Academics From Switzerland

"As far as the game of marbles is concerned, there is therefore no contradiction between the egocentric practice of games and the mystical respect entertained for rules. This respect is the mark of a mentality fashioned, not by free cooperation between equals, but by adult constraint."

"Considering that the square game is only one of the five or ten varieties of the game of marbles, it is almost alarming in face of the complexity of rules and procedure in the square game, to think of what a child of twelve has to store away in his memory. These rules, with their overlapping and their exceptions, are at least as complex as the current rules of spelling. It is somewhat humiliating, in this connection, to see how heavily traditional education sets about the task of making spelling enter into brains that assimilate with such ease the mnemonic contents of the game of marbles. But then, memory is dependent upon activity, and a real activity presupposes interest."

"Alongside of the rare cases of true conversation where there is a genuine interchange of opinions or commands, one can observe in children between 2 and 6 a characteristic type of pseudo-conversation or "collective monologue", during which the children speak only for themselves, although they wish to be in the presence of interlocutors who will serve as a stimulus. Now here again, each feels himself to be in communion with the group because he is inwardly addressing the Adult who knows and understands everything, but here again, each is only concerned with himself, for lack of having dissociated the "ego" from the "socius"."

"Before games are played in common, no rules in the proper sense can come into existence. Regularities and ritualized schemas are already there, but these rites, being the work of the individual, cannot call forth that submission to something superior to the self which characterizes the appearance of any rule."

"Genetically speaking, the explanation both of rites and of symbols would seem to lie in the conditions of preverbal motor intelligence. When it is presented with any new thing, a baby of 5 to 8 months will respond with a dual reaction; it will accommodate itself to the new object and it will assimilate the object to earlier motor schemas. Give the baby a marble, and it will explore its surface and consistency, but will at the same time use it as something to grasp, to suck, to rub against the sides of its cradle, and so on. This assimilation of every fresh object to already existing motor schemas may be conceived of as the starting point of ritual acts and symbols, at any rate from the moment that assimilation becomes stronger than actual accommodation itself."

"From the point of view of the practice or application of rules four successive stages can be distinguished. A first stage of a purely motor and individual character, during which the child handles the marbles at the dictation of his desires and motor habits. This leads to the formation of more or less ritualized schemas, but since play is still purely individual, one can only talk of motor rules and not of truly collective rules. The second may be called egocentric for the following reasons. This stage begins at the moment when the child receives from outside the example of codified rules, that is to say, some time between the ages of two and five. But though the child imitates this example, he continues to play either by himself without bothering to find play-fellows, or with others, but without trying to win, and therefore without attempting to unify the different ways of playing. In other words, children of this stage, even when they are playing together, play each one "on his own " (everyone can win at once) and without regard for any codification of rules. This dual character, combining imitation of others with a purely individual use of the examples received, we have designated by the term Egocentrism. A third stage appears between 7 and 8, which we shall call the stage of incipient cooperation. Each player now tries to win, and all, therefore, begin to concern themselves with the question of mutual control and of unification of the rules. But while a certain agreement may be reached in the course of one game, ideas about the rules in general are still rather vague. In other words, children of 7-8, who belong to the same class at school and are therefore constantly playing with each other, give, when they are questioned separately, disparate and often entirely contradictory accounts of the rules observed in playing marbles. Finally, between the years of 11 and 12, appears a fourth stage, which is that of the codification of rules. Not only is every detail of procedure in the game fixed, but the actual code of rules to be observed is known to the whole society. There is remarkable concordance in the information given by children of 10-12 belonging to the same class at school, when they are questioned on the rules of the game and their possible variations."

"The essential functions of the mind consist in understanding and in inventing, in other words, in building up structures by structuring reality."

"The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered."

"Education, for most people, means trying to lead the child to resemble the typical adult of his society... But for me, education means making creators... You have to make inventors, innovators, not conformists."

"As you know, Bergson pointed out that there is no such thing as disorder but rather two sorts of order, geometric and living. Mine is clearly living. The folders I need are within reach, in the order of frequency with which I use them. True, it gets tricky to locate a folder in the lower levels. But if you have to find it, you look for it. That takes less time than putting them away every day."

"I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology."

"Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality. They are more or less isomorphic to transformations of reality. The transformational structures of which knowledge consists are not copies of the transformations in reality; they are simply possible isomorphic models among which experience can enable us to choose. Knowledge, then, is a system of transformations that become progressively adequate."

"Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations."

"If a baby really has no awareness of himself and is totally thing-directed and at the same time all his states of mind are projected onto things, our second paradox makes sense: on the one hand, thought in babies can be viewed as pure accommodation or exploratory movements, but on the other this very same thought is only one, long, completely autistic waking dream."

"There are no really solipsistic philosophers, and those who think they are deceive themselves. The true solipsist feels at one with the universe, and so very identical to it that he does not even feel the need for two terms. The true solipsist projects all his states of mind onto things. The true solipsist is entirely alone in the world, that is, he has no notion of anything exterior to himself. In other words the true solipsist has no idea of self. There is no self: there is the world. It is in this sense it is reasonable to call a baby a solipsist: the feelings and desires of a baby know no limits since they are a part of everything he sees, touches, and perceives. Babies are, then, obviously narcissistic, but not in the way adults are, not even Spinoza's God, and I am a little afraid that Freud sometimes forgets that the narcissistic baby has no sense of self. Given this definition of solipsism, egocentrism in children clearly appears to be a simple continuation of solipsism in infants.. Egocentrism, as we have seen, is not an intentional or even a conscious process. A child has no idea that he is egocentric. He believes everybody thinks the way he does, and this false universality is due simply to an absence of the sense of limits on his individuality. In this light, egocentrism and solipsism are quite comparable: both stem from the absence or the weakness of the sense of self."

"If children fail to understand one another, it is because they think they understand one another. The explainer believes from the start that the reproducer will grasp everything, will almost know beforehand all that should be known, and will interpret every subtlety. Children are perpetually surrounded by adults who not only know much more than they do, but who also do everything in their power to understand them, who even anticipate their thoughts and desires. Children, therefore... are perpetually under the impression that people can read their thoughts, and in extreme cases, can steal their thoughts away. It is obviously owing to this mentality that children do not take the trouble to express themselves clearly... This mentality does not contradict ego-centric mentality. Both arise from the belief of the child, the belief that he is the centre of the universe. These habits of thought account... for the remarkable lack of precision in the childish style."

"At the dawn of religion, all the knowledge of a particular community fitted into a spiritual framework, based largely on religious values and ideas. The spiritual framework itself had to be within the grasp of the simplest member of the community, even if its parables and images conveyed no more than the vaguest hint as to their underlying values and ideas. But if he himself is to live by these values, the average man has to be convinced that the spiritual framework embraces the entire wisdom of his society. For "believing" does not to him mean "taking for granted," but rather "trusting in the guidance" of accepted values. That is why society is in such danger whenever fresh knowledge threatens to explode the old spiritual forms. The complete separation of knowledge and faith can at best be an emergency measure, afford some temporary relief. In western culture, for instance, we may well reach the point in the not too distant future where the parables and images of the old religions will have lost their persuasive force even for the average person; when that happens, I am afraid that all the old ethics will collapse like a house of cards and that unimaginable horrors will be perpetrated. In brief, I cannot really endorse Planck's philosophy, even if it is logically valid and even though I respect the human attitudes to which it gives rise. Einstein's conception is closer to mine. His God is somehow involved in the immutable laws of nature. Einstein has a feeling for the central order of things. He can detect it in the simplicity of natural laws. We may take it that he felt this simplicity very strongly and directly during his discovery of the theory of relativity. Admittedly, this is a far cry from the contents of religion. I don't believe Einstein is tied to any religious tradition, and I rather think the idea of a personal God is entirely foreign to him. But as far as he is concerned there is no split between science and religion: the central order is part of the subjective as well as the objective realm, and this strikes me as being a far better starting point."

"Although Heisenberg and Dirac may have been even more creative than Pauli, no physicist alive was more clever."

"I think you and Uhlenbeck have been very lucky to get your spinning electron published and talked about before Pauli heard of it. It appears that more than a year ago Kronig believed in the spinning electron and worked out something; the first person he showed it to was Pauli. Pauli ridiculed the whole thing so much that the first person became also the last and no one else heard anything of it. Which all goes to show that the infallibility of the Deity does not extend to his self-styled vicar on earth."

"Es gibt keinen Gott und Dirac ist sein Prophet."

"He was very easily hurt and therefore would let down a curtain. He tried to live without admitting reality. And his unworldliness stemmed precisely his belief that that was possible."

