Is Physics the Most Fundamental of the Liberal Arts? | Juan Burciaga | TEDxBowdoinCollege

hello my name is one bitter saga by

hello my name is one bitter saga by nature and training I’m a physicist I’m

nature and training I’m a physicist I’m

nature and training I’m a physicist I’m going to be talking about an education

going to be talking about an education

going to be talking about an education based on the liberal arts and sciences

based on the liberal arts and sciences

based on the liberal arts and sciences but I’m actually going to try and answer

but I’m actually going to try and answer

but I’m actually going to try and answer another question how do you prepare for

another question how do you prepare for

another question how do you prepare for a future that is unknown and uncertain I

a future that is unknown and uncertain I

a future that is unknown and uncertain I attended a Catholic High School which

attended a Catholic High School which

attended a Catholic High School which stressed the breadth of education a love

stressed the breadth of education a love

stressed the breadth of education a love of learning and a sense of community I

of learning and a sense of community I

of learning and a sense of community I found two other things in high school

found two other things in high school

found two other things in high school one I like science all the sciences but

one I like science all the sciences but

one I like science all the sciences but especially physics and two I write a

especially physics and two I write a

especially physics and two I write a book the book was by Gilbert Highet

book the book was by Gilbert Highet

book the book was by Gilbert Highet in the book he stressed that there were

in the book he stressed that there were

in the book he stressed that there were two ways to educate our minds one is to

two ways to educate our minds one is to

two ways to educate our minds one is to be introduced to great ideas great

be introduced to great ideas great

be introduced to great ideas great properties and the others to be

properties and the others to be

properties and the others to be introduced to great thinkers perhaps

introduced to great thinkers perhaps

introduced to great thinkers perhaps that’s why I felt drawn to physics

that’s why I felt drawn to physics

that’s why I felt drawn to physics physics like our friends in philosophy

physics like our friends in philosophy

physics like our friends in philosophy introduces our students to the great

introduces our students to the great

introduces our students to the great problems for my college degree I

problems for my college degree I

problems for my college degree I attended the state school where I took

attended the state school where I took

attended the state school where I took more courses that I needed to in order

more courses that I needed to in order

more courses that I needed to in order to explore other fields but I always

to explore other fields but I always

to explore other fields but I always kept coming back to physics for me

kept coming back to physics for me

kept coming back to physics for me physics was the most difficult most

physics was the most difficult most

physics was the most difficult most challenging most fun set of courses that

challenging most fun set of courses that

challenging most fun set of courses that I encountered after four years I

I encountered after four years I

I encountered after four years I couldn’t stop it was just too

couldn’t stop it was just too

couldn’t stop it was just too interesting I attended a large research

interesting I attended a large research

interesting I attended a large research university for my PhD but there are two

university for my PhD but there are two

university for my PhD but there are two elements that were in the best tradition

elements that were in the best tradition

elements that were in the best tradition of the liberal arts one was the

of the liberal arts one was the

of the liberal arts one was the expectation of excellence we’re expected

expectation of excellence we’re expected

expectation of excellence we’re expected to be the best that we could be all the

to be the best that we could be all the

to be the best that we could be all the time the second was at the University

time the second was at the University

time the second was at the University had an honor code we do not lie cheat or

had an honor code we do not lie cheat or

had an honor code we do not lie cheat or steal nor tolerate those who do though I

