"...It is a sublime experience to be able to learn like a beginner. And that is true even when I already know something very, very, very well. Yes, even when I have mastered something, there is always something to learn anew. And do you know why it is so? It has to do with the fact that learning is like remembering, rather, it is a remembering. I mean, re-membering, to be precise. That is unlike computer memory, that stores information and can be recalled, human memory can never be recalled. It can only be re-membered."
"That is, each act of memory retrieval is singular and unique. Each time we re-member something, it is different from any previous act of re-membering. This brings newness and freshness to learning. And memories are, never, ever, static but dynamic, constantly evolving. Yes, however oxymoronic it may seem, memories constantly evolve and therefore, never, ever, remain the same. That's why, once one has an insight into this process, memories remain no more memories at all but become acts of learning. And learning is not really an act of learning per se but an act of re-membering..."
-- Dr. B S Ramachandra: Leonardo and Da Vinci - The Tao of Meta-Learning
Leonardo: In continuing from our previous dialogue, Da Vinci, it would be great to see some illustrations of the beginner's brain-mind vs the expert's brain-mind. Note that I am using the term expert's rather than master's. For, unlike an expert who could be limited by the brain-mind's maturity and hence could hinder a beginner's brain-mind, the master is one who has transcended the limitations of maturity and knows how to nurture the beginner's brain-mind.
Da Vinci: That's a prescient distinction you have made, Leonardo, between an expert and a master. An expert can be extraordinarily creative and yet not be able to understand and appreciate the beginner's brain-mind while a master is one who can and hence can nurture the beginner's brain-mind. Let me illustrate this by an anecdote:
When Werner Heisenberg was a young high school student, he was very passionate about theoretical physics. He was so eager to do real theoretical physics that he approached his father and asked him to help him find a mentor. His father was not an academician but recalled having known a friend of his who was a well known mathematician, Lindemann. Carl Louis Ferdinand von Lindemann was not just well-known, he was a great mathematician reputed to have given a proof of the transcendence of Pi. So Heisenberg's father arranged a meeting with him for his son. Heisenberg went to meet the great mathematician at his office. The mathematician was already outraged at what he thought was the impudence of a high school student wanting to do research right away before going through the formal academic ladder.
More as an obligation to his friend he met his son. After a long wait, the boy was told the mathematician would meet him. Before even Heisenberg could tell him about his studies in physics and mathematics, the mathematician gave him an earful of what he thought was a ridiculous idea, to start on research before the formal academic climb. He strongly advised Heisenberg to stop his foolish attempts at theoretical physics, wait patiently for a decade or so and then approach him with due qualifications, possibly the equivalent of a Bachelors degree if not a Masters. He then dismissed Heisenberg.
Heisenberg returned back home disappointed and distressed. Seeing him in that situation his father recalled having another friend by name Arnold Sommerfeld a professor of theoretical physics at the university of Munich.
Heisenberg, somewhat ruffled by his previous encounter with the mathematician, hesitantly went to meet with the professor of theoretical physics. Immediately he reached the professor's office he was assured into his presence. The professor greeted Heisenberg with a warm smile and asked him the purpose of his visit. Reassured by the professor's words, Heisenberg told him everything, his great passion for theoretical physics, his attempts to learn the fundamentals, his readings of current research and his attempts to find a mentor.
The professor was surprised and happy at Heisenberg's keen aspiration and his endeavours towards research. He congratulated and encouraged him and said that it was a great idea to be wanting to do research from the high school stage itself. He invited him to join his research group then and there and start coming to his institute from the very next day. Werner Heisenberg while yet a high school student was already embarking on his research studies in theoretical physics.
Lindemann, though a great mathematician could not feel the power of the beginner's mind in the young Heisenberg and almost snuffed off the brilliant theoretical physicist in the making. Arnold Sommerfeld, on the other hand, saw it and gave a great head start to young Heisenberg.
Arnold Sommerfeld was one of those few who had the uncanny ability to identify and nurture the beginner's mind in young students. No wonder twenty one of his students made significant and important contributions. Four of his doctoral students - Werner Heisenberg, Wolfgang Pauli, Peter Debye, Hans Bethe - and three of his post-doctoral students - Linus Pauling, Isidor Rabi, Max Von Laue - went on to become Nobel laureates.
