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鈥斺旇嚦寮濮嬬瀛︾敓娑殑瀛︾敓
Steven Weinberg: Four golden lessons
鍘熸枃鍒婅嚜2003騫?1鏈?3鏃ャ婅嚜鐒躲嬫潅蹇楋紙<NATURE>錛?
鍙茶拏鏂?娓╀集鏍?钁?
寮犳棴 璇?
寰堜箙浠ュ墠錛屽綋鎴戝緱鍒板澹浣嶆椂錛岀墿鐞嗗鏂囩尞瀵規垜鑰岃█鏄竴涓箍闃旇屾湭鐭ョ殑澶ф搗銆傝嫢涓嶆帰瀵熷ぇ嫻風殑姣忎竴閮ㄥ垎騫舵倝蹇冪紪鍒舵搗鍥撅紝鎴戝皢鏃犳硶灞曞紑鎴戣嚜宸辯殑浠諱綍鐮旂┒銆傝嫢涓嶄簡瑙ｄ粬浜哄凡緇忓畬鎴愮殑宸ヤ綔錛屾垜鎬庢牱鎵嶈兘寮灞曡嚜宸辯殑宸ヤ綔鍛紵騫歌繍鐨勬槸錛屾垜鍦ㄧ爺絀剁敓闄㈢殑絎竴騫達紝鏈夊垢鎺ヨЕ鍒頒竴浜涜祫娣辯墿鐞嗗瀹躲備粬浠嬌鎴戣秴瓚婂師鏈夎蹇電殑鏉熺細錛屽潥鎸佽姹傛垜蹇呴』寮濮嬭繘琛岀爺絀訛紝鍦ㄥ墠琛屼腑鎸栨帢闇瑕佸涔犵殑鍐呭銆傚姝や竴鏉ワ紝娌夋誕鍏ㄧ湅鑷繁銆傛垜鎯婅鍦板彂鐜頒粬浠殑寤鴻绔熺劧鍙銆傛垜鍔姏灝藉揩鑾峰緱鍗氬＋瀛︿綅鈥斺旇櫧鐒跺綋鎴戞嬁鍒板浣嶆椂錛屽浜庣墿鐞嗗鍑犱箮涓鏃犳墍鐭ャ備絾鏄紝鎴戞噦寰椾簡涓涓緢閲嶈鐨勯亾鐞嗭細娌℃湁浜轟簡瑙ｅ叏閮紝浣犱篃涓嶅繀寮烘眰銆?
鎺ヤ笅鏉ヨ浜嗚В鐨勪竴涓粡楠岋紝灝嗙戶緇嬌鐢ㄦ垜鍏充簬嫻鋒磱鐨勯殣鍠燴斺斿綋浣犵晠娓歌屾病鏈夋矇娌℃椂錛屼綘搴旇鍘繪寫鎴樻憊娑岀殑嫻鋒按銆傚綋涓婁釜涓栫邯鍏崄騫翠唬鏈湡錛屾垜鎵ф暀浜庨夯鐪佺悊宸ュ闄㈡椂錛屼竴涓鐢熷憡璇夋垜錛屼粬鍑嗗榪涘叆騫夸箟鐩稿璁虹殑鐮旂┒棰嗗煙錛岃屼笉鏄繘鍏ユ垜鎵姝ｅ湪浠庝簨鐨勫熀鏈矑瀛愰鍩熴傚洜涓哄墠鑰呯殑鍩烘湰鍘熺悊濡傛娓呮櫚鏄庝簡錛岃屽悗鑰呭嵈瀵逛粬鑰岃█鍗存樉寰椾竴鐗囨販涔便傛垜鐚涚劧棰嗘偀鍒頒粬鎭版伆宸茬粡緇欏嚭鍋氬嚭鐩稿弽閫夋嫨鐨勭粷浣崇悊鐢便傚綋鏃訛紝綺掑瓙鐗╃悊鏄竴涓粛鐒跺瓨鍦ㄥ垱閫犳у伐浣滅殑棰嗗煙銆傝櫧鐒跺湪鍏崄騫翠唬璇ラ鍩熺殑紜竴鐗囨販涔憋紝浣嗚嚜浠庨偅鏃惰搗錛岃澶氱悊璁虹墿鐞嗗瀹跺拰瀹為獙鐗╃悊瀛﹀宸插紑濮嬬悊鍑哄ご緇紝鎶婅澶氬疄楠屼簨瀹烇紙鏇磋繘姝ヨ錛屽嚑涔庢墍鏈変簨瀹烇級綰沖叆涓涓縐頒負“鏍囧噯妯″瀷”鐨勪紭緹庣悊璁轟腑銆傛垜鐨勫緩璁槸錛氳拷瀵繪販涔扁斺旈偅鎵嶆槸琛屽姩涔嬫墍鍦ㄣ?
