Quantum Mechanics in
Philosophy, Culture, and Life
PHI 382
PHY 382
PHY P-113
W 5:30-8:20
Prof. Robert
P. Crease
Prof. Alfred
Scharff Goldhaber (Twitter)
Course Description
This course explores the implications and influence, real and alleged, of
quantum mechanics on fields other than physics. For an introduction, see
http://physicsworld.com/cws/article/print/35621. Our
title was inspired by an exhibition and book, entitled “The Newtonian Moment,”
that charted a 250-year period during which ripples from Newton’s discoveries,
especially in mechanics and gravity, radiated out first to a small school of
specialists, and then in successively larger circles, eventually penetrating
all niches of human life from art to commerce. It is now over 80 years
since the inception of quantum mechanics, and 100 years since a crucial
contribution by Einstein to its foundations. Therefore it seems
worthwhile to look at what kinds of ripples have come from a development in
some ways much more startling and hard to swallow than Newton’s work.
What have been the reactions to quantum mechanics in worlds outside the
physical sciences? How, if at all, have such reactions reflected back on
what 'hard-core' practitioners in this field do – and think about what they do?
Such questions are at the focus of this course. How has quantum mechanics
permeated culture to offer what seem to be significant new perspectives on the
human condition? What does it mean, if anything, for philosophy, ethics,
biology, and social behavior? We shall explore how quantum mechanics
fits, or does not fit, with traditional models of science, and with more recent
accounts such as social constructivism. We discuss some of the important
debates at the founding of quantum mechanics, such as the Bohr-Heisenberg
debate on the interpretation of complementarity and the Einstein-Bohr debate on
the possibility of hidden variables. We shall look into the
"double-slit" experiment with single electrons, the "most
beautiful experiment in science." We may also discuss such issues as
nonlocality, hidden variables, new dimensions of the debate of free will versus
determinism, scientific perception and measurement theory. Required and
suggested readings include texts that claim to find a connection between
quantum mechanics and Faulkner's novels, surrealist paintings, Christian
thought, Eastern mysticism, and the theatre of Bertolt Brecht and Richard
Foreman. The course will not involve technical mathematics. The
introduction to quantum mechanics provided by the instructors will be aimed at non-science
students. Besides readings, the course will also involve plays, including
"Copenhagen," films, and guest speakers.
Students are encouraged to hunt down, post on Blackboard, and briefly discuss
in class new references to quantum mechanics in contexts outside physics.
Students are also expected to give “book reports” on books about quantum
mechanics and its founders to the class. Students are also required to
work on a final project, to be presented in class. In addition, each week
each student should, without consulting notes, post on Journal on Blackboard a
two-paragraph summary of what was learned from readings that week.
These posts will be seen only by the instructors, will be graded, and may be
mentioned by the instructors when we find the posts especially interesting.
Syllabus
Aug. 27: Introduction
The nature of physics and of
philosophy, and of the challenges posed by quantum mechanics to each, according
to the different perspectives of the instructors. The proliferation of
quantum imagery.
Sept.
3: The
Newtonian Background, Early Quantum Theory
The physics and philosophy of motion
and mechanics in the Aristotelian and Newtonian worlds. A crisis arises
in understanding black-body radiation. Light's behavior is apparently
insoluble in Newtonian terms. Planck proposes the quantum idea, which
lies fallow for 5 years, then nurtured by Einstein. Puzzles lie latent.
Crease/Goldhaber, Quantum Moment,
Chapters 1-5
Dobbs and Jacob, Newton and
Newtonianism (entire)
Holton and Brush, Introduction to
Concepts and Theories, pp.
31-37, 79-91
E. Segrè, From X-Rays to Quarks
(on reserve), ch. 4, “Planck, Unwilling Revolutionary: The Idea of
Quantization”
Sept. 10:
Outline of Characters, Plot, and Dramatic Conflict
G. Segrè, Faust in Copenhagen (entire)
Sept. 17: The Quantum
Revolution of 1925-7
The development of quantum mechanics:
Heisenberg and matrices, Schrödinger and waves, uncertainty principle.
The puzzles become explicit.
Crease/Goldhaber, Quantum Moment, Ch.
6,7
D. Lindley, Uncertainty (entire).
Holton and Brush, Introduction to Concepts and Theories, pp.
427-44, 470-501
E. Segrè, From X-Rays to Quarks, ch. 8, “A True Quantum Mechanics At
Last”
Title and 1-sentence tentative project description due
Sept. 24:
Laser Teaching Center Excursion
R. Crease, Prism and Pendulum, Chs. 6, 10
Feynman,
Lectures on Physics, excerpts; other readings
to be assigned
Oct. 1: No
Way! The Newtonian Pushback
Einstein and others argue that quantum mechanics must be imperfect or incomplete.
Crease/Goldhaber, Quantum Moment, Ch. 9
N. Bohr, "Discussion w. Einstein
on Epistemological Problems in Atomic Physics"
Einstein, Podolsky, and Rosen,
"Can Quantum-Mechanical Description of Reality Be Considered
Complete?" and reply by Bohr.
One-page description of final project
due
Oct. 8:
Schrödinger’s
Cat
Crease/Goldhaber, Quantum Moment, Ch.
