Friday, January 8, 2021

Remembering Dr. Stephen Hawking: One of the greatest physicists of our times

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Oem Trivedi

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Remembering Dr. Stephen Hawking: One of the greatest physicists of our times

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Global Views 360

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January 8, 2021

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Graffiti art remembering Dr. Stephen Hawking

Graffiti art remembering Dr. Stephen Hawking | Source: duncan c via Flickr

The last 50 years have produced some of the most fascinating ideas from physics which have ever been known to us mere mortals. Whether it is the idea of string theory where the world is made of tiny strings smaller than whatever lengths we can possibly encounter or whether it is the astonishing revelations that we possibly do not understand 96% of what constitutes the Universe, all of these brilliant ideas have caught the attention of both professional physicists and the normal population alike. This has also shot loads of world class physicists to limelight, with the likes of Roger Penrose, Edward Witten, Juan Maldacena, Abhay Ashtekar and Erik Verlinde amongst a huge number of physicists who have achieved great public acclaim for their work on Gravitational theories while the likes of Alan Guth, Andrei Linde, Paul Steinhardt, Jim Peebles amongst others have become famous names for their groundbreaking work in Cosmology. But perhaps the best-known figure of theoretical physics in the last half century has been someone who, despite all kinds of odds stacked against him, has contributed deeply to both Gravitational Physics and Cosmology, and his name is Stephen Hawking!

The depth and the length of Hawking’s scientific discoveries can not possibly be described to their full glory in one single article and that speaks volumes of the kind of incredible physics he pursued throughout his life. But intriguingly enough, physics was not what a young Stephen was supposedly going to do in his life. Stephen was born into a family which placed a high value towards a good education, as his father, Frank, was a medical researcher while his mother, Isobel, (having read Philosophy at Oxford, where she met Hawking’s father) was a secretary at a medical institute. While Hawking was named “Einstein” in his school days, his father actually wanted him to also study medicine like him. However, the young Stephen was actually fond of mathematics and since Oxford - where he pursued his undergraduation - didn’t offer a Mathematics degree at the time, he decided to major in Physics instead. Slowly, he gained an incredible amount of interest towards Physics although he was a conventionally “lazy” student throughout his undergraduation. He would not study seriously as he found most of work really easy and interestingly enough, it was the boat club in his university which slowly propelled him towards putting efforts as a student.

When Hawking started his PhD in Cambridge, he was quite disappointed to have not been made a student of legendary astronomer Fred Hoyle, instead he was made a student of Dennis Sciama. This proved fortuitous however, as Sciama was incredibly knowledgeable about almost everything in Cosmology and eventually became a central figure in British Cosmology. It was through him that Hawking got to meet his life-long collaborator and recently awarded Nobel Prize Winner, Sir Roger Penrose.  The meeting with Penrose, who was then working on some bewildering properties of the Black Hole, proved to be a pivotal moment of Hawking’s career. Penrose had shown in a general way the existence of space-time singularities, which is a point inside the black hole where the known laws of Physics, like General Relativity, collapse. Hawking used Penrose’s theorem to show that if one completely rewinds the entire history of the universe, then one would reach exactly to the kind of point which Penrose had described for a black hole; a Space-Time or in this case the Big-Bang Singularity.

Dr. Stephen Hawking at official opening of the Weston Library, Oxford, England | Source: John Cairns via Wikimedia

This idea shows that the universe began from an infinitesimally small point of seemingly infinite density, and hence, Einstein’s seminal theory of General Relativity also fails to explain the properties of the Universe at the time of its creation. This work of Hawking came to be of an astounding magnitude, and this has propelled work on loads of theories both of the early universe and even towards considerations of modifying General Relativity itself! This excellent work got Stephen his doctorate degree at Cambridge, a fact made even more stupendously inspirational considering that he was diagnosed with the Motor Neuron Disease by this time which made him completely paralyzed. He was in a state of depression after being diagnosed with this disease with doctors claiming that he had not much time left to live. It was then through the support of his family and his girlfriend (who soon became his wife) that got him through a very dark realization and motivated him to again pursue physics to the best of his abilities.

After his great work on the Big Bang, Hawking shifted his attention quite literally towards Black Holes. He produced a number of incredible theorems regarding them with Sir Penrose, which are now known as “Penrose—Hawking singularity theorems”. He was also collaborating vigorously with James Bardeen and Brandon Carter at this time, and together they produced some excellent work which showed how Black Holes could lose energy. Around the same time Jacob Bekenstein (who was then a PhD Student at Princeton University) showed that there had to be the existence of some quantum mechanical effects which would lead to the Black Hole having a so-called “entropy” (which is the classical measure of the disorder of a physical system). On the basis of his work with Carter and Bardeen with considerations to Bekenstein’s ideas, Hawking then showed that Black Holes lose energy by radiating it away through a particular mechanism. Considering Einstein’s seminal idea of Mass-Energy equivalence through E=MC2, this incredible work of Hawking meant that Black Holes actually lose Mass by radiating it away in a process now fittingly known as “Hawking Radiation''. Hawking Radiation has become a central idea in studies of Black Holes, Quantum Gravity and the very early universe, and was the key idea which propelled the concept of “Primordial Black Holes”, which refers to the Black Holes which were created in the very early universe. Recently there has been a lot of work which points towards the realization that these primordial black holes may constitute a huge part, if not all, of the dark matter in the universe (which is a mysterious form of matter which forms approximately 23% of the universe). If it is indeed the case, then Hawking’s work will inadvertently be the propeller towards the understanding of dark matter.