"I related to Feynman other anecdotes about physicists. Some of these were Pauli stories. I told him what I had learned from Pauli when I asked him about his opinion of various physicists. Feynman especially enjoyed the following remarks of Pauli. About Oppenheimer, Pauli had said: 'He always acts like the caricature of God in action!' About Hermann Weyl: 'One must first penetrate his façade [literally 'makeup', Schminke in German] in order to understand his thoughts.' About Leon Rosenfeld: 'He is the choirboy of the Pope [Niels Bohr]!' About Freeman Dyson, which I had heard from Telegdi: 'Everyone wants to learn something from me; no one wants to teach me anything. I had hoped Dyson would do it, but he's only a mathematician!' By now, Feynman was becoming quite eager: 'Did you ask Pauli about me?' I said, 'Yes.' 'Well, what did he say?' I replied, 'When I asked Pauli what he thought of you, he was amused, and replied, "Oh, Feynman, that Feynman, he talks like a gangster!"' This story made Feynman's day; nothing could have pleased him more."

"The famous physicist Wolfgang Pauli is said to have remarked that the deepest pleasure in science comes from finding an instantiation, a home, for some deeply felt, deeply held image."

"It is well known that theoretical physicists cannot handle experimental equipment; it breaks whenever they touch it. Pauli was such a good theoretical physicist that something usually broke in the lab whenever he merely stepped across the threshold. A mysterious event that did not seem at first to be connected with Pauli's presence once occurred in Professor J. Franck's laboratory in Göttingen. Early one afternoon, without apparent cause, a complicated apparatus for the study of atomic phenomena collapsed. Franck wrote humorously about this to Pauli at his Zürich address and, after some delay, received an answer in an envelope with a Danish stamp. Pauli wrote that he had gone to visit Bohr and at the time of the mishap in Franck's laboratory his train was stopped for a few minutes at the Göttingen railroad station. You may believe this anecdote or not, but there are many other observations concerning the reality of the Pauli Effect!"

"What distinguished him mostly was his sharp tongue. Everybody was scared of him. He had nasty things to say about almost everybody. I remember the very first time I met him at a conference in Zurich. He was talking with a whole group of people about Julian Schwinger, who had just come to Switzerland. Schwinger was a brilliant young American who had done some very fine work. He was a rival of Feynman; they were the two geniuses then. Pauli was saying that Schwinger told us all this stuff that actually made sense, not like that nonsense Dyson has been writing. At that point I came walking up with a friend of mine, Markus Fierz, who was also a Swiss scientist. With a twinkle in his eye, Fierz came up to Pauli and said, “Please allow me to introduce you to my friend, Freeman Dyson.” Pauli said, “Oh that doesn’t matter. He doesn’t understand German.” Which of course I did. That was a good beginning and we were friends right from the very first day."

"In later years, Pauli seems to have decided that Bohr himself was not a complete supporter of the Copenhagen interpretation. [...] He felt that the real Copenhagen interpretation did insist that the mind was something that you could not avoid referring to in formulating quantum mechanics. Pauli thought, as far as I can judge, that the division between system and apparatus was ultimately between mind and matter."

"I cannot believe God is a weak left-hander."

"One shouldn’t work on semiconductors, that is a filthy mess; who knows whether any semiconductors exist."

"Against all the retrogressive endeavors (Bohm, Schrödinger etc. and in some sense also Einstein) I am sure that the statistical character of the ψ-function and hence of nature’s laws – on which you insisted from the very beginning against Schrödinger’s resistance – will define the style of the laws at least for some centuries. It may be that later, e.g. in connection with the living processes, one will find something entirely new, but to dream of a way back, back to the classical style of Newton-Maxwell (and these are just dreams these gentlemen are giving themselves up to) seems to me hopeless, digressive, bad taste. And, we could add, it is not even a beautiful dream."

"Modern man, seeking a middle position in the evaluation of sense impression and thought, can, following Plato, interpret the process of understanding nature as a correspondence, that is, a coming into congruence of pre-existing images of the human psyche with external objects and their behaviour. Modern man, of course, unlike Plato, looks on the pre-existent original images also as not invariable, but as relative to the development of a conscious point of view, so that the word "dialectic" which Plato is fond of using may be applied to the process of development of human knowledge."