鎴戠殑絎笁涓緩璁彲鑳芥渶闅句互鎺ュ彈鈥斺斿瀹瑰湴瀵瑰緟鑷繁絀鴻楃殑鏃墮棿銆傚鐢熶粎浠呰瑕佹眰瑙ｅ喅閭ｄ簺浠栦滑鐨勬暀鎺堣涓烘槸鍙互瑙ｅ喅鐨勯棶棰橈紙闄ら潪鏁欐巿闈炲父孌嬮叿錛夈傚彟澶栵紝闂鐨勭瀛︽剰涔夊茍鏃犲叧绱ц鈥斺斾負浜嗛氳繃璇劇▼錛屼笉寰椾笉瑙ｅ喅榪欎簺闂銆備絾鏄湪鐪熷疄涓栫晫涓紝寰堥毦鐭ラ亾鍝簺闂鏄噸瑕佺殑錛岃屼笖浣犳棤浠庣煡鏅撳湪鍘嗗彶鐨勬棦瀹氭椂鍒諱竴涓棶棰樻槸鍚﹀彲浠ヨ瑙ｅ喅銆傚湪浜屽崄涓栫邯寮濮嬫椂錛屽嚑浣嶇墿鐞嗗棰嗚鍖呮嫭媧涗粦鍏瑰拰楹﹀厠灝旈婏紝灝濊瘯寤虹珛涓濂楃數瀛愮悊璁恒傞儴鍒嗙洰鐨勬槸涓鴻В寮鏃犳硶鎺㈡祴鍒板湴鐞冪浉瀵逛互澶繍鍔ㄦ晥搴斾箣璋溿傛垜浠幇鍦ㄧ煡閬撲粬浠瘯鍥劇牬瑙ｇ殑闂鏈韓灝辨槸閿欒鐨勩傚湪褰撴椂錛屾病鏈変漢鑳藉寤虹珛涓濂楁垚鍔熺殑鐢靛瓙鐞嗚錛屽洜涓洪噺瀛愬姏瀛﹀皻鏈鍒涚珛銆傚埌浜?905騫達紝澶╂墠鐨勭埍鍥犳柉鍧﹁璇嗗埌錛岃繍鍔ㄧ殑鏃剁┖搴﹂噺鏁堝簲鎵嶆槸闂鎵鍦ㄣ傛嵁姝わ紝浠栧垱绔嬩簡鐙箟鐩稿璁恒傚綋浣犳棤娉曠‘瀹氫粈涔堟槸鐮旂┒涓湡姝ｇ殑闂鎵鍦ㄦ椂錛屼綘鍦ㄥ疄楠屽鎴栬呬功妗屽墠鐨勫ぇ閮ㄥ垎鏃墮棿灝嗚鏃犳儏娑堣楁帀銆傚鏋滀綘鎯沖叿澶囧垱閫犳э紝閭ｄ箞浣犲皢涓嶅緱涓嶄範鎯簬鎶曞叆澶ф妸鏃墮棿鑰屾棤浠諱綍鍒涢犳э紝涔犳儻浜庡湪縐戝鐭ヨ瘑鐨勬搗媧嬮噷寰樺緤涓嶅墠銆?
鏈鍚庯紝浜嗚В涓浜涚瀛﹀彶錛岃嚦灝戜綘鑷繁鎵鍦ㄧ瀛﹀垎鏀殑鍘嗗彶銆傚姝ゅ緩璁殑鏈鍩烘湰鍘熷洜鏄紝縐戝鍙插浣犺嚜宸辯殑縐戝宸ヤ綔鏈変簺瀹為檯鐨勭敤澶勩備緥濡傦紝縐戝瀹朵滑鍋跺皵浼氬洜杞諱俊閭ｄ簺浠庡紬鏈楄タ涓?鍩規牴鍒版墭椹?搴撴仼鍜屽崱灝?娉㈡櫘絳夊摬瀛﹀浠彁鍑虹殑榪囦簬綆鍗曠殑縐戝妯″瀷鑰屽彈妗庢銆傚浠樼瀛﹀摬瀛︽渶濂界殑瑙ｈ嵂鑾繃鍏峰縐戝鍙茬煡璇嗐?
