I says, "why is that?" And he said, "That nobody knows," he said. "The general principle is that things that are moving try to keep on moving and things that are standing still tend to stand still unless you push on them hard." And he says, "This tendency is called inertia but nobody knows why it's true." Now that's a deep understanding—he doesn't give me a name, he knew the difference between knowing the name of something and knowing something, which I learnt very early. He went on to say, "If you look clo yo西装英语
u'll find the ball does not rush to the back of the wagon, but it's the back of the wagon that you're pulling against the ball; that the ball stands still or as a matter of fact from the friction starts to move forward really and doesn't move back." So I ran back to the little wagon and t the ball up again and pulled the wagon from under it and looking sideways and eing indeed he was right—the ball never moved backwards in the wagon when I pulled the wagon forward. It moved backward relative to the wagon, but relative to the sidewalk it was moved forward a little bit, it's just [that] the wagon caught up with it. So that's the way I was educated by my father, with tho kinds of examples and discussions, no pressure, just lovely interesting discussions.
Algebra for the Practical Man
My cousin, at that time, who was three years older, was in high school and was having considerable difficulty with his algebra and had a tutor come, and I was allowed to sit in a corner while (LAUGHS) the tutor would try to teach my cousin algebra, problems like 2x plus something. I said to my cousin then, "What're you trying to do?" You know, I hear him talking about x. He says, "What do you know—2x + 7 is equal to 15," he says "and you're trying to find out what x is." I says, "You mean 4." He says, "Yeah, but you did it with arithmetic, you have to do it by algebra," and that's why my cousin was never able to do algebra, becau he didn't understand how he was suppod to do it. There w
as no way. I learnt algebra fortunately by not going to school and knowing the whole idea was to find out what x was and it didn't make any difference how you did it—there's no such thing as, you know, you do it by arithmetic,
you do it by algebra—that was a fal thing that they had invented in school so that the children who have to study algebra can all pass it. They had invented a t of rules which if you followed them without thinking could produce the answer: subtract 7 from both sides, if you have a multiplier divide both sides by the multiplier and so on, and a ries of steps by which you could get the answer if you didn't understand what you were trying to do.
There was a ries of math books, which started Arithmetic for the Practical Man, and then Algebra for the Practical Man, and then Trigonometry for the Practical Man, and I learned trigonometry for the practical man from that. I soon forgot it again becau I didn't understand it very well but the ries was coming out, and the library was going to get Calculus for the Practical Man and I knew by this time by reading the Encyclopaedia that calculus was an important subject and it was an interesting one and I ought to learn it. I was older now, I was perhaps thirteen; and then the calculus book finally came out and I was so excited and I went to the library to take it out and she looks at me and she says, "Oh, you're just a child, what are you taking this book out for, this book is a [book for adults]." S
怎么换ip地址o this was one of the few times in my life I was uncomfortable and I lied and I said it was for my father, he lected it. So I took it home and I learnt calculus from it and I tried to explain it to my father and he'd start to read the beginning of it and he found it confusing and it really bothered me a little bit. I didn't know that he was so limited, you know, that he didn't understand, and I thought it was relatively simple and straightforward and he didn't understand it. So that was the first time I knew I had learnt more in some n than he.
Epaulettes and the Pope
One of the things that my father taught me besides physics (LAUGHS), whether it's correct or not, was a disrespect for respectable ... for certain kinds of things. For example, when I was a little boy, and a rotogravure—that's printed pictures in newspapers—first came out in the New York Times, he ud to sit me again on his knee and he'd open a picture, and there was a picture of the Pope and everybody bowing in front of him. And he'd say, "Now look at the humans. Here is one human standing here, and all the others are bowing. Now what is the difference? This one is the Pope"—he hated the Pope anyway—and he'd say, "the difference is epaulettes"—of cour not in the ca of the Pope, but if he was a general—it was always the uniform, the position, "but this man has the same human problems, he eats dinner like anybody el, he goes to the bathroom, he has the same
kind of problems as everybody, he's a human being. Why are they all bowing to him? Only becau of his name and his position, becau of his uniform, not becau of something special he did, or his honor, or something like that."
He, by the way, was in the uniform business, so he knew what the difference was between the man with the uniform off and the uniform on; it's the same man for him.
