The
Quantum Moment:
Quantum
Mechanics in Philosophy, Culture, and Life
PHI 382
PHY382
PHY P-117 Prof.
Robert
P. Crease
Wed 5:30-8:20 Prof.
Alfred
Scharff Goldhaber
Course Description
This
course explores the implications and influence, real and alleged, of quantum
mechanics on fields other than physics.
For an introduction, see also
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 will be 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 shall
discuss some of the important debates at the founding of quantum mechanics,
such as the the Bohr-Heisenberg debate on the
interpretation of complementarity, Einstein-Bohr
debate on the possibility of hidden variables, and the probabilistic
interpretation of quantum mechanics.
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.
One
purpose of this course is to seek out appearances of quantum mechanics that are
recent or unknown to us. Students
are encouraged to hunt down, post on Blackboard, and briefly discuss in class
new references to quantum mechanics in contexts outside physics. Students will be expected 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 that
week from reading and class.
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. 29: 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. 5: Outline
of Characters, Plot, and Dramatic Conflict
G.
Segrè, Faust in Copenhagen (entire)
Sept. 12: 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.
Dobbs/Jacob, Newton and the Culture
of Newtonianism
Crease/Goldhaber, Quantum Moment, Chapters 1-5
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"
SPECIAL EVENT BEFORE CLASS: HUMANITIES INSTITUTE PRESENTATION
CREASE AND GOLDHABER DIALOGUE ON 'THE QUANTUM MOMENT'
4:00 PM Humanities 1008. Reception Follows [can take the place of our usual dinner break, just a bit early].
Sept. 19: 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. 6-8.
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"
Sep. 26: 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?"
Oct. 3: Laser
Teaching Center Excursion
R.
Crease, Prism and Pendulum, Chs. 6, 10
Feynman,
Lectures on Physics, excerpts; other readings to be assigned
Oct. 10: Schrödinger's
Cat
Crease/Goldhaber, Quantum Moment, Ch. 10
Schrödinger, "The Present Situation in
Quantum Mechanics," http://www.tu-harburg.de/rzt/rzt/it/QM/cat.html
G.
Holton, "The Roots of Complementarity"
Title
and 1-sentence tentative project description due.
Oct. 17: Copenhagen:
The Play
Discussion of Michael Frayn's play, Copenhagen.
M.
Frayn, Copenhagen
Oct. 24: 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
One-page
description of final project due
Oct. 31: Parallel Worlds
Crease/Goldhaber, Quantum Moment, Ch. 11
Nov. 7: It's
the Culture, Stupid! The Forman
Thesis
Crease/Goldhaber, Quantum Moment, Ch. 12
Other
handouts
Rough draft of final project due.
Nov. 14: Did the
Hippies Save Physics? Did They
Have To?
Crease/Goldhaber, Quantum Moment, Ch. 13
Other
handouts
Nov. 21: NO
CLASS!!!!!!!! THANKSGIVING
VACATION!!!!!!!!!!!!
Nov. 28: Presentations
of Student Projects I
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 October 10, a 1-page
description by October 24, and a first draft (or appropriate form for
non-written work) by November 7, leaving room for further development before
in-class presentations on November 28 and December 5. You are encouraged to discuss your thoughts with the
instructors at all stages
Dec. 5: Presentations
of Student Projects II
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:
Jacob
& Dodds 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.
Academic Integrity Statement
Each
student must pursue his or her academic goals honestly and be personally
accountable for all submitted work. Representing another person's work as your
own is always wrong. Faculty are required to report
any suspected instance of academic dishonesty to the Academic Judiciary. For more comprehensive information on
academic integrity, including categories of academic dishonesty, please refer
to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/
Critical Incident Management
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Brook University expects students to respect the rights, privileges, and
property of other people. Faculty are required to report to the Office of
Judicial Affairs any disruptive behavior that interrupts their ability to
teach, compromises the safety of the learning environment, and/or inhibits
students' ability to learn.
Blackboard
Access
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