"While it was a very interesting period in my life, I was happy to get back to more direct contact with students in the classroom and in my research projects"
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There is a quiet demotion embedded in Friedman’s phrasing: “a very interesting period” is the polite way a working scientist describes time spent away from the work. It flatters the detour without conceding that it was the point. The real emotional weight lands in what he’s “happy to get back to” - direct contact with students, and the tactile, collaborative churn of research projects. For a Nobel-winning physicist, that’s not false modesty; it’s a value statement about where knowledge actually gets made.
The subtext is a gentle skepticism toward prestige roles that pull researchers into administrative, political, or public-facing orbit. Those jobs can be consequential, but Friedman frames them as mediated experiences: meetings, committees, representation. “Direct contact” is doing a lot of work here, hinting that the best parts of science are not the awards ceremony or the institutional power but the iterative back-and-forth with people who still ask naive questions, who still get stuck, who still need to be taught how to think experimentally.
Context matters because physics, especially in the late 20th century, became an increasingly industrial enterprise: big machines, big collaborations, big budgets. That scale pressures senior scientists into managerial distance. Friedman’s line reads like an insistence on proximity - staying close to the classroom and the lab as a kind of moral hygiene. It’s a reminder that the public image of genius is often solitary, while the actual engine of discovery runs on mentorship, attention, and showing up.
The subtext is a gentle skepticism toward prestige roles that pull researchers into administrative, political, or public-facing orbit. Those jobs can be consequential, but Friedman frames them as mediated experiences: meetings, committees, representation. “Direct contact” is doing a lot of work here, hinting that the best parts of science are not the awards ceremony or the institutional power but the iterative back-and-forth with people who still ask naive questions, who still get stuck, who still need to be taught how to think experimentally.
Context matters because physics, especially in the late 20th century, became an increasingly industrial enterprise: big machines, big collaborations, big budgets. That scale pressures senior scientists into managerial distance. Friedman’s line reads like an insistence on proximity - staying close to the classroom and the lab as a kind of moral hygiene. It’s a reminder that the public image of genius is often solitary, while the actual engine of discovery runs on mentorship, attention, and showing up.
Quote Details
| Topic | Teaching |
|---|---|
| Source | Help us find the source |
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