🚀 go-pugleaf

Confessions made in moments of aberration:

http://www.perimeterinstitute.ca/pdf/files/975547d7-2d00-433a-b7e3-4a09145525ca.pdf
Albert Einstein 1954: "I consider it entirely possible that physics
cannot be based upon the field concept, that is on continuous
structures. Then nothing will remain of my whole castle in the air,
including the theory of gravitation, but also nothing of the rest of
contemporary physics."

http://articles.courant.com/2009-03-26/news/thorson0326.art_1_science-education-theory-of-general-relativity-arthur-eddington
"Albert Einstein strengthened science through his contributions, but
he may have inadvertently crippled science education through his
example. This notion is supported by an editorial, "Redefining Science
Education," published in January by Bruce Alberts, editor in chief of
the journal Science. His main concern is that "many college-educated
adults in the United States," including teachers, "fail to understand
that science is a way of knowing completely different from mysticism,
tradition and faith." Science is based on "evidence that can be
logically and independently verified," rather than on personal
authority. Most of the public accepted Einstein's 1915 theory of
general relativity based on his authority, rather than on the evidence
presented."

http://plus.maths.org/issue37/features/Einstein/index.html
John Barrow: "Einstein restored faith in the unintelligibility of
science. Everyone knew that Einstein had done something important in
1905 (and again in 1915) but almost nobody could tell you exactly what
it was. When Einstein was interviewed for a Dutch newspaper in 1921,
he attributed his mass appeal to the mystery of his work for the
ordinary person: Does it make a silly impression on me, here and
yonder, about my theories of which they cannot understand a word? I
think it is funny and also interesting to observe. I am sure that it
is the mystery of non-understanding that appeals to themit impresses
them, it has the colour and the appeal of the mysterious."

http://www.edge.org/q2008/q08_5.html
John Baez: "On the one hand we have the Standard Model, which tries to
explain all the forces except gravity, and takes quantum mechanics
into account. On the other hand we have General Relativity, which
tries to explain gravity, and does not take quantum mechanics into
account. Both theories seem to be more or less on the right track but
until we somehow fit them together, or completely discard one or both,
our picture of the world will be deeply schizophrenic."

http://www.nytimes.com/2010/01/26/science/26essay.html
"The worrying continued. Lawrence Krauss, a cosmologist from Arizona
State, said that most theories were wrong. "We get the notions they
are right because we keep talking about them," he said. Not only are
most theories wrong, he said, but most data are also wrong..."

http://www.smithsonianmag.com/science-nature/87150187.html
"Dark Energy: The Biggest Mystery in the Universe (...) "We have a
complete inventory of the universe," Sean Carroll, a California
Institute of Technology cosmologist, has said, "and it makes no
sense."

http://www.beilstein-institut.de/bozen2004/proceedings/CornishBowden/CornishBowden.pdf
Athel Cornish-Bowden: "The concept of entropy was introduced to
thermodynamics by Clausius, who deliberately chose an obscure term for
it, wanting a word based on Greek roots that would sound similar to
"energy". In this way he hoped to have a word that would mean the same
to everyone regardless of their language, and, as Cooper [2] remarked,
he succeeded in this way in finding a word that meant the same to
everyone: NOTHING. From the beginning it proved a very difficult
concept for other thermodynamicists, even including such accomplished
mathematicians as Kelvin and Maxwell; Kelvin, indeed, despite his own
major contributions to the subject, never appreciated the idea of
entropy [3]. The difficulties that Clausius created have continued to
the present day, with the result that a fundamental idea that is
absolutely necessary for understanding the theory of chemical
equilibria continues to give trouble, not only to students but also to
scientists who need the concept for their work."

ftp://ftp.esat.kuleuven.ac.be/pub/SISTA/markovsky/reports/06-46.pdf
"From the pedagogical point of view, thermodynamics is a disaster. As
the authors rightly state in the introduction, many aspects are
"riddled with inconsistencies". They quote V.I. Arnold, who concedes
that "every mathematician knows it is impossible to understand an
elementary course in thermodynamics". Nobody has eulogized this
confusion more colorfully than the late Clifford Truesdell. On page 6
of his book "The Tragicomical History of Thermodynamics" 1822-1854
(Springer Verlag, 1980), he calls thermodynamics "a dismal swamp of
obscurity". Elsewhere, in despair of trying to make sense of the
writings of some local heros as De Groot, Mazur, Casimir, and
Prigogine, Truesdell suspects that there is "something rotten in the
(thermodynamic) state of the Low Countries" (see page 134 of Rational
Thermodynamics, McGraw-Hill, 1969)."

Pentcho Valev
pvalev@yahoo.com