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Author: Richard Feynman
Quotes of Author: Richard Feynman
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  1. Richard Feynman _ The Quotable Feynman

    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.
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  2. Richard Feynman _ Surely You're Joking, Mr.

    But that was my big moment: I gave a seminar in the biology department at Harvard! I always do that, get into something and see how far I can go. I
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  3. Richard Feynman _ Surely You're Joking, Mr.

    It was such a shock to me to see that a committee of men could present a whole lot of ideas, each one thinking of a new facet, while remembering what the other fella said, so that, at the end, the decision is made as to which idea was the best-summing it all up-without having to say it three times. These were very great men indeed.
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  4. Richard Feynman _ Genius: The Life and Science

    I was born not knowing and have only had a little time to change that here and there.
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  5. Richard Feynman _ Six Easy Pieces: Essentials of

    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.
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  6. Richard Feynman _ The Meaning of It All:

    What looks still to our crude eyes is a wild and dynamic dance.
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  7. Richard Feynman _ What Do You Care What Other

    The only way to have real success in science, the field I'm familiar with, is to describe the evidence very carefully without regard to the way you feel it should be. If you have a theory, you must try to explain what's good and what's bad about it equally. In science, you learn a kind of standard integrity and honesty."
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  8. Richard Feynman _ The Pleasure of Finding Things

    therefore, did learn a lesson: The female mind is capable of understanding analytic geometry. Those people who have for years been insisting {in the face of all obvious evidence to the contrary} that the male and female are equal and capable of rational thought may have something. The difficulty may just be that we have never yet discovered a way to communicate with the female mind. If it is done in the right way, you may be able to get something out of it.
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  9. Richard Feynman _ The Pleasure of Finding Things

    did learn a lesson: The female mind is capable
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  10. Richard Feynman _ The Pleasure of Finding Things

    You just have to know what the right laws are under the right circumstances, and design the device with the correct laws. You cannot expect old designs to work in new circumstances. But new designs can work in new circumstances...
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  11. Richard Feynman

    You say you are a nameless man. You are not to your wife and to your child. You will not long remain so to your immediate colleagues if you can answer their simple questions when they come into your office. You are not nameless to me. Do not remain nameless to yourself-it is too sad a way to be. Know your place in the world and evaluate yourself fairly, not in terms of the naive ideals of your own youth, nor in terms of what you erroneously imagine your teacher's ideals are.Best of luck and happiness

  12. Richard Feynman _ Surely You're Joking, Mr.

    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.
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