Best 22 quotes of Richard Feynman on MyQuotes

A few years after I gave some lectures for the freshmen at Caltech (which were published as the Feynman Lectures on Physics), I received a long letter from a feminist group. I was accused of being anti-women because of two stories: the first was a discussion of the subtleties of velocity, and involved a woman driver being stopped by a cop. There's a discussion about how fast she was going, and I had her raise valid objections to the cop's definitions of velocity. The letter said I was making the women look stupid. The other story they objected to was told by the great astronomer Arthur Eddington, who had just figured out that the stars get their power from burning hydrogen in a nuclear reaction producing helium. He recounted how, on the night after his discovery, he was sitting on a bench with his girlfriend. She said, "Look how pretty the stars shine!" To which he replied, "Yes, and right now, I'm the only man in the world who knows how they shine." He was describing a kind of wonderful loneliness you have when you make a discovery. The letter claimed that I was saying a women is incapable of understanding nuclear reactions. I figured there was no point in trying to answer their accusations in detail, so I wrote a short letter back to them: "Don't bug me, Man!

Although my mother didn't know anything about science, she had a great influence on me as well. In particular, she had a wonderful sense of humor, and I learned from her that the highest form of understanding we can achieve are laughter and human compassion

For instance, the scientific article may say, 'The radioactive phosphorus content of the cerebrum of the rat decreases to one- half in a period of two weeks.' Now what does that mean? It means that phosphorus that is in the brain of a rat—and also in mine, and yours—is not the same phosphorus as it was two weeks ago. It means the atoms that are in the brain are being replaced: the ones that were there before have gone away. So what is this mind of ours: what are these atoms with consciousness? Last week's potatoes! They now can remember what was going on in my mind a year ago—a mind which has long ago been replaced. To note that the thing I call my individuality is only a pattern or dance, that is what it means when one discovers how long it takes for the atoms of the brain to be replaced by other atoms. The atoms come into my brain, dance a dance, and then go out—there are always new atoms, but always doing the same dance, remembering what the dance was yesterday.

If one cannot see gravitation acting here, he has no soul.

I noticed that the [drawing] teacher didn't tell people much... Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: We have so many techniques - so many mathematical methods - that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to tell you anything. If your lines are very heavy, the teacher can't say, "Your lines are too heavy." because *some* artist has figured out a way of making great pictures using heavy lines. The teacher doesn't want to push you in some particular direction. So the drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than the spirit, of how to go about solving physical problems.

I suddenly remembered that Murray Gell-Mann and I were supposed to give talks at that conference on the present situation of high-energy physics. My talk was set for the plenary session, so I asked the guide, "Sir, where would the talks for the plenary session of the conference be?" "Back in that room that we just came through." "Oh!" I said in delight. "Then I'm gonna give a speech in that room!" The guide looked down at my dirty pants and my sloppy shirt. I realized how dumb that remark must have sounded to him, but it was genuine surprise and delight on my part. We went along a little bit farther, and the guide said, "This is a lounge for the various delegates, where they often hold informal discussions." They were some small, square windows in the doors to the lounge that you could look through, so people looked in. There were a few men sitting there talking. I looked through the windows and saw Igor Tamm, a physicist from Russia that I know. "Oh!" I said. "I know that guy!" and I started through the door. The guide screamed, "No, no! Don't go in there!" By this time he was sure he had a maniac on his hands, but he couldn't chase me because he wasn't allowed to go through the door himself!

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher --- a situation in which the student discusses the ideas, thinks about the things, and talks about the things.

I took a little walk outside for a while. I was surprised that I wasn't feeling what I thought people were supposed to feel under the circumstances. May be I was fooling myself. I wasn't delighted, but I didn't feel terribly upset, perhaps because we had known for a long time that it was going to happen. It's hard to explain. If a Martian(who, we'll imagine never dies except by accident) came to Earth and saw this peculiar race of creatures-these humans who live about seventy or eighty years, knowing that death is going to come--it would look to hi like a terrible problem of psychology to live under those circumstances, knowing that life is only temporary Well, we humans somehow figure out how to live despite this problem: we laugh, we joke, we live. The only difference for me and Arlene was, instead of fifty years, it was five years. It was only a quantitative difference--the psychological problem was just the same. The only way it would have become any different is if we had said to ourselves, "But those other people have it better, because they might live fifty years." But that's crazy. Why make yourself miserable saying things like, "Why do we have such bad luck? What has God done to us? What have we done to deserve this?"--all of which, if you understand reality and take it completely into your heart, are irrelevant and unsolvable. They are just things that nobody can know. Your situation is just an accident of life.. We had a hell of good time together...