10
Schrödinger, “Pres. Sit. in Qu. Mech,”
www.tu-harburg.de/rzt/rzt/it/QM/cat.html
G. Holton, “The Roots of Complementarity”
Oct.
15: Philosophical
Implications
What have philosophers made of
complementarity and quantum mechanics? Why has complementarity attracted
mystics?
P. Grim, ed., "Quantum Mysticism"
section from Philosophy of Science and the Occult, 2nd ed.:
P. Grim, "Conflicting Notes from
Einstein and Bohr;" F. Capra, "The Unity of All Things;” G. Zukav,
"Einstein Doesn't Like It;” R. Crease & C. Mann, "The Yogi and
the Quantum;” N. D. Mermin, "Quantum Mysteries for Anyone;” M. Spector,
"Mind, Matter and Quantum Mechanics"
M. Beller, “The Sokal Hoax: At Whom Are
We Laughing?” Phys. Today, S 1998.
P. Anderson, “Thinking Big,” Nature
29 Sept. 2005, p. 625
Oct. 22:
Copenhagen: The Play
Discussion of Michael Frayn’s play, Copenhagen
M. Frayn, Copenhagen
First, or rough, draft due
Oct.
29: Parallel Worlds
Crease/Goldhaber, Quantum Moment, Ch. 11
Nov.
5: Art
and the Quantum Moment
Readings from Arthur I. Miller
Crease-Goldhaber Ch. 8
Nov.
12: Presentations of
Student Projects I
Final draft due
All students have to work on a project,
either individually or in collaboration. This project cannot be on one of
the required readings (it may involve a suggested reading), and must explore
some implication of quantum mechanics for philosophy, culture, or life. A
starting point can be found in Brush's The History of Modern Science,
essentially an extensive bibliography, though we hope students will find other
sources. A project may consist of a summary and evaluation of a
reading on the subject that we have not discussed. Or it may consist of
discovering other kinds of influences of quantum mechanics: on literature or
art, for instance. Or it may consist of producing an illustration of
quantum mechanical principles in some arena other than physics -- say, a
musical analogue of the double-slit experiment in which discernible rhythms
eventually emerge out of randomly produced notes. Or it may consist of
works – music, fiction -- inspired by your perceptions of the quantum
concept.
We encourage you to start working on
the project as early as possible. Its form will be determined by
agreement between student and instructors. You must provide the
instructors with a title and 1-sentence description by September 17, a 1-page
description by October 1, and a first, or rough, draft (or appropriate form for
non-written work) by October 22, leaving room for further development before
in-class presentations on November 12 [Final paper drafts also due November 12]
and November 19. You are encouraged to discuss your thoughts with the
instructors at all stages.
Nov. 19:
Presentations of Student Projects
II
Nov. 26:
NO
CLASS!!!!!! THANKSGIVING VACATION!!!!!!!
Dec.3:
CULTURAL INFLUENCES ON THE DEVELOPMENT OF QUANTUM MECHANICS?
Did the Hippies Save Physics? Did They Have
To?
Selections
from Kaiser, How the Hippies Saved Physics
Crease/Goldhaber,
Quantum Moment, Ch. 12
Other
handouts
It’s the Culture! The Forman
Thesis
P.
Forman, “Weimar Culture, Causality, and Quantum Theory, 1918-1927”
Course Policies and Course Materials
Books
The required articles will be handed out, or left in either the Philosophy or
Physics offices for students to copy. The following books are to be
purchased:
Dobbs & Jacob Newton
and the Culture of Newtonianism
M.
Frayn Copenhagen
D.
Lindley Uncertainty:
Einstein, Heisenberg, Bohr, and the Struggle for the Soul of Science
G. Segrè,
Faust in Copenhagen
Course Structure
For most classes, the instructors, or guest, speak for the first half, followed
by a break for dinner, and on our return students will present and discuss
material. The material discussed by the students may be part of the
assigned readings for that week, a suggested reading for that week, or another
reading suggested by the student that has been approved by the instructors.
Requirements
You are required to attend all classes, and to participate in the discussions
and Blackboard assignments. You must complete the readings on time, by
the date listed on the syllabus. You are responsible for making up any
work missed for any reason. Grading is based on class participation (including
journal entries on Blackboard), class presentation, and the course project.
Disability Support Services (DSS)
Statement
If you have a physical, psychological,
medical, or learning disability that may impact your course work, please
contact Disability Support Services (631) 632-6748 or
http://studentaffairs.stonybrook.edu/dss/. They will determine with you
what accommodations are necessary and appropriate. All information and
documentation is confidential. Students who require assistance during
emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services. For procedures and
information see: http://www.stonybrook.edu/ehs/fire/disabilities/asp.
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academic goals honestly and be personally accountable for all submitted work.
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integrity, including categories of academic dishonesty, please refer to the
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Blackboard
Access class information on-line at: http://blackboard.sunysb.edu. If you
used Blackboard before, your login information is unchanged. If you’ve
never used it, your initial password is your SOLAR ID# and your username is
your SBU (sparky) username, generally your first initial and the first 7
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problems logging in, go to the helpdesk in the Main Library SINC Site or the
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