An informative and entertaining report on how a Johns Hopkins graduate faced the challenge of his young life when he embarked on a master's program in engineering at one of the toughest science schools on earth. Among the most intimidating credentials to go for in the field of technology are ``MIT cubed''—a bachelor's, master's and doctoral degree from the venerable Massachusetts Institute of Technology. North Carolina native White, son of a musician and a writer and product of a ``well-rounded'' environmental-engineering and liberal-arts education at Johns Hopkins, would have been happy with MIT simple—a master's degree in engineering. But even that accomplishment seemed dauntingly unreachable as, on registration day, he traversed MIT's infinite corridor from Building 13 to Building 6, still expecting to learn that his admission to MIT's graduate school was the result of a clerical error. From his first days spent floundering through classroom lectures (it was several semesters before White learned what a scientific model is)— buddying up to millionaire professors who'd built companies around their patented inventions, attempting to solve technical conundrums and build miniature machines—to the final dash to the finish as other students fell victim to suicide and burnout, White struggled to maneuver through an intellectual boot camp while trying to maintain a modicum of emotional equilibrium. Here, he plays his advantage as a liberal-arts type who's a semi-outsider to full advantage as he searches for the meaning behind the madness. Despite his denunciations of MIT's merciless environment, his writing itself stands as a heartening example of MIT's broader aim- -to teach its students how to think. Required reading for all college applicants with a yen for science.
Pub Date: Sept. 5, 1991
ISBN: 0-525-93347-6
Page Count: 288
Publisher: Dutton
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: July 15, 1991
An intriguing meditation on the nature of the universe and our attempts to understand it that should appeal to both...
Italian theoretical physicist Rovelli (General Relativity: The Most Beautiful of Theories, 2015, etc.) shares his thoughts on the broader scientific and philosophical implications of the great revolution that has taken place over the past century.
These seven lessons, which first appeared as articles in the Sunday supplement of the Italian newspaper Sole 24 Ore, are addressed to readers with little knowledge of physics. In less than 100 pages, the author, who teaches physics in both France and the United States, cogently covers the great accomplishments of the past and the open questions still baffling physicists today. In the first lesson, he focuses on Einstein's theory of general relativity. He describes Einstein's recognition that gravity "is not diffused through space [but] is that space itself" as "a stroke of pure genius." In the second lesson, Rovelli deals with the puzzling features of quantum physics that challenge our picture of reality. In the remaining sections, the author introduces the constant fluctuations of atoms, the granular nature of space, and more. "It is hardly surprising that there are more things in heaven and earth, dear reader, than have been dreamed of in our philosophy—or in our physics,” he writes. Rovelli also discusses the issues raised in loop quantum gravity, a theory that he co-developed. These issues lead to his extraordinary claim that the passage of time is not fundamental but rather derived from the granular nature of space. The author suggests that there have been two separate pathways throughout human history: mythology and the accumulation of knowledge through observation. He believes that scientists today share the same curiosity about nature exhibited by early man.
An intriguing meditation on the nature of the universe and our attempts to understand it that should appeal to both scientists and general readers.Pub Date: March 1, 2016
ISBN: 978-0-399-18441-3
Page Count: 96
Publisher: Riverhead
Review Posted Online: Dec. 7, 2015
Kirkus Reviews Issue: Dec. 15, 2015
BOOK REVIEW
BOOK REVIEW
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
© Copyright 2024 Kirkus Media LLC. All Rights Reserved.
Follow
Popular in this Genre
We can’t wait for you to join Kirkus!
It’s free and takes less than 10 seconds!
Already have an account? Log in.
OR
Sign in with GoogleTrouble signing in? Retrieve credentials.
Welcome Back!
OR
Sign in with GoogleTrouble signing in? Retrieve credentials.
bookshelf
