Quantum Montessori: Learn Without Learning

I think I can safely say that nobody under-stands Quantum Mechanics—Do not keep saying to yourself, if you can possibly avoid it, “How can it be like that?’ because you will go down the drain into a blind alley from which nobody has yet escaped.  Nobody knows how it can be like that

Matrix Mechanics Mis-Prized: Max Born's Belated Nobelization

We examine evaluations of the contributions of Matrix Mechanics and Max Born to the formulation of quantum mechanics from Heisenberg's Helgoland paper of 1925 to Born's Nobel Prize of 1954. We point out that the process of evaluation is continuing in the light of recent interpretations of the theory that deemphasize the importance of the wave function.Comment: 58 page

An Algorithmic Interpretation of Quantum Probability

The Everett (or relative-state, or many-worlds) interpretation of quantum mechanics has come under fire for inadequately dealing with the Born rule (the formula for calculating quantum probabilities). Numerous attempts have been made to derive this rule from the perspective of observers within the quantum wavefunction. These are not really analytic proofs, but are rather attempts to derive the Born rule as a synthetic a priori necessity, given the nature of human observers (a fact not fully appreciated even by all of those who have attempted such proofs). I show why existing attempts are unsuccessful or only partly successful, and postulate that Solomonoff's algorithmic approach to the interpretation of probability theory could clarify the problems with these approaches. The Sleeping Beauty probability puzzle is used as a springboard from which to deduce an objectivist, yet synthetic a priori framework for quantum probabilities, that properly frames the role of self-location and self-selection (anthropic) principles in probability theory. I call this framework "algorithmic synthetic unity" (or ASU). I offer no new formal proof of the Born rule, largely because I feel that existing proofs (particularly that of Gleason) are already adequate, and as close to being a formal proof as one should expect or want. Gleason's one unjustified assumption--known as noncontextuality--is, I will argue, completely benign when considered within the algorithmic framework that I propose. I will also argue that, to the extent the Born rule can be derived within ASU, there is no reason to suppose that we could not also derive all the other fundamental postulates of quantum theory, as well. There is nothing special here about the Born rule, and I suggest that a completely successful Born rule proof might only be possible once all the other postulates become part of the derivation. As a start towards this end, I show how we can already derive the essential content of the fundamental postulates of quantum mechanics, at least in outline, and especially if we allow some educated and well-motivated guesswork along the way. The result is some steps towards a coherent and consistent algorithmic interpretation of quantum mechanics

Matrix Mechanics Mis-Prized: Max Born's Belated Nobelization

We examine evaluations of the contributions of Matrix Mechanics and Max Born to the formulation of quantum mechanics from Heisenberg's Helgoland paper of 1925 to Born's Nobel Prize of 1954. We point out that the process of evaluation is continuing in the light of recent interpretations of the theory that deemphasize the importance of the wave function

Connecting Secondary School Quantum Physics and Nature of Science:possibilities and challenges in curriculum design, teaching, and learning

Quantum physics has been part of the Dutch upper secondary school physics exam since 2016. It is a very challenging subject because quantum objects can exhibit properties of waves as well as particles. Such peculiarities of quantum physics provide opportunities to introduce students to features, methods, and limits of science. Such knowledge about the Nature of Science is becoming increasingly important in public debates and personal decisions. Therefore, pupils should learn to think about questions such as: How is scientific knowledge generated? How ‘certain’ is scientific knowledge? What does scientific research mean for society? However, such questions receive little attention in physics lessons. Quantum physics lessons could change this.A study in the Netherlands showed that pupils who had taken quantum physics lessons had a good understanding of several aspects of the Nature of Science. Unfortunately, physics textbooks offer few possibilities to discuss the Nature of Science. Using specially developed teaching materials, Stadermann tries to stimulate such discussions. In Stadermann’s study, teachers were found to use the materials to discuss, for example, the role of models in science and different interpretations of quantum physics. They also used them to give science a more human face. Stadermann hopes to inspire curriculum developers, teacher trainers and textbook authors to integrate aspects of the Nature of Science into quantum physics. In her opinion, the most important goal of physics education should be to help pupils understand how science works and quantum physics seems to be a suitable subject for this

Matrix Mechanics Mis-Prized: Max Born's Belated Nobelization

We examine evaluations of the contributions of Matrix Mechanics and Max Born to the formulation of quantum mechanics from Heisenberg's Helgoland paper of 1925 to Born's Nobel Prize of 1954. We point out that the process of evaluation is continuing in the light of recent interpretations of the theory that deemphasize the importance of the wave function

Within and Without: Psychoanalysis, Trauma Theory, and the Healing Narrative

In this collection, I explore the process of writing to heal from trauma. In exploring the rhetorical landscape of trauma writing, I offer a new framework for understanding how those who experience a traumatic event may use the process of writing creatively to engage in a process of healing. I argue that through the creation of art, individuals may take ownership of their experiences and memories, thus exerting the agency over the experience that was lost as the result of trauma. I also demonstrate and reflect upon my own journey in creating the healing narrative as a process of healing from trauma