steal nor tolerate those who do though I

steal nor tolerate those who do though I had intended Catholic schools there the

had intended Catholic schools there the

had intended Catholic schools there the expectation of honesty and integrity was

expectation of honesty and integrity was

expectation of honesty and integrity was a personal and private charge the

a personal and private charge the

a personal and private charge the university’s honor code was embraced by

university’s honor code was embraced by

university’s honor code was embraced by the entire

the entire

the entire academic community intellectual growth

academic community intellectual growth

academic community intellectual growth in expertise is only part of a liberal

in expertise is only part of a liberal

in expertise is only part of a liberal education another vital element is the

education another vital element is the

education another vital element is the examination and growth of values rooted

examination and growth of values rooted

examination and growth of values rooted in ethics morality and for some

in ethics morality and for some

in ethics morality and for some spirituality students in liberal

spirituality students in liberal

spirituality students in liberal education are given the opportunity to

education are given the opportunity to

education are given the opportunity to develop standards for intellectual

develop standards for intellectual

develop standards for intellectual honesty and integrity for discipline and

honesty and integrity for discipline and

honesty and integrity for discipline and self-sacrifice for responsibility to

self-sacrifice for responsibility to

self-sacrifice for responsibility to others and for courage physics like our

others and for courage physics like our

others and for courage physics like our friends in the other STEM disciplines

friends in the other STEM disciplines

friends in the other STEM disciplines mirror these values in the science

mirror these values in the science

mirror these values in the science community our students learn

community our students learn

community our students learn intellectual honesty when they commit to

intellectual honesty when they commit to

intellectual honesty when they commit to the work produce their best effort

the work produce their best effort

the work produce their best effort acknowledge what is their work in the

acknowledge what is their work in the

acknowledge what is their work in the work of others and it meant the limits

work of others and it meant the limits

work of others and it meant the limits of their understanding they learn

of their understanding they learn

of their understanding they learn courage has a tackle unknown problems

courage has a tackle unknown problems

courage has a tackle unknown problems and accept failure as a cost of

and accept failure as a cost of

and accept failure as a cost of advancing knowledge but as I was

advancing knowledge but as I was

advancing knowledge but as I was completing my PhD I decided to look for

completing my PhD I decided to look for

completing my PhD I decided to look for a professional home I like teaching

a professional home I like teaching

a professional home I like teaching physics

physics

physics I liked research in physics but I also

I liked research in physics but I also

I liked research in physics but I also liked working with students helping them

liked working with students helping them

liked working with students helping them learn physics and so I decided to look

learn physics and so I decided to look

learn physics and so I decided to look into the liberal arts school you find

into the liberal arts school you find

into the liberal arts school you find there is no single authoritative

there is no single authoritative

there is no single authoritative statement for the liberal education

statement for the liberal education

statement for the liberal education there are many and so I look for those

there are many and so I look for those

there are many and so I look for those that I felt most strongly about this is

that I felt most strongly about this is

that I felt most strongly about this is by Lori Lamar a writer who did not even

by Lori Lamar a writer who did not even

by Lori Lamar a writer who did not even attend college his statement I would say

attend college his statement I would say

attend college his statement I would say it should offer breadth of you ease of

it should offer breadth of you ease of

it should offer breadth of you ease of understanding tolerance for others and a

understanding tolerance for others and a

understanding tolerance for others and a background from which the mind can

background from which the mind can

background from which the mind can explore in any direction is very nice

explore in any direction is very nice

explore in any direction is very nice because it reminds us that a liberal

because it reminds us that a liberal

because it reminds us that a liberal arts education is supposed to expand

arts education is supposed to expand

arts education is supposed to expand your perspective another statement let

your perspective another statement let

your perspective another statement let us dare to read think speak and write by

us dare to read think speak and write by

us dare to read think speak and write by John Adams I like this because it

John Adams I like this because it

John Adams I like this because it focuses on the basic tools of

focuses on the basic tools of

focuses on the basic tools of intellectual growth

intellectual growth

intellectual growth it also carries the sense that

it also carries the sense that

it also carries the sense that subjecting things to a thoughtful

subjecting things to a thoughtful

subjecting things to a thoughtful analysis is difficult challenging and

analysis is difficult challenging and

analysis is difficult challenging and possibly dangerous from the book

possibly dangerous from the book

possibly dangerous from the book teaching is a subversive activity once

teaching is a subversive activity once

teaching is a subversive activity once you have learned how to ask questions

you have learned how to ask questions

you have learned how to ask questions relevant and appropriate and substantial

relevant and appropriate and substantial

relevant and appropriate and substantial questions then you have learned to learn

questions then you have learned to learn

questions then you have learned to learn and no one can keep you from learning

and no one can keep you from learning

and no one can keep you from learning whatever you want or need to know this

whatever you want or need to know this

whatever you want or need to know this is slightly subversive I like it

and so there are many other descriptions

and so there are many other descriptions of a liberal education Hana Holborn gray

