“It's kind of interesting to show that the strange features of quantum mechanics are actually observed. We still don't totally understand what it means.”

—  Leonard Mandel

as quoted by James Glanz, in Leonard Mandel, 73, Revealer Of Light's Weirdness, Is Dead http://www.nytimes.com/2001/02/13/nyregion/leonard-mandel-73-revealer-of-light-s-weirdness-is-dead.html?sec=&spon=, New York Times (Tuesday, February 13, 2001)

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Leonard Mandel 3
German physicist 1927–2001

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Leonard Mandel (1927–2001) German physicist

as quoted by John Hogan, in Quantum Philosophy, Scientific American (July 1992)

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“The actual heart of quantum mechanics is that the objects in its equations are connected to the observations very differently than the classical counterparts have been.”

Luboš Motl (1973) Czech physicist and translator

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“I liked quantum mechanics very much. The subject was hard to understand but easy to apply to a large number of interesting problems.”

Willis Lamb (1913–2008) American Physicist

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“To know the quantum mechanical state of a system implies, in general, only statistical restrictions on the results of measurements. It seems interesting to ask if this statistical element be thought of as arising, as in classical statistical mechanics, because the states in question are averages over better defined states for which individually the results would be quite determined. These hypothetical 'dispersion free' states would be specified not only by the quantum mechanical state vector but also by additional 'hidden variables' - 'hidden' because if states with prescribed values of these variables could actually be prepared, quantum mechanics would be observably inadequate.”

John S. Bell (1928–1990) Northern Irish physicist

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“In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them.”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.

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“Quantum mechanics is weird. I don't understand it. Just live with it. You don't have to understand the nature of things in order to build cool devices…If you can figure out how to take advantage of this quantum multitasking, we can build computers that can do computations that no classical computer could do even if it were the size of the entire universe.”

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“I think I can safely say that nobody understands quantum mechanics.”

Richard Feynman book The Character of Physical Law

Variant: I think I can safely say that nobody understands quantum mechanics.
Source: The Character of Physical Law (1965), chapter 6, “Probability and Uncertainty — the Quantum Mechanical View of Nature,” p. 129

Luboš Motl photo

“Weinberg says that "we want to know what's happening out there". But this is just the standard anti-quantum zealots' misunderstanding of the essence of quantum mechanics. Quantum mechanics says that all knowable things about the physical system must be obtained through a measurement whose outcomes are predicted via the Born rule. There is nothing else happening out there, at least nothing else knowable that is happening out there! So quantum mechanics does answer the question what is happening out there and the claim that quantum mechanics is incomplete in this sense is simply a lie.”

Luboš Motl (1973) Czech physicist and translator

https://motls.blogspot.com/2018/09/a-recent-dissatisfied-weinbergs-talk-on.html
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“Considering the pervasive importance of quantum mechanics in modern physics, it is odd how rarely one hears of efforts to test quantum mechanics experimentally with high precision.…The trouble is that it is very difficult to find any logically consistent generalization of quantum mechanics. One obvious target for generalization is the linearity of quantum mechanics, but if we arbitrarily add nonlinear terms to the Schrodinger equation, how do we know that the theory we obtain will have a sensible physical interpretation? At least in part, it is the dearth of generalized versions of quantum mechanics that has made it so hard to plan experimental tests of quantum mechanics.”

Steven Weinberg (1933) American theoretical physicist

"Testing Quantum Mechanics" http://www.sciencedirect.com/science/article/pii/0003491689902765, Annals of Physics (1989)

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