鏇翠負閲嶈鐨勬槸錛岀瀛﹀彶鍙互浣夸綘瑙夊緱鑷繁鐨勫伐浣滅湅璧鋒潵鏇存湁浠峰箋備綔涓轟竴浣嶇瀛﹀錛屼綘鍙兘灝嗕笉浼氬瘜鏈夈備綘鐨勬湅鍙嬪拰浜叉垰鍙兘鏃犳硶鐞嗚В浣犵殑宸ヤ綔銆傚彟澶栵紝濡傛灉浣犱粠浜嬩簬綾諱技鍩烘湰綺掑瓙鐗╃悊榪欐牱鐨勯鍩燂紝浣犵敋鑷充笉鑳戒綋浼氬埌宸ヤ綔绔嬪埢鏈夌敤鐨勬弧瓚蟲劅銆備絾鏄紝閫氳繃璁よ瘑鍒拌嚜宸辯殑縐戝宸ヤ綔灝嗘槸鍘嗗彶鐨勪竴閮ㄥ垎錛屼細浣夸綘鑾峰緱鏋佸ぇ鐨勬弧瓚熾?
鍥為100騫村墠錛屽埌1903騫淬傚湪1903騫達紝璋佹槸澶ц嫳甯濆浗棣栫浉錛岃皝鏄悎浼楀浗鎬葷粺錛岃繖涓棶棰樺鐜板湪鑰岃█鑳芥湁澶氶噸瑕佸憿錛熺湡姝ｆ湁鐫閲嶈鎰忎箟鐨勬槸錛屾鍐呮柉鐗?鍗㈢憻紱忓拰寮楅浄寰烽噷鍏?绱㈣開鎻ず鍑烘斁灝勬х殑鏈川錛佽繖涓伐浣滄湁鐫瀹為檯鐨勫簲鐢紙褰撶劧錛侊級錛屼絾鏄洿閲嶈鐨勬槸瀹冪殑鏂囧寲鍚箟銆傜悊瑙ｄ簡鏀懼皠鐜拌薄錛屼嬌寰楃墿鐞嗗瀹跺彲浠ヨВ閲婂お闃沖拰鍦板績濡備綍鍦ㄧ櫨涓囧勾鍚庝粛鏃т繚鎸侀珮娓┿傝繖鏍鳳紝鏈緇堣В鍐沖鍦扮悆騫撮緞闂鐨勭瀛︿簤璁恒傚湴璐ㄥ瀹跺拰鍙ょ敓鐗╁瀹剁殑璁よ瘑鏄紜殑錛屽疄闄呬笂鍦扮悆鍜屽お闃崇殑騫撮緞闈炲父涔嬪ぇ銆傚湪姝や箣鍚庯紝鍩虹潱鏁欏緬鍜岀姽澶暀寰掕涔堜笉寰椾笉鏀懼純瀵瑰湥緇忎腑鎵璋撶殑鐪熺悊鐨勪俊浠伙紝瑕佷箞灝辯疆鑷韓浜庨潪鐞嗘с傝繖浠呬粎鏄粠浼藉埄鐣ョ粡鐢辯墰欏垮拰杈懼皵鏂囧埌鐜板湪涓嶆柇鍦板墛寮卞畻鏁欐暀鏉′富涔夋姊忎腑鐨勪竴姝ャ傚彧瑕侀槄璇誨綋浠婄殑鎶ョ焊錛屽氨瓚充互璁╀綘璁よ瘑鍒拌繖涓伐浣滆繕榪滆繙娌℃湁緇撴潫銆備笉榪囷紝榪欐槸涓欏瑰垱閫犱漢綾繪枃鏄庣殑宸ヤ綔錛岀瀛﹀瓚充互瀵規寮曚互涓鴻豹銆?