of a liberal education Hana Holborn gray

of a liberal education Hana Holborn gray former president of the University of

former president of the University of

former president of the University of Chicago here at Bowdoin not too long ago

Chicago here at Bowdoin not too long ago

Chicago here at Bowdoin not too long ago described a liberal education is one

described a liberal education is one

described a liberal education is one that frees the mind of unexamined

that frees the mind of unexamined

that frees the mind of unexamined assumptions and opinions promotes

assumptions and opinions promotes

assumptions and opinions promotes independent thinking and critical

independent thinking and critical

independent thinking and critical judgment develops a capacity for

judgment develops a capacity for

judgment develops a capacity for complexity and ambiguity and opens the

complexity and ambiguity and opens the

complexity and ambiguity and opens the mind to the pink mini opinions there are

mind to the pink mini opinions there are

mind to the pink mini opinions there are many other descriptions of liberal

many other descriptions of liberal

many other descriptions of liberal education including Boden’s own very

education including Boden’s own very

education including Boden’s own very eloquent offer of the college i’ve

eloquent offer of the college i’ve

eloquent offer of the college i’ve always maintained that the liberal in

always maintained that the liberal in

always maintained that the liberal in the word in the phrase liberal arts and

the word in the phrase liberal arts and

the word in the phrase liberal arts and sciences describes both arts and

sciences describes both arts and

sciences describes both arts and sciences and certainly physics has

sciences and certainly physics has

sciences and certainly physics has contributed many ideas have changed how

contributed many ideas have changed how

contributed many ideas have changed how we view the universe of how we view

we view the universe of how we view

we view the universe of how we view ourselves within the universe and when

ourselves within the universe and when

ourselves within the universe and when you talk about the universe a very

you talk about the universe a very

you talk about the universe a very common question is where is the center

common question is where is the center

common question is where is the center of universe and by this people usually

of universe and by this people usually

of universe and by this people usually mean are we the center of the universe

mean are we the center of the universe

mean are we the center of the universe and in today’s world when we have

and in today’s world when we have

and in today’s world when we have discovered the expansion of the universe

discovered the expansion of the universe

discovered the expansion of the universe the Big Bang the mix a dark matter and

the Big Bang the mix a dark matter and

the Big Bang the mix a dark matter and dark energy we’re still being asked this

dark energy we’re still being asked this

dark energy we’re still being asked this same question there are many ways to

same question there are many ways to

same question there are many ways to answer this question with reservations

answer this question with reservations

answer this question with reservations and provisions with a cautious

and provisions with a cautious

and provisions with a cautious interpretation of the of the question

interpretation of the of the question

interpretation of the of the question and an admission to other limits of what

and an admission to other limits of what

and an admission to other limits of what we know but the way I like to answer

we know but the way I like to answer

we know but the way I like to answer this question is yes we are but so is

this question is yes we are but so is

this question is yes we are but so is every other point in the universe and

every other point in the universe and

every other point in the universe and this can certainly expand your

this can certainly expand your

this can certainly expand your perspective and like our friends in the

perspective and like our friends in the

perspective and like our friends in the humanities we have found it useful to

humanities we have found it useful to

humanities we have found it useful to have our students learn in another

have our students learn in another

have our students learn in another language

language

language one that expands their vocabulary and

one that expands their vocabulary and

one that expands their vocabulary and allows them to apply the precision of

allows them to apply the precision of

allows them to apply the precision of the elegance and beauty of its grammar

but what about the content of the Arts

but what about the content of the Arts and Sciences are the content of the them

and Sciences are the content of the them

and Sciences are the content of the them so separate I am reminded of a quote by

so separate I am reminded of a quote by

so separate I am reminded of a quote by Albert Einstein but first I have to

Albert Einstein but first I have to

Albert Einstein but first I have to admit that the Arts and Sciences do

admit that the Arts and Sciences do

admit that the Arts and Sciences do offer different content different

offer different content different

offer different content different perspectives different forms of analysis

perspectives different forms of analysis

perspectives different forms of analysis and communication and different

and communication and different

and communication and different standards of evidence but as Albert

standards of evidence but as Albert

standards of evidence but as Albert Einstein once said the most beautiful

Einstein once said the most beautiful

Einstein once said the most beautiful thing we can experience is the

thing we can experience is the

thing we can experience is the mysterious it is the source of all true

mysterious it is the source of all true

mysterious it is the source of all true art and science

and so uh the question then is how do we

and so uh the question then is how do we build an education based on the liberal

build an education based on the liberal

build an education based on the liberal arts and science I am reminded of a

arts and science I am reminded of a

arts and science I am reminded of a story I heard at Colorado College this

story I heard at Colorado College this

story I heard at Colorado College this concerns held general Palmer its founder

concerns held general Palmer its founder

