Physics through two Nobel Prizes: François Englert and Richard Feynman

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[...] Trying to choose between two teaching methods from two Nobel Prize is probably not a good idea . According to several physics' teachers, the two methods bear fruits according to the profile of the student speakers and especially according to the profile of the teacher who will have to be a good speaker, present of mind and able to put the right words on the physical phenomenon to explain to personify the pedagogy of Englert. As long as the teacher has creativity, imagination and humor, Freyman's method is the most suitable. [...]

[...] To achieve this method, it requires a remarkable charisma, hooks with speakers and a presence of mind to find the right words to explain in the best way. Richard Feynman: "The greatest mind since Einstein". Talented physicist, dynamic, who has obtained a Nobel prize is a teacher loved by his students who speak of a charisma, boundless energy and humor while teaching physics. His secret is the simple language used to explain complex phenomenons. In his book "Light and Matter; a strange story", he exposes complex notions in his own way : "And now, be careful: hold on tight, fasten your belts. [...]

[...] Physics through two Nobel Prizes: François Englert and Richard Feynman The instruction of physics in all its forms is a baffling problem for teachers, by the complexity of phenomenons to study, their correlation with mathematics, and their "abstract" aspect in students' minds in the quantum domain in particular. Whatsoever every teacher suits his methods to his speaker's profile, some fundamental bases remain unchanged to ensure this exchange: take advantage of the already used methods, that've been proven and take advantage of the experience of the well-known names in this domain: the American Richard Feynman and the Belgian François Englert. [...]

[...] During a sabbatical year, he takes back all of Newton theory and transfers this knowledge in his "Physics Lessons" where a geometric approach is always preferred to communicate. His pedagogy was based secondly on a "chaotic" aspect. He explains that each explanation method represented a "hook" and that each student is sensitive to a specific hook. He multiplied his playful way of explaining the most complex phenomenons by multiplying the possible hooks. He said that each student will be sensitive to a hook and will be able to understand the problem. [...]