"A colleague who met me strolling rather aimlessly in the beautiful streets of Copenhagen said to me in a friendly manner, “You look very unhappy”; whereupon I answered fiercely, “How can one look happy when he is thinking about the anomalous Zeeman effect?”."

"The setup of the book as far as printing and paper are concerned is splendid."

"God made the bulk; surfaces were invented by the devil."

"When I was young, I thought I was the best formalist of my time. I thought I was a revolutionary. When the big problems would come, I would solve them and write about them. The big problems came and passed by, others solved them and wrote about them. I was a classicist and not a revolutionary."

"I don't mind your thinking slowly; I mind your publishing faster than you think."

"This isn't right. This isn't even wrong."

"The failure of the many attempts to measure terrestrially any effects of the earth’s motion..."

"The best that most of us can hope to achieve in physics is simply to misunderstand at a deeper level."

"This is to show the world that I can paint like Titian. [A big drawing of a rectangle] Only technical details are missing."

"The designation "Jungian Psychology" is actually already unscientific sectarianism. I only acknowledge C. G. Jung's contribution to the general psychology of the unconscious."

"In the new pattern of thought we do not assume any longer the detached observer, occurring in the idealizations of this classical type of theory, but an observer who by his indeterminable effects creates a new situation, theoretically described as a new state of the observed system. In this way every observation is a singling out of a particular factual result, here and now, from the theoretical possibilities, therefore making obvious the discontinuous aspect of physical phenomena. Nevertheless, there remains still in the new kind of theory an objective reality, inasmuch as these theories deny any possibility for the observer to influence the result of a measurement, once the experimental arrangement is chosen. Therefore particular qualities of an individual observer do not enter into the conceptual framework of the theory."

"It is always the older that emanates the new one."

""The fact of the existence of two theories [causal and acausal] that contradict each other in Jung … corresponds psychologically to the vascillation between 3 and 4."

"Both of us [seem] to agree that the future of Jung's ideas is not with [psycho-] therapy... but with a unitarian, holistic concept of nature and the position of man in it."

"Although I have no objection to accepting the existence of relatively constant psychic contents that survive personal ego, it must always be born in mind that we have no way of knowing what these contents are actually like "as such." All we can observe is their effect on other living people, whose spiritual level and whose personal unconscious crucially influence the way these contents actually manifest themselves."

"It seems significant that according to quantum physics the indestructibility of energy on one hand — which expresses its timeless existence — and the appearance of energy in space and time on the other hand correspond to two contradictory (complementary) aspects of reality. In fact, both are always present, but in individual cases the one or the other may be more pronounced."

"What now is the answer to the question as to the bridge between the perception of the senses and the concepts, which is now reduced to the question as to the bridge between the outer perceptions and those inner image-like representations. It seems to me one has to postulate a cosmic order of nature — outside of our arbitrariness— to which the outer material objects are subjected as are the inner images... The organizing and regulating has to be posited beyond the differentiation of physical and psychical... I am all for it to call this "organizing and regulating" "archetypes." It would then be inadmissible to define these as psychic contents. Rather, the above-mentioned inner pictures (dominants of the collective unconscious, see Jung) are the psychic manifestations of the archetypes, but which would have to produce and condition all nature laws belonging to the world of matter. The nature laws of matter would then be the physical manifestation of the archetypes."

"When one analyzes the pre-conscious step to concepts, one always finds ideas which consist of "symbolic images." The first step to thinking is a painted vision of these inner pictures whose origin cannot be reduced only and firstly to the sensual perception but which are produced by an 'instinct to imagining' and which are re-produced by different individuals independently, i.e. collectively... But the archaic image is also the necessary predisposition and the source of a scientific attitude. To a total recognition belong also those images out of which have grown the rational concepts."

"The layman always means, when he says "reality" that he is speaking of something self-evidently known; whereas to me it seems the most important and exceedingly difficult task of our time is to work on the construction of a new idea of reality."

"The purely psychological interpretation only apprehends half of the matter. The other half is the revealing of the archetypal basis of the terms actually applied in modern physics. What the final method of observation must see in the production of "background physics" through the unconscious of modern man is a directing of objective toward a future description of nature that uniformly comprises physis and psyche, a form of description that at the moment we are experiencing only in a prescientific phase. To achieve such a uniform description of nature, it appears to be essential to have recourse to the archetypal background of the scientific terms and concepts."