Do "older" books provide unique insights?

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Discussion Overview

The discussion revolves around the value of "older" books in mathematics and physics compared to more modern texts. Participants explore whether these older works provide unique insights or if contemporary books are more beneficial for learning, considering various factors such as readability, depth of insight, and relevance to current research.

Discussion Character

  • Debate/contested
  • Exploratory
  • Conceptual clarification

Main Points Raised

  • Some participants express a preference for older books, suggesting they allow for personal interpretation and deeper understanding, citing examples like Hawking/Ellis for relativity and Engelking for topology.
  • Others argue that newer books are generally better for learning due to updated content, corrections of past mistakes, and alignment with recent educational research.
  • One participant highlights the subjective nature of "best" books, noting that preferences vary based on individual learning styles and the specific subject matter.
  • Several participants mention specific older texts, such as Euclid's geometry and Dirac's physics works, as exemplary, while also acknowledging the value of certain modern texts.
  • There is a recognition that some older works may provide insights that are overlooked or misinterpreted in newer publications, suggesting a blend of old and new texts may be beneficial.
  • One participant notes that while some older books are excellent, they may not be suitable as introductory texts due to their advanced nature.

Areas of Agreement / Disagreement

Participants do not reach a consensus; instead, multiple competing views remain regarding the value of older versus newer books. Some advocate for the insights of older texts, while others emphasize the advantages of contemporary works.

Contextual Notes

Participants acknowledge that the effectiveness of a book can depend on the subject area, the level of study, and individual preferences, indicating that there are no universal answers to the question posed.

  • #31
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  • #32
Well, what Bell quotes as one of the reasons LL is a good book, namely that it's "the closest to Bohr what we have", I'd take rather as an insult recommending a textbook on QT. If you want to get utmost confused about QT, just read Bohr or Heisenberg. LL fortunately is not close enough to Bohr, making it a pretty comprehensible treatment of wave mechanics. Usually the LL books strip off all unnecessary gibberish and offer a clear physically well-motivated mathematical treatment. I think, Landau has also been with Born and Paul long enough not to be too much spoiled by Heisenberg and Bohr :biggrin:. SCNR.
 
  • #33
My coworkers and I prefer the older textbooks. The thought processes were clear, the concepts were written concisely, and the connection between qualitative phenomena and quantitative representation is very clear.

There are some great new textbooks as well
 
  • #34
vanhees71 said:
Well, what Bell quotes as one of the reasons LL is a good book, namely that it's "the closest to Bohr what we have", I'd take rather as an insult recommending a textbook on QT. If you want to get utmost confused about QT, just read Bohr or Heisenberg. LL fortunately is not close enough to Bohr, making it a pretty comprehensible treatment of wave mechanics. Usually the LL books strip off all unnecessary gibberish and offer a clear physically well-motivated mathematical treatment. I think, Landau has also been with Born and Paul long enough not to be too much spoiled by Heisenberg and Bohr :biggrin:. SCNR.

Yes, as we know from machine learning, bagging is a good trick. Personally, I think between LL and Dirac one has almost everything. The only thing missing is a simple example using spin 1/2 from Feynman or Sakural.
 
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  • #35
Another great book is Schwinger, Quantum Mechanics - Symbolism for Atomic Measurement, Springer Verlag. It's not recommended as a textbook to learn QT, because it offers more alternative mathematics than any other book (but as usual for Schwinger brilliant mathematics), but already the "Epilogue" is worth reading (and that's although it's without formulae and math at all ;-)).
 
  • #36
I know this thread is about QM books and interpretations, so I am off topic, but anyway...

One thing that old books in maths can give is the original proofs of theorems. After time and generations of exposition proofs can change considerably from the original idea, which may be not the shortest and slickest way but sometimes is more natural and can give insight that cannot be found in a modern book. That's just a hypothetical possibility I cannot give an example.
 
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  • #37
martinbn said:
I know this thread is about QM books and interpretations, so I am off topic, but anyway...

One thing that old books in maths can give is the original proofs of theorems. After time and generations of exposition proofs can change considerably from the original idea, which may be not the shortest and slickest way but sometimes is more natural and can give insight that cannot be found in a modern book. That's just a hypothetical possibility I cannot give an example.

Newton's original proofs are (somewhat) of this nature, as vanhees71 said in an earlier post.

However, I think most of us would find the modern proofs more natural.

I think Goedel's and Rosser's original proofs of the incompleteness theorems are also perhaps not as natural as modern expositions which stress the relationship to Cantor's diagonalization. What's nice about Goedel's and Rosser's original proofs that is not so obvious with diagonalization is their relationship to the liar paradox.
 
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  • #38
atyy said:
However, I think most of us would find the modern proofs more natural.

Of course, I didn't mean that all proofs are more natural in the old books. I meant that they can be (sometimes, perhaps rarely).
 
  • #39
Well, it's not so easy. On the one hand, I'm of the strong opinion that math and the natural science should not be taught using the historical approach to begin with. It's the very nature of these subjects that there is progress with time, and problems get solved which have been obscure before. It's not necessary to learn old-fashioned misconceptions to start with a subject. E.g., you don't need Bohr's model of the atom (which in fact cements very wrong ideas about what's "going on" in the microscopic realm, even on a qualitative level) to learn up-to-date quantum mechanics. It may be even hindering a clear understanding of the subject.

On the other hand, one should know a bit about the historical development of ideas of all these subjects to fully understand the implications of the up-to-date state of the art. It's, e.g., very illuminating to understand the trouble of classical electron theory a la Lorentz et al, partially still unsolved today (e.g., self-consistent dynamics of classical charged point particles including radiation reaction; motion of classical charged particles with spin/magnetic moment in a general em. field) to appreciate the modern view fully.

Coming back to the topic of this section of the forum, it thus can be very illuminating to study "old textbooks". Then there are exceptional good ones, which exceed the quality of modern textbooks, particularly about subjects which have not considerably changed in the meantime. Examples in theoretical physics are, "The Feynman Lectures", Sommerfeld's "Lectures on Theoretical Physics" (which in my opinion is still the most concise treatment of classical physics including the mathematical methodology ever written, particularly vol. VI on partial differential equations in physics), Pauli's "Lectures on Theoretical Physics" (particularly quantum mechanics), Dirac's "Quantum Mechanics", Weinberg's "Gravitation and Cosmology" (although maybe that doesn't qualify as an "old textbook").
 
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  • #40
  • #41
bolbteppa said:
Thank you, and on a sidenote what is your opinion on Edmund Landua's book on calculus and the one on analysis.
 
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  • #42
Finding Bourbaki and Dieudonne in your list surprises me a bit. It's more like an encyclopedia, but they make horrible textbooks in my opinion, i.e., they don't provide too much "insight". They are related to math as a creative process like the description of music in terms of pressure fluctuations of the air making up sound waves :nb).
 
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