2011/02/09 by A. Alan Cottey, Cottey, A. Alan
Decision Sciences · Environmental Science · Neuroscience · Physics and Astronomy · #Cognitive Science and Education Research #FOS: Physical sciences #History and Philosophy of Physics (physics.hist-ph) #Interdisciplinary Research and Collaboration #Physics Education (physics.ed-ph) #Physics and Society (physics.soc-ph) #Science and Climate Studies #physics.ed-ph #physics.hist-ph #physics.soc-ph
paper · pdf · doi:10.48550/arxiv.1102.1839
18 pages, 1 figure
arxiv created 2011/02/09 · openalex publication_date 2011/02/09 · arxiv updated 2011/02/10 · openalex created_date 2022/10/01 · openalex updated_date 2026/07/28
In this paper I address the difference between knowledge-inquiry and wisdom-inquiry (concepts introduced by N. Maxwell) in nuclear physics education, specifically in senior-level textbooks for first-degree physics students. Following on from an earlier study of 57 such textbooks, I focus here on a remarkable use of literary quotations in one of them. The nuclear physics textbook Particles and Nuclei: an Introduction to the Physical Concepts, by B. Povh et al opens with a (German) quotation from Max und Moritz which has been rendered, in the celebrated translation by C. T. Brooks, as "Not alone to solve the double/ Rule of Three shall man take trouble;/ But must hear with pleasure Sages/ Teach the wisdom of the ages." What the student gets however is technical material followed abruptly at the very end by the advice (from The Book of Jeremiah) "And it shall be, when thou hast made an end of reading this book, that thou shalt bind a stone to it, and cast it into the midst of Euphrates". From a study of these and other quotations and other features of this book I infer a strong desire to express something important about wisdom, which is however even more powerfully suppressed by the ideology of knowledge-inquiry. At the end of this paper I discuss briefly wisdom of the ages and wisdom for our age.