Este texto é uma transcrição de uma das suas fantásticas palestras para professores de Ciências de nível básico.
O intuito de colocar a versão supostamente original do texto de Feynman tem relação com muito do que ele diz no texto. O fato de ser em partes é que ele é realmente grande e algo que o blog não comporta.
Segue abaixo a parte 1. Good reading!
Presented at the fifteenth annual meeting of the National Science Teachers Association, 1966 in New York City, and reprinted from The Physics Teacher Vol. 7, issue 6, 1968, pp. 313-320 by permission of the editor and the author. [Words and symbols in brackets added by Ralph Leighton.]
I thank Mr. DeRose for the opportunity to join you science teachers. I also am a science teacher. I have much experience only in teaching graduate students in physics, and as a result of the experience I know that I don't know how to teach.
I am sure that you who are real teachers working at the bottom level of this hierarchy of teachers, instructors of teachers, experts on curricula, also are sure that you, too, don't know how to do it; otherwise you wouldn't bother to come to the convention.
The subject "What Is Science" is not my choice. It was Mr. DeRose's subject. But I would like to say that I think that "what is science" is not at all equivalent to "how to teach science," and I must call that to your attention for two reasons. In the first place, from the way that I am preparing to give this lecture, it may seem that I am trying to tell you how to teach science--I am not at all in any way, because I don't know anything about small children. I have one, so I know that I don't know. The other is I think that most of you (because there is so much talk and so many papers and so many experts in the field) have some kind of a feeling of lack of self-confidence. In some way you are always being lectured on how things are not going too well and how you should learn to teach better. I am not going to berate you for the bad work you are doing and indicate how it can definitely be improved; that is not my intention.
As a matter of fact, we have very good students coming into Caltech, and during the years we found them getting better and better. Now how it is done, I don't know. I wonder if you know. I don't want to interfere with the system; it is very good.
Only two days ago we had a conference in which we decided that we don't have to teach a course in elementary quantum mechanics in the graduate school any more. When I was a student, they didn't even have a course in quantum mechanics in the graduate school; it was considered too difficult a subject. When I first started to teach, we had one. Now we teach it to undergraduates. We discover now that we don't have to have elementary quantum mechanics for graduates from other schools. Why is it getting pushed down? Because we are able to teach better in the university, and that is because the students coming up are better trained.
What is science? Of course you all must know, if you teach it. That's common sense. What can I say? If you don't know, every teacher's edition of every textbook gives a complete discussion of the subject. There is some kind of distorted distillation and watered-down and mixed-up words of Francis Bacon from some centuries ago, words which then were supposed to be the deep philosophy of science. But one of the greatest experimental scientists of the time who was really doing something, William Harvey, said that what Bacon said science was, was the science that a lord-chancellor would do. He [Bacon] spoke of making observations, but omitted the vital factor of judgment about what to observe and what to pay attention to.
And so what science is, is not what the philosophers have said it is, and certainly not what the teacher editions say it is. What it is, is a problem which I set for myself after I said I would give this talk.
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