David Harriman’s Fundamentals of Physical Science: A Historical Inductive Approach

by Lisa VanDamme

One of the most formative courses in my educational history was David Harriman’s “Fundamentals of Physical Science” – formative of my knowledge of science, formative of my views on education, formative of my very ability to think. It taught me what it really means to learn science, and by extension, what it really means to learn.

Let me illustrate the difference between science as it is conventionally taught and science as it is taught by David Harriman, using Newton’s law of universal gravitation as a striking case in point.

If your education was like mine, this law was presented as a commandment to be memorized—as knowledge that, along with Newton’s apple, fell from the sky. You had no knowledge of the prior discoveries that were the “shoulders” on which Newton famously declared he stood, no awareness of the questions that remained and that Newton sought to answer, and therefore no substantive understanding of the meaning, the explanatory power, and the monumental importance of Newton’s achievement.

When, in Harriman’s course, you arrive at Newton’s law of universal gravitation, it comes as a page-turning, climactic chapter in an epic story of discovery.

You will have already learned about Galileo’s principle of inertia, Kepler’s laws of planetary motion, and Newton’s own law of circular acceleration. You will see how these discoveries made possible the question Newton asked himself when the apple fell.

You will have already learned Galileo’s law of fall, Eratosthenes’ calculation of the size of the Earth, and Aristarchus’ calculation of the distance to the moon. You will see how these discoveries made possible Newton’s answer to the question.

When guided through the ingenious process by which Newton integrated this knowledge and built upon it, you are able to thoroughly grasp the principle of universal gravitation: to see that it is true and why it must be true. The law of gravitation becomes connected to and explanatory of the things you see around you every day. It is real knowledge.

Harriman teaches all of the great achievements in the history of physics, from the heliocentric theory, to optics, to electromagnetism and more, in this historical, inductive manner.

The value of a course that takes this approach to teaching science is inestimable. It provided me with a clear filter for distinguishing “knowledge” I had memorized from sincere, independently held, fully-formed knowledge. It helped me to see that complex, abstract principles of science are not the province only of geniuses, but are, if properly taught, accessible to all. It inspired me with epic stories of world-changing discoveries that have made life as we know it possible. And it modeled, and helped me to develop, real intellectual self-discipline.

That is why I cannot recommend this course highly enough.

David Harriman’s “Fundamentals of Physical Science” is now available in the VanDamme Academy Store.

Special Offer: Reduced price for the first 100 buyers!

 

“Big Bang” Confirmed

Assistant Professor Chao-Lin Kuo surprises Professor Andrei Linde with evidence that supports cosmic inflation theory. The discovery, made by Kuo and his colleagues at the BICEP2 experiment, represents the first images of gravitational waves, or ripples in space-time. These waves have been described as the “first tremors of the Big Bang.”

Physics Today: Logic Leap Reviewed

“The Logical Leap” — a Review:

That scientists should employ the inductive method is not the main theme of The Logical Leap; rather, the book makes the stronger claim and demonstrates that scientists must use this method in order to make progress. And many scientists are indeed making progress, even now, particularly in the applied fields. But what happens when the inductive method is misapplied, or worse, abandoned? String theory is a case in point: Some physicists accept it because it is “beautiful”, not because it was induced from observational evidence. That sort of evidence has caused many fundamental theories of contemporary physics to stagnate for more than a generation. Indeed, Harriman quotes the late Harvard University chemist E. Bright Wilson, who said, “It is very unsatisfactory that no generally acceptable theory of scientific inference has yet been put forward. Mistakes are often made which would presumably not have been made if a consistent and satisfactory basic philosophy had been followed.”

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