According to the standard view, the so-called ‘Copenhagen interpretation’ of quantum mechanics originated in discussions between Bohr and Heisenberg in 1927, and was defended by Bohr in his classic debate with Einstein. Yet recent scholarship has shown Bohr’s views were never widely accepted, let alone properly understood, by his contemporaries, many of whom held divergent views of the ‘Copenhagen orthodoxy’. This paper examines how the ‘myth of the Copenhagen interpretation’ was constructed by situating it in the context of Soviet Marxist (...) critique of quantum mechanics in the 1950s and the response by physicists such as Heisenberg and Rosenfeld. (shrink)

Bohr’s interpretation of quantum mechanics has been criticized as incoherent and opportunistic, and based on doubtful philosophical premises. If so Bohr’s influence, in the pre-war period of 1927–1939, is the harder to explain, and the acceptance of his approach to quantum mechanics over de Broglie’s had no reasonable foundation. But Bohr’s interpretation changed little from the time of its first appearance, and stood independent of any philosophical presuppositions. The principle of complementarity is itself best read as a conjecture of unusually (...) wide scope, on the nature and future course of explanations in the sciences (and not only the physical sciences). If it must be judged a failure today, it is not because of any internal inconsistency. (shrink)

An examination is made of the way in which particles emerge from linear, bosonic, massive quantum field theories. Two different constructions of the one-particle subspace of such theories are given, both illustrating the importance of the interplay between the quantum-mechanical linear structure and the classical one. Some comments are made on the Newton-Wigner representation of one-particle states, and on the relationship between the approach of this paper and those of Segal, and of Haag and Ruelle.

We believe that physics education has to meet today’s requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed atan early stage of physics education. This paper presents part of a project that aims at introducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for (...) a reform of science education along the aforementioned line. The investigation of teacher–learners’ (t-ls’) initial knowledge indicated that their main misconceptions appear to be the result of their pre-/in university traditional instruction, which causes the overlapping/mix-up of the conceptual frameworks of Classical Physics (CP) and QM. Assuming that these misconceptions form by nature epistemological obstacles to the acquisition of QM knowledge, the educational strategy proposed here aims at leading t-ls to form a conceptual structure that includes CP and QM as two totally independent conceptual systems. Accepting, furthermore, that the complete distinction of these systems demands a radical reconstruction of t-ls’ initial knowledge, we present here an instructional model that bases the required reconstruction on the juxtaposition of two models that constitute the signal point of twentieth century’s “paradigm shift”: (a) Bohr’s semiclassical atom model, and (b) the model of the atom accepted by modern physics theory. (shrink)