Leonardo: That was really fascinating to know. I am sure Heisenberg's experience with Sommerfeld would have induced the same kind of spirit, that is, to be able to understand and appreciate the beginner's brain-mind!
Da Vinci: To a large extent, that was true, Leonardo. Let me tell you another anecdote that illustrates this: You have, no doubt, heard of Jagadish Mehra, the renowned historian of physics and biographer?
Leonardo: Of course, Da Vinci, I have read his books, "Climbing the Mountain," the scientific biography of Julian Schwinger and "The Beat of a Different Drum," the scientific biography of Richard Feynman.
Da Vinci: Well, Jagadish Mehra is also the official historian of the development of Quantum Theory that he wrote with Helmut Rechenberg. When Jagadish Mehra was a beginning doctoral student he won a fellowship that gave him an opportunity to meet with Pauli, Heisenberg and other luminaries in theoretical physics. He was deeply interested in documenting the development of Quantum Theory. He first went to meet Wolfgang Pauli. Pauli severely discouraged him and said it was impossible to write a history of Quantum Theory as most of its creators were still alive and some active. Highly disappointed and discouraged, Jagadish Mehra almost thought of giving up the idea altogether. He next went to meet Werner Heisenberg. Contrary to Pauli, Heisenberg told him that his idea was very good. For, what could be more exciting than to write a history of Quantum Theory, especially as most of the creators were alive and some active. The contrast between Pauli and Heisenberg was striking. Jagadish Mehra was so encouraged and inspired by Heisenberg's words that he went on to become one of the greatest historians of physics.
Leonardo: So, Pauli and Heisenberg were so strikingly different in their outlook!
Da Vinci: Nevertheless, both were great in their own ways and their roles were complementary. Pauli's role was in destroying ignorance by being the conscience keeper of theoretical physics as he became known while Heisenberg's role was in inspiring the creation of new knowledge.
Leonardo: Given that the beginner's mind or more precisely, beginner's brain-mind is the source of all great creativity, is it possible at all to command the state not only in the beginning but at any stage in life?
Da Vinci: Leonardo, this would seem to be an oxymoron except that the term beginning need not be associated with age at all, as neuroplasticity demonstrates. What is really necessary is for the brain to be able to acquire the state wherein it can fire the Brain Derived Neurotropic Factor (BDNF).
Leonardo: And is that really possible?
Da Vinci: Of course, Leonardo. Fortunately, the brain, contrary to what had been thought before the discovery of neuroplasticity, is capable of regenerating itself endlessly. It is plastic and not rigid. Therefore, it can at any stage take on the beginner's state and learn in a stupendous manner.
Leonardo: Can you illustrate that, Da Vinci?
Da Vinci: One of the finest illustrations of this is to be seen in the case of the great Indian born American Astrophysicist and Nobel Laureate Subrahmanyan Chandrasekhar. Chandrasekhar practically reignited his beginner's brain-mind every decade taking on a new domain and field right from scratch. He literally commanded the beginner's brain-mind. Many a great scientist is distinguished by this ability to command the beginner's brain-mind at will.
Leonardo: That is really inspiring, Da Vinci.
Da Vinci: And the greatest mathematician of all times, Carl Friedrich Gauss also had this attitude towards the beginner's brain-mind. As he said, "If others would but reflect on mathematical truths as deeply and continuously as I have, they would make my discoveries. It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment. When I have clarified and exhausted a subject, then I turn away from it, in order to go into darkness again; the never-satisfied man is so strange if he has completed a structure, then it is not in order to dwell in it peacefully, but in order to begin another. I imagine the world conqueror must feel thus, who, after one kingdom is scarcely conquered, stretches out his arms for others."
Leonardo: Da Vinci: I am curious to know about the way Pauli and Heisenberg approached their beginning students. Could we talk about that?
Da Vinci: That is in itself very exciting. Why don't we take that up in our next dialogue, Leonardo?
Leonardo: Yes, of course, Da Vinci.