Einstein Read Online Free
Author: Walter Isaacson
theories that resulted were at times astonishing, mysterious, and counterintuitive, yet they contained notions that could capture the popular imagination: the relativity of space and time,
E=mc 2
, the bending of light beams, and the warping of space.
Adding to his aura was his simple humanity. His inner security was tempered by the humility that comes from being awed by nature. He could be detached and aloof from those close to him, but toward mankind in general he exuded a true kindness and gentle compassion.
Yet for all of his popular appeal and surface accessibility, Einsteinalso came to symbolize the perception that modern physics was something that ordinary laymen could not comprehend, “the province of priest-like experts,” in the words of Harvard professor Dudley Herschbach. 3 It was not always thus. Galileo and Newton were both great geniuses, but their mechanical cause-and-effect explanation of the world was something that most thoughtful folks could grasp. In the eighteenth century of Benjamin Franklin and the nineteenth century of Thomas Edison, an educated person could feel some familiarity with science and even dabble in it as an amateur.
A popular feel for scientific endeavors should, if possible, be restored given the needs of the twenty-first century. This does not mean that every literature major should take a watered-down physics course or that a corporate lawyer should stay abreast of quantum mechanics. Rather, it means that an appreciation for the methods of science is a useful asset for a responsible citizenry. What science teaches us, very significantly, is the correlation between factual evidence and general theories, something well illustrated in Einstein’s life.
In addition, an appreciation for the glories of science is a joyful trait for a good society. It helps us remain in touch with that childlike capacity for wonder, about such ordinary things as falling apples and elevators, that characterizes Einstein and other great theoretical physicists. 4
That is why studying Einstein can be worthwhile. Science is inspiring and noble, and its pursuit an enchanting mission, as the sagas of its heroes remind us. Near the end of his life, Einstein was asked by the New York State Education Department what schools should emphasize. “In teaching history,” he replied, “there should be extensive discussion of personalities who benefited mankind through independence of character and judgment.” 5 Einstein fits into that category.
At a time when there is a new emphasis, in the face of global competition, on science and math education, we should also note the other part of Einstein’s answer. “Critical comments by students should be taken in a friendly spirit,” he said. “Accumulation of material should not stifle the student’s independence.” A society’s competitive advantage will come not from how well its schools teach the multiplicationand periodic tables, but from how well they stimulate imagination and creativity.
Therein lies the key, I think, to Einstein’s brilliance and the lessons of his life. As a young student he never did well with rote learning. And later, as a theorist, his success came not from the brute strength of his mental processing power but from his imagination and creativity. He could construct complex equations, but more important, he knew that math is the language nature uses to describe her wonders. So he could visualize how equations were reflected in realities—how the electromagnetic field equations discovered by James Clerk Maxwell, for example, would manifest themselves to a boy riding alongside a light beam. As he once declared, “Imagination is more important than knowledge.” 6
That approach required him to embrace nonconformity. “Long live impudence!” he exulted to the lover who would later become his wife. “It is my guardian angel in this world.” Many years later, when others thought that his reluctance to embrace quantum mechanics showed
E=mc 2
, the bending of light beams, and the warping of space.
Adding to his aura was his simple humanity. His inner security was tempered by the humility that comes from being awed by nature. He could be detached and aloof from those close to him, but toward mankind in general he exuded a true kindness and gentle compassion.
Yet for all of his popular appeal and surface accessibility, Einsteinalso came to symbolize the perception that modern physics was something that ordinary laymen could not comprehend, “the province of priest-like experts,” in the words of Harvard professor Dudley Herschbach. 3 It was not always thus. Galileo and Newton were both great geniuses, but their mechanical cause-and-effect explanation of the world was something that most thoughtful folks could grasp. In the eighteenth century of Benjamin Franklin and the nineteenth century of Thomas Edison, an educated person could feel some familiarity with science and even dabble in it as an amateur.
A popular feel for scientific endeavors should, if possible, be restored given the needs of the twenty-first century. This does not mean that every literature major should take a watered-down physics course or that a corporate lawyer should stay abreast of quantum mechanics. Rather, it means that an appreciation for the methods of science is a useful asset for a responsible citizenry. What science teaches us, very significantly, is the correlation between factual evidence and general theories, something well illustrated in Einstein’s life.
In addition, an appreciation for the glories of science is a joyful trait for a good society. It helps us remain in touch with that childlike capacity for wonder, about such ordinary things as falling apples and elevators, that characterizes Einstein and other great theoretical physicists. 4
That is why studying Einstein can be worthwhile. Science is inspiring and noble, and its pursuit an enchanting mission, as the sagas of its heroes remind us. Near the end of his life, Einstein was asked by the New York State Education Department what schools should emphasize. “In teaching history,” he replied, “there should be extensive discussion of personalities who benefited mankind through independence of character and judgment.” 5 Einstein fits into that category.
At a time when there is a new emphasis, in the face of global competition, on science and math education, we should also note the other part of Einstein’s answer. “Critical comments by students should be taken in a friendly spirit,” he said. “Accumulation of material should not stifle the student’s independence.” A society’s competitive advantage will come not from how well its schools teach the multiplicationand periodic tables, but from how well they stimulate imagination and creativity.
Therein lies the key, I think, to Einstein’s brilliance and the lessons of his life. As a young student he never did well with rote learning. And later, as a theorist, his success came not from the brute strength of his mental processing power but from his imagination and creativity. He could construct complex equations, but more important, he knew that math is the language nature uses to describe her wonders. So he could visualize how equations were reflected in realities—how the electromagnetic field equations discovered by James Clerk Maxwell, for example, would manifest themselves to a boy riding alongside a light beam. As he once declared, “Imagination is more important than knowledge.” 6
That approach required him to embrace nonconformity. “Long live impudence!” he exulted to the lover who would later become his wife. “It is my guardian angel in this world.” Many years later, when others thought that his reluctance to embrace quantum mechanics showed
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