concerns held general Palmer its founder would go and solicit funds for the to

would go and solicit funds for the to

would go and solicit funds for the to establish the college the way he would

establish the college the way he would

establish the college the way he would ask for monies he would give a pitch

ask for monies he would give a pitch

ask for monies he would give a pitch something like this if you give me ten

something like this if you give me ten

something like this if you give me ten thousand dollars I will build the

thousand dollars I will build the

thousand dollars I will build the dormitory where the students can live

dormitory where the students can live

dormitory where the students can live and work together where they can argue

and work together where they can argue

and work together where they can argue debate cooperate and compete if you give

debate cooperate and compete if you give

debate cooperate and compete if you give me a second

me a second

me a second ten thousand dollars then our builder

ten thousand dollars then our builder

ten thousand dollars then our builder library where the students can learn and

library where the students can learn and

library where the students can learn and study and if you give me a third ten

study and if you give me a third ten

study and if you give me a third ten thousand dollars I will hire some

thousand dollars I will hire some

thousand dollars I will hire some faculty I like this because it allows us

faculty I like this because it allows us

faculty I like this because it allows us to see three facets of any education but

to see three facets of any education but

to see three facets of any education but in particular of a liberal education

first there is peer learning this is the

first there is peer learning this is the learning you pursue in cooperation and

learning you pursue in cooperation and

learning you pursue in cooperation and competition with your friends and peers

competition with your friends and peers

competition with your friends and peers and here competition refers back to its

and here competition refers back to its

and here competition refers back to its roots meaning to strive together the

roots meaning to strive together the

roots meaning to strive together the peer education does not only occur in

peer education does not only occur in

peer education does not only occur in the group work associated with courses

the group work associated with courses

the group work associated with courses rather it occurs in the talks and

rather it occurs in the talks and

rather it occurs in the talks and discussions you have with your friends

discussions you have with your friends

discussions you have with your friends and peers about ideas and values about

and peers about ideas and values about

and peers about ideas and values about courses programs and activities this is

courses programs and activities this is

courses programs and activities this is where you learn to be part of a group

where you learn to be part of a group

where you learn to be part of a group and to be a leader when to follow and

and to be a leader when to follow and

and to be a leader when to follow and when to oppose the group

second there is individual study this is

second there is individual study this is where you learn to learn on your own

where you learn to learn on your own

where you learn to learn on your own using books and notes the library and

using books and notes the library and

using books and notes the library and the internet you do whatever is

the internet you do whatever is

the internet you do whatever is necessary to learn hopefully you will

necessary to learn hopefully you will

necessary to learn hopefully you will also learn to leave information into

also learn to leave information into

also learn to leave information into knowledge and eventually knowledge into

knowledge and eventually knowledge into

knowledge and eventually knowledge into wisdom this is where you test yourself

wisdom this is where you test yourself

wisdom this is where you test yourself in order to find your potential and your

in order to find your potential and your

in order to find your potential and your limits and the third facet is the

limits and the third facet is the

limits and the third facet is the learning you take under the guidance of

learning you take under the guidance of

learning you take under the guidance of faculty each faculty member has solved a

faculty each faculty member has solved a

faculty each faculty member has solved a problem created an argument created an

problem created an argument created an

problem created an argument created an expression that no one has ever done

expression that no one has ever done

expression that no one has ever done before each faculty member is an expert

before each faculty member is an expert

before each faculty member is an expert in the study of a discipline yes the

in the study of a discipline yes the

in the study of a discipline yes the faculty here are here as your mentors

faculty here are here as your mentors

faculty here are here as your mentors but they’re also here as your as models

but they’re also here as your as models

but they’re also here as your as models of scholarly thinking expression and

of scholarly thinking expression and

of scholarly thinking expression and community

the idea of the liberal arts is uh one

the idea of the liberal arts is uh one of the things that has puzzled me about

of the things that has puzzled me about

of the things that has puzzled me about the labyrinth is that a lot of people

the labyrinth is that a lot of people

the labyrinth is that a lot of people think that it is has no practical value

think that it is has no practical value

think that it is has no practical value that it is for an elite that need not

that it is for an elite that need not

that it is for an elite that need not work and yet and yet Lawrence has always

work and yet and yet Lawrence has always

work and yet and yet Lawrence has always focused on the education the background

focused on the education the background

focused on the education the background the knowledge that engage citizenship

the knowledge that engage citizenship

the knowledge that engage citizenship requires the roots of liberal education

requires the roots of liberal education

requires the roots of liberal education treasures back to classical Greece where

treasures back to classical Greece where

treasures back to classical Greece where the primary goal of the education was to