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鍙茶拏鏂?娓╀集鏍肩幇浠繪暀浜庣編鍥藉痙鍏嬭惃鏂ぇ瀛﹀ゥ鏂眬鍒嗘牎鐗╃悊瀛︾郴銆傚洜鍒涚珛鍩烘湰綺掑瓙闂村急鐩鎬簰浣滅敤鍜岀數紓佺浉浜掍綔鐢ㄧ粺涓鐞嗚錛屽茍棰勮█浜嗗急涓ф祦鐨勫瓨鍦紝娓╀集鏍間笌鏍兼媺鑲栥佽惃鎷夊鍏卞悓鑾峰緱1979騫磋璐濆皵鐗╃悊瀛﹀銆?/p>
Steven Weinberg: Four golden lessons
NATURE | VOL 426 | 27 NOVEMBER 2003 |
When I received my undergraduate degree 鈥?about a hundred years ago 鈥?the physics literature seemed to me a vast, unexplored ocean, every part of which I had to chart before beginning any research of my own. How could I do anything without knowing everything that had already been done? Fortunately, in my first year of graduate school, I had the good luck to fall into the hands of senior physicists who insisted, over my anxious objections, that I must start doing research, and pick up what I needed to know as I went along. It was sink or swim. To my surprise, I found that this works. I managed to get a quick PhD 鈥?though when I got it I knew almost nothing about physics. But I did learn one big thing: that no one knows everything, and you don't have to.
Another lesson to be learned, to continue using my oceanographic metaphor, is that while you are swimming and not sinking you should aim for rough water. When I was teaching at the Massachusetts Institute of Technology in the late 1960s, a student told me that he wanted to go into general relativity rather than the area I was working on, elementary particle physics, because the principles of the former were well known, while the latter seemed like a mess to him. It struck me that he had just given a perfectly good reason for doing the opposite. Particle physics was an area where creative work could still be done. It really was a mess in the 1960s, but since that time the work of many theoretical and experimental physicists has been able to sort it out, and put everything (well, almost everything) together in a beautiful theory known as the standard model. My advice is to go for the messes 鈥?that's where the action is.
My third piece of advice is probably the hardest to take. It is to forgive yourself for wasting time. Students are only asked to solve problems that their professors (unless unusually cruel) know to be solvable. In addition, it doesn't matter if the problems are scientifically important 鈥?they have to be solved to pass the course. But in the real world, it's very hard to know which problems are important, and you never know whether at a given moment in history a problem is solvable. At the beginning of the twentieth century, several leading physicists, including Lorentz and Abraham, were trying to work out a theory of the electron. This was partly in order to understand why all attempts to detect effects of Earth's motion through the ether had failed. We now know that they were working on the wrong problem. At that time, no one could have developed a successful theory of the electron, because quantum mechanics had not yet been discovered. It took the genius of Albert Einstein in 1905 to realize that the right problem on which to work was the effect of motion on measurements of space and time. This led him to the special theory of relativity. As you will never be sure which are the right problems to work on, most of the time that you spend in the laboratory or at your desk will be wasted. If you want to be creative, then you will have to get used to spending most of your time not being creative, to being becalmed on the ocean of scientific knowledge.
Finally, learn something about the history of science, or at a minimum the history of your own branch of science. The least important reason for this is that the history may actually be of some use to you in your own scientific work.For instance, now and then scientists are hampered by believing one of the oversimplified models of science that have been proposed by philosophers from Francis Bacon to Thomas Kuhn and Karl Popper. The best antidote to the philosophy of science is a knowledge of the history of science.
More importantly, the history of science can make your work seem more worthwhile to you. As a scientist, you're probably not going to get rich. Your friends and relatives probably won't understand what you're doing. And if you work in a field like elementary particle physics, you won't even have the satisfaction of doing something that is immediately useful. But you can get great satisfaction by recognizing that your work in science is a part of history.
Look back 100 years, to 1903. How important is it now who was Prime Minister of Great Britain in 1903, or President of the United States? What stands out as really important is that at McGill University, Ernest Rutherford and Frederick Soddy were working out the nature of radioactivity. This work (of course!) had practical applications, but much more important were its cultural implications. The understanding of radioactivity allowed physicists to explain how the Sun and Earth's cores could still be hot after millions of years. In this way, it removed the last scientific objection to what many geologists and paleontologists thought was the great age of the Earth and the Sun. After this, Christians and Jews either had to give up belief in the literal truth of the Bible or resign themselves to intellectual irrelevance. This was just one step in a sequence of steps from Galileo through Newton and Darwin to the present that, time after time, has weakened the hold of religious dogmatism. Reading any newspaper nowadays is enough to show you that this work is not yet complete. But it is civilizing work, of which scientists are able to feel proud.
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鈻?Steven Weinberg is in the Department of Physics, the University of Texas at Austin, Texas 78712, USA. This essay is based on a commencement talk given by the author at the Science Convocation at McGill University in June 2003.
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銆婅仈鍚堟棭鎶ャ?br>錛堢紪杈戯細榛勭埍鑾詫級
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