I was an ordinary person who studied hard. There are no miracle people. It happens they get interested in this thing and they learn all this stuff, but they’re just people.

Many races as well as cultural influences of men of all kinds have mixed into any man. To select, for approbation the peculiar elements that come from some supposedly Jewish heredity is to open the door to all kinds of nonsense on racial theory.

My father had the spirit and integrity of a scientist, but he was a salesman. I remember asking him the question "How can a man of integrity be a salesman?" He said to me, "Frankly, many salesmen in the business are not straightforward--they think it's a better way to sell. But I've tried being straightforward, and I find it has its advantages. In fact, I wouldn't do it any other way. If the customer thinks at all, he'll realize he has had some bad experience with another salesman, but hasn't had that kind of experience with you. So in the end, several customers will stay with you for a long time and appreciate it.

[...] Out of the cradle
 onto the dry land 
here it is 
standing: 
atoms with consciousness;
 matter with curiosity.

 Stands at the sea
 wonders at wondering: I 
a universe of atoms
 an atom in the universe.

Science is a long history of learning how not to fool ourselves.

Take this neat little equation here. It tells me all the ways an electron can make itself comfortable in or around an atom. That's the logic of it. The poetry of it is that the equation tells me how shiny gold is, how come rocks are hard, what makes grass green, and why you can't see the wind. And a million other things besides, about the way nature works.

The best teaching can be done only when there is a direct individual relationship between a student and a good teacher—a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It’s impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned.

The deeper a thing is, the more interesting it is

The real problem in speech is not precise language. The problem is clear language. The desire is to have the idea clearly communicated to the other person. It is only necessary to be precise when there is some doubt as to the meaning of a phrase, and then the precision should be put in the place where the doubt exists. It is really quite impossible to say anything with absolute precision, unless that thing is so abstracted from the real world as to not represent any real thing.

There's a kind of saying that you don't understand its meaning, 'I don't believe it. It's too crazy. I'm not going to accept it.'… You'll have to accept it. It's the way nature works. If you want to know how nature works, we looked at it, carefully. Looking at it, that's the way it looks. You don't like it? Go somewhere else, to another universe where the rules are simpler, philosophically more pleasing, more psychologically easy. I can't help it, okay? If I'm going to tell you honestly what the world looks like to the human beings who have struggled as hard as they can to understand it, I can only tell you what it looks like.

The taxi driver felt that it was a good observation, and said he was planning to build for the future, too: he had some money on the horses, and if he won, he would buy his own taxicab, and really do well. I felt very sorry. I told him that betting on the horses was a bad idea, but he insisted it was the only way he could do it. He had such good intentions, but his method was going to be luck. I wasn't going to go on philosophizing, so he took me to a place where there was a steel band playing some great calypso music, and I had an enjoyable afternoon.

The ultimate test of your knowledge is your capacity to convey it to another.

We could, of course, use any notation we want; do not laugh at notations; invent them, they are powerful. In fact,mathematics is, to a large extent, invention of better notations.

We have written the equations of water flow. From experiment, we find a set of concepts and approximations to use to discuss the solution--vortex streets, turbulent wakes, boundary layers. When we have similar equations in a less familiar situation, and one for which we cannot yet experiment, we try to solve the equations in a primitive, halting, and confused way to try to determine what new qualitatitive features may come out, or what new qualitative forms are a consequence of the equations. Our equations for the sun, for example, as a ball of hydrogen gas, describe a sun without sunspots, without the rice-grain structure of the surface, without prominences, without coronas. Yet, all of these are really in the equations; we just haven't found the way to get them out. ...The test of science is its ability to predict. Had you never visited the earth, could you predict the thunderstorms, the volcanoes, the ocean waves, the auroras, and the colourful sunset? A salutary lesson it will be when we learn of all that goes on on each of those dead planets--those eight or ten balls, each agglomerated from the same dust clouds and each obeying exactly the same laws of physics. The next great era of awakening of human intellect may well produce a method of understanding the qualitative content of equations. Today we cannot. Today we cannot see that the water flow equations contain such things as the barber pole structure of turbulence that one sees between rotating cylinders. Today we cannot see whether Schrodinger's equation contains frogs, musical composers, or morality--or whether it does not. We cannot say whether something beyond it like God is needed, or not. And so we can all hold strong opinions either way.