the primary goal of the education was to

the primary goal of the education was to promote engaged citizenship in a sense

promote engaged citizenship in a sense

promote engaged citizenship in a sense the science mirrors this in the way

the science mirrors this in the way

the science mirrors this in the way prepares students by the time students

prepares students by the time students

prepares students by the time students finish their education they have breadth

finish their education they have breadth

finish their education they have breadth and depth of Education they have an

and depth of Education they have an

and depth of Education they have an aptitude for solving problems they can

aptitude for solving problems they can

aptitude for solving problems they can express in mathematics

express in mathematics

express in mathematics word and visual representations they can

word and visual representations they can

word and visual representations they can work alone or in groups they have

work alone or in groups they have

work alone or in groups they have learned the value of evidence-based

learned the value of evidence-based

learned the value of evidence-based thinking they can deal with problems

thinking they can deal with problems

thinking they can deal with problems that are complex and bu s is ambiguous

that are complex and bu s is ambiguous

that are complex and bu s is ambiguous and tightly integrated and they feel a

and tightly integrated and they feel a

and tightly integrated and they feel a [Music]

[Music]

[Music] comfort with complexity and ambiguity

comfort with complexity and ambiguity

comfort with complexity and ambiguity and so this is what makes the physics

and so this is what makes the physics

and so this is what makes the physics student very able to work in diverse

student very able to work in diverse

student very able to work in diverse fields and to be a citizen to our

fields and to be a citizen to our

fields and to be a citizen to our democracy one of the things that we find

democracy one of the things that we find

democracy one of the things that we find is that the visit of the faculty at

is that the visit of the faculty at

is that the visit of the faculty at liberal arts colleges are

liberal arts colleges are

liberal arts colleges are primarily designers we design learning

primarily designers we design learning

primarily designers we design learning environments we bounce challenge and

environments we bounce challenge and

environments we bounce challenge and support and balance time to reflect and

support and balance time to reflect and

support and balance time to reflect and the need to be productive there is an

the need to be productive there is an

the need to be productive there is an expectation that the end of college is

expectation that the end of college is

expectation that the end of college is the end of your education that is not

the end of your education that is not

the end of your education that is not true or accurate at best the end of

true or accurate at best the end of

true or accurate at best the end of educate at the end of your college is

educate at the end of your college is

educate at the end of your college is the end of the beginning of your

the end of the beginning of your

the end of the beginning of your education you’re going to have to keep

education you’re going to have to keep

education you’re going to have to keep learning new ideas new values new

learning new ideas new values new

learning new ideas new values new techniques in order to answer the

techniques in order to answer the

techniques in order to answer the question no perhaps not now well in

question no perhaps not now well in

question no perhaps not now well in order to answer the question what kind

order to answer the question what kind

order to answer the question what kind of world do we want to live in what kind

of world do we want to live in what kind

of world do we want to live in what kind of world should we live in and what kind

of world should we live in and what kind

of world should we live in and what kind of world will our children live in my

of world will our children live in my

of world will our children live in my very best hope is for our physics

very best hope is for our physics

very best hope is for our physics students is that when confronted with a

students is that when confronted with a

students is that when confronted with a problem they have never seen they still

problem they have never seen they still

problem they have never seen they still know what to do in a sense the liberal

know what to do in a sense the liberal

know what to do in a sense the liberal arts education is our best effort to

arts education is our best effort to

arts education is our best effort to produce an education that prepares you

produce an education that prepares you

produce an education that prepares you for a future that is unknown and be

for a future that is unknown and be

for a future that is unknown and be Lluis and complex ah is physics the most

Lluis and complex ah is physics the most

Lluis and complex ah is physics the most fundamental of the liberal arts there

fundamental of the liberal arts there

fundamental of the liberal arts there are many ways to answer this question

are many ways to answer this question

are many ways to answer this question with Res

with Res

with Res Relations provisions with a cautious

Relations provisions with a cautious

Relations provisions with a cautious interpretation and a reminder of the

interpretation and a reminder of the

interpretation and a reminder of the limits of our knowledge but the way I

limits of our knowledge but the way I

limits of our knowledge but the way I like to answer it is yes yes it is but

like to answer it is yes yes it is but

like to answer it is yes yes it is but so does every other discipline that we

so does every other discipline that we

so does every other discipline that we teach thank

teach thank

teach thank [Applause]