He was happy with me, I believe. Once, though, when I came back from MIT—I'd been there a few years—he said to me, "Now," he said, "you've become educated about the things and there's one question I've always had that I've never understood very well and I'd like to ask you, now that you've studied this, to explain it to me," and I asked him what it was. And he said that he understood that when an atom made a transition from one state to another it emits a particle of light called a photon. I said, "That's right." And he says, "Well, now, is the photon in the atom ahead of time that it comes out, or is there no photon in it to start with?" I says, "There's no photon in, it's just that when the electron makes a transition it comes" and he says "Well, where does it come from then, how does it come out?" So I couldn't just say, "The view is that photon numbers aren't conrved, they're just created by the motion of the electron." I couldn't try to explain to him something like: the sound that I'm making now wasn't in me. It's not like my little boy who when he started to talk, suddenly said tha
t he could no longer say a certain word—the word was "cat"—becau his word bag has run out of the word cat (LAUGHS). So there's no word bag that you have inside so that you u up the words as they come out, you just make them as they go along, and in the same n there was no photon bag in an atom and when the photons come out they didn't come from somewhere, but I couldn't do much better. He was not satisfied with me in the respect that I never was able to explain any of the things that he didn't understand (LAUGHS). So he was unsuccessful, he nt me through all the universities in order to find out the things and he never did find out (LAUGHS).
Invitation to the Bomb
蔡襄的读音[While working on his PhD thesis, Feynman was asked to join the project to develop the atomic bomb.] It was a completely different kind of a thing. It would mean that I would have to stop the rearch in what I was doing, which is my life's desire, to take time off to do this, which I felt I should do in order to protect civilization. Okay? So that was what I had to debate with mylf. My first reaction was, well, I didn't want to get interrupted in my normal work to do this odd job. There was also the problem, of cour, of any moral thing involving war. I wouldn't have much to do with that, but it kinda scared me when I realized what the weapon would be, and that since it might be possible, it must be possible. There was nothing that I knew that indicated that if we could do it they
couldn't do it, and therefore it was very important to try to cooperate.
[In early 1943 Feynman joined Oppenheimer's team at Los Alamos.] With regard to moral questions, I do have something I would l
ike to say about it. The original reason to start the project, which was that the Germans were a danger, started me off on a process of action which was to try to develop this first system at Princeton and then at Los Alamos, to try to make the bomb work. All kinds of attempts were made to redesign it to make it a wor bomb and so on. It was a project on which we all worked very, very hard, all co-operating together. And with any project like that you continue to work trying to get success, having decided to do it. But what I did—immorally I would say—was to not remember the reason that I said I was doing it, so that when the reason changed, becau Germany was defeated, not the singlest thought came to my mind at all about that, that that meant now that I have to reconsider why I am continuing to do this. I simply didn't think, okay?
Success and Suffering
[On 6 August 1945 the atomic bomb was exploded over Hiroshima.] The only reaction that I remember—perhaps I was blinded by my own reaction—was a very considerable elation and excite
ment, and there were parties and people got drunk and it would make a tremendously interesting contrast, what was going on in Los Alamos at the same time as what was going on in Hiroshima. I was involved with this happy thing and also drinking and drunk and playing drums sitting on the hood of—the bonnet of—a Jeep and playing drums with excitement running all over Los Alamos at the same time as people were dying and struggling in Hiroshima.
I had a very strong reaction after the war of a peculiar nature—it may be from just the bomb itlf and it may be for some other psychological reasons, I'd just lost my wife or something, but I remember being in New York with my mother in a restaurant, immediately after [Hiroshima], and thinking about New York, and I knew how big the bomb in Hiroshima was, how big an area it covered and so on, and I realized from where we were—I don't know, 59th Street—that to drop one on 34th Street, it would spread all the way out here and all the people would be killed and all the things would be killed and there wasn't only one bomb available, but it was easy to continue to make them, and therefore that things were sort of doomed becau already it appeared to me—very early, earlier than to others who were more optimistic—that international relations and the way people were behaving were no different than they had ever been before and that it was just going to go on the same way as any other thing and I was sure that it was going, therefore, to be ud very soon. So I f
elt very uncomfortable and thought, really believed, that it was silly: I would e people building a bridge and I would say "they don't understand." I really believed that it was nless to make anything becau it would all be destroyed very soon anyway, but they didn't understand that and I had this very strange view of any construction that I would e, I would always th梦见东西丢了
