Quantum Mechanics Before Classical Mechanics: Implications and Speculations

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Discussion Overview

The discussion explores the hypothetical implications of teaching quantum mechanics (QM) before classical mechanics, assuming a solid mathematical foundation. Participants speculate on the educational, cognitive, and societal impacts of such a shift in teaching order.

Discussion Character

  • Exploratory
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • One participant questions how different the world would be if QM were taught before classical mechanics, noting that it is an unlikely scenario but an interesting thought experiment.
  • Another participant suggests that teaching QM at a younger age could lead to improved mathematical skills among students, but also highlights the necessity of classical concepts for understanding QM.
  • There is a mention of pedagogical reasons for the traditional teaching order, emphasizing the foundational concepts in classical mechanics that are essential for grasping QM topics.
  • One participant proposes that if classical mechanics were interpreted through the lens of probabilities and wave functions, it could alter the understanding of classical concepts.
  • Another viewpoint suggests that a society of mathematicians encountering QM for the first time would find its non-intuitive nature shocking, indicating a potential disconnect between mathematical rigor and physical intuition.
  • A speculative idea is presented regarding a transhuman world where beings might need to understand QM immediately upon discovering their reality, raising questions about the nature of knowledge and learning in such a context.

Areas of Agreement / Disagreement

Participants express various opinions on the implications of teaching QM before classical mechanics, with no consensus reached on the potential outcomes or the feasibility of such an educational approach.

Contextual Notes

Participants acknowledge the complexity and non-intuitive aspects of QM, which may pose challenges in understanding without prior knowledge of classical mechanics. The discussion reflects a range of assumptions about educational methodologies and cognitive development.

jacar3000
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Just an abstract question here. How different do you think the world would be if we were taught quantum mechanics before classical mechanics, given the prerequisite that we already have a good knowledge of the mathematics? Of course, it's a highly unlikely scenario, but an interesting one none the less.
 
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In NZ, you will have been taught the basics of classical mechanics by the time you are 13yo - so I figure that getting QM at age 12 would mean that everyone would get good at math real fast.
(We don't get lagrangian mechanics before college though.)

Of course, the other way is not to teach classical mechanics until the senior undergrad year in college... in which case, everyone would be a lot more ignorant.
eg. "speed" would be a mysterious number on a speedometer that is used by police to fine you.

Either way the effect would be profound.

Thing is - there are concepts in classical that you need for the QM.
Imagine trying to learn about quantum oscillators without knowing about the classical mass-on-a-spring?

It would also be really hard to motivate the topic - students would want to know why they have to learn this stuff: what would they use it for?

There are very sound pedagogical reasons for doing this way around.
 
Requiring at least basic probability and statistics at age 12 ... like I said: everyone would be very good at math. Compare with general understanding now. I'd like to think that this would mean there would be less woo in the World...
 
well if this would take place on a planet of pure mathematicians it would be quite interesting. you will find when they will first learn about physics (QM) they will be shocked the deeper you go until you present them with simple, clear and rigorously formulated theories like general relativity and classical mechanics and electrodynamics.

the problem is that QM is not only nonintuitive (which mathematicians don't seem to notice) but also there are many weird things in its formulation.
 
There may be an SF theme here - such a thing may be possible in a transhuman World where the entities have lost the knowledge that they are data in a machine. Though even then, setting it up so they'd need QM "right now" on, say, discovery of the Real World, would be tricky.

I think it is easier to set up Worlds where GR dominates than where QM effects dominate ... and so the non-intuitive, to us, stuff would become in-your-face.
 

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