Methodology of Teaching Physics

There is no greater fallacy than the belief that aims and purposes are one thing, while methods and tactics are another, This conception is a potent menace to social regeneration. All human experience teaches that methods and means cannot be separated from the ultimate aim. The means employed become, through individual habit and social practice, part and parcel of the final purpose; they influence it, modify it, and presently the aims and means become identical.

The physicist ... engages in complex and difficult calculations, involving the manipulating of ideal, mathematical quantities that, at first glance, are wholly lacking in the music of the living world and the beauty of the resplendent cosmos. It would seem as if there exists no relationship between these quantities and reality. Yet these ideal numbers that cannot be grasped by one's senses, these numbers that only are meaningful from within the system itself, only meaningful as part of abstract mathematical functions, symbolize the image of existence. ... As a result of scientific man's creativity there arises an ordered, illumined, determined world, imprinted with the stamp of creative intellect, of pure reason and clear cognition. From the midst of the order and lawfulness we hear a new song, the song of the creature to the Creator, the song of the cosmos to its Maker.

The radical empiricist onslaught … provides the methodological justification for the debunking of the mind by the intellectuals—a positivism which, in its denial of the transcending elements of Reason, forms the academic counterpart of the socially required behavior.