The objects of instruction in purely scientific mechanics and physics are, first, to produce in the student that improvement of the understanding which results from the cultivation of natural knowledge, and that elevation of mind which flows from the contemplation of the order of the universe; and secondly, if possible, to qualify him to become a scientific discoverer.

There is no study more difficult than that of physic: it exceeds, as a science, the comprehension of the human mind: and those who blunder onwards, without attempting to understand what they see, are often very nearly on a level with those, who depend too much on imperfect generalisations, applied to facts, which can scarcely be subjected to any well marked analogy. Hence it may happen, that talents and labour may become useless for want of a proper direction... To assist in furnishing the student with a sufficient direction... is the principal object of this work.

If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning... If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity

Physics is to be regarded not so much as the study of something a priori given, but rather as the development of methods of ordering and surveying human experience. In this respect our task must be to account for such experience in a manner independent of individual subjective judgement and therefore objective in the sense that it can be unambiguously communicated in ordinary human language.

In physics you have a bit of everything: you need to be good at solving puzzles, but you also need to see the big picture, to separate important from unimportant things, to quickly understand new materials and quickly see the essence of a paper.

The goal is nothing other than the coherence and completeness of the system not only in respect of all details, but also in respect of all physicists of all places, all times, all peoples, and all cultures.

The lack of qualified high-school physics teachers in the United States is a notorious (and self-perpetuating) problem. ...[C]ombating that problem was... one of the central goals of the TMU project. ...The idea was to induce teachers to study the college-level version so ...they could use the high-school materials ...with poise and confidence.

Is the purpose of theoretical physics to be no more than a cataloging of all the things that can happen when particles interact with each other and separate? Or is it to be an understanding at a deeper level in which there are things that are not directly observable (as the underlying quantized fields are) but in terms of which we shall have a more fundamental understanding?

Physics training is a good framework for reasoning," explains Musk. "It forces you to boil things down to their most fundamental truths and then connect those truths in a way that lets you understand reality. This gives you a way to attack the counterintuitive, a way of figuring out things that aren't obvious. When you're trying to create a new product or service, I think it's critical to use this framework for reasoning. It takes a lot of mental energy, but it's still the right way to do it.

The aim of Mathematical Physics is not only to facilitate for the physicist the numerical calculation of certain constants or the integration of certain differential equations. It is besides, it is above all, to reveal to him the hidden harmony of things in making him see them in a new way.

The first question we should face is: What is the aim of a physical theory? To this question diverse answers have been made, but all of them may be reduced to two main principles:
"A physical theory," certain logicians have replied, "has for its object the explanation of a group of laws experimentally established."
"A physical theory," other thinkers have said, "is an abstract system whose aim is to summarize and classify logically a group of experimental laws without claiming to explain these laws...
Now these two questions — Does there exist a material reality distinct from sensible appearances? and What is the nature of reality? — do not have their source in experimental method, which is acquainted only with sensible appearances and can discover nothing beyond them. The resolution of these questions transcends the methods used by physics; it is the object of metaphysics.
Therefore, if the aim of physical theories is to explain experimental laws, theoretical physics is not an autonomous science; it is subordinate to metaphysics...
Now, to make physical theories depend on metaphysics is surely not the way to let them enjoy the privilege of universal consent.

There has never been just one best way to teach quantum mechanics. My goal is neither to sow nostalgia for the philosophically engaged style of Oppenheimer and Nordheim, nor to condemn the pragmatic approach of Fermi, Bethe and Feynman. It is rather to highlight the choices that physicists must always make when stepping into the classroom. Choices of topics to discuss and problems to assign reflect deeper decisions about the ideal type of physicist one seeks to train. Should the new generation be philosophically attuned, concerned with minute details of conceptual interpretation? Or should physicists hone their ability to calculate, pushing Heisenberg’s and Schrödinger’s equations into the service of ever more elaborate problems to solve and phenomena to analyse? Competing ideals have flourished under different pedagogical conditions.

Physics is the ultimate intellectual adventure, the quest to understand the deepest mysteries of our Universe. Physics doesn’t take something fascinating and make it boring. Rather, it helps us see more clearly, adding to the beauty and wonder of the world around us. When I bike to work in the fall, I see beauty in the trees tinged with red, orange and gold. But seeing these trees through the lens of physics reveals even more beauty.

Why do you want to come into physics? All is done and understood.