Throughout the time in which Hawking did all the above-mentioned work, his research was up there with the finest (if not the finest itself!) on gravitational physics and cosmology in the world. In his later years, Hawking became fascinated with even more exotic ideas which ranged from understanding quantum gravity (the theory of gravity at the smallest scales) and the Multiverse (the idea of an infinite number of universes) to the prospect of Extraterrestrial life and Time Travel. He produced some really insightful work on Quantum Gravity, and his work on Hawking Radiation has fueled loads of work in quantum gravitational theories like String theory and Loop Quantum Gravity. He even hosted a party for time travelers and discussed in length about Aliens & the effects of AI on humans in his later life.

But let’s end this very brief note of his life with this anecdote. Somak Raychoudhary, the current director of IUCAA in India, reminisces how he once met Sir Penrose’s office during his PhD days in Oxford about the allowance to attend one of his classes. Penrose was discussing some work with another PhD student at that time and was startled when he heard Somak’s surname. He said “ Are you related to the Raychoudhary?”. Somak was startled by hearing this and asked who it was that Penrose referred to. Penrose then exclaimed that he was referring to Amal Kumar Raychaudhuri, the Indian astrophysicist who discovered a seminal equation known by his name as the “Raychaudhri Equation”. When Somak told that he had indeed taken classes from Professor Amal, Penrose was very happy and immediately granted him permission to attend his classes. At this, the quiet PhD Student sitting with Penrose said to Somak “ We (him and Penrose) are incredibly inspired by his work and wish to meet him once in person “. That PhD Student was none other than Stephen Hawking and goes to show, the incredibly high regard Raychaudhri’s work is held in, while the general Indian don’t know much about him.

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February 4, 2021 5:07 PM

India’s New Education Policy (NEP) 2020: What it proposes for Schools

On 30th July 2020, the Indian government’s Ministry of Human Resource Development (MHRD) was renamed the Ministry of Education as it announced the new National Education Policy (NEP) 2020.

The National Education Policy is an in-depth framework outlining the future and development of education in India. It’s recommendations guide what the priorities and goals of educational institutions should be in the coming years. The first NEP was passed in 1968; while it gets revised occasionally, a new NEP has only been passed two times since then, in 1986 and now in 2020.

Prime Minister Narendra Modi’s and the government was hailed by RSS-affiliated educational organisations for the NEP as a step to connect the education with the roots of India. They reportedly had quite an influence during the drafting of NEP, even going as far as to say that “60-70 percent” of their demands have been met.

On the other hand, NEP received criticism from the opposition parties like Congress, the Communist Party of India (Marxist), and political figures in West Bengal and Tamil Nadu. The criticism was primarily for bypassing Parliamentary discussion, and its ill-fittedness in the context of the COVID-19 pandemic and the ever-growing digital divide left in its wake in the education sector.

The NEP’s ambitious claims and propositions are divided into two broad categories: school, and higher education.

NEP at School Level

At school level, perhaps the biggest change is the move away from the 10+2 structure to a 5+3+3+4 one, signifying four stages of school education across ages 3-8 years (Foundational), 8-11 years (Preparatory), 11-14 years (Middle) and 14-18 years (Secondary). This new structure claims to be based greatly on the cognitive development of children and prioritising areas of focus through these ages.

The new structure also talks about the Early Childhood Care and Education (ECCE), which aims to include pre-schools and aanganwadis (government sponsored rural child care centres in India) in an effort to impart play and activity focused learning, and train aanganwadi workers to achieve the same.

However, the treatment of the aanganwadi program is already under question from the governance and child right watchdogs and activists . This program is poorly funded and workers are poorly paid which makes the promise of training the workers for implementing the NEP goals seem quite wishful. This means rural students are likely to continue to be many steps behind urban students from the ECCE i.e ‘Foundational’ stage itself.

National Assessment Centre

NEP proposes the establishment of a National Assessment Centre, PARAKH, to set norms and guidelines for evaluations across all school boards. Report-cards are also to be redesigned and include self, teacher and peer assessment. However, the details of what will entail in these, especially peer assessment, are vague and do not take into cognizance the rampant prejudice and bullying experienced by students at the hands of peers as well as teachers on bases of weight, religion, gender, caste, class, sexuality and more. Such discriminatory practices will hurt the students from marginalised communities in both disguised and explicit ways.

The 3 Language Formula

A more controversial change comes with the 3-Language Policy, which essentially asks that “wherever possible,” the regional language or mother tongue of a student be adopted as the medium of instruction “until at least Class 5, but preferably till Class 8 and beyond.”

All schools will teach three languages, of which at least two must be native to India. The draft NEP, in fact, mandated that one of these languages be Hindi; after protests against this ‘Hindi imposition’ such as by the southern state of Tamil Nadu, this provision was removed and it has supposedly been left to the state, school and student to decide which languages would be taught.

The so-called flexibility of the policy comes at the cost of uniformity. Since the colonial era, English education has served as a means of upward social mobility for castes and tribes that had historically been denied education under Brahmanical hegemony, this progress is threatened by making English ‘optional’ in any form.

There are also unaddressed and obvious scenarios of parents who migrate or get transferred to different states, parents who speak another language at home than the regional language, and children who grow up in multilingual homes, all of which are commonplace across India. How likely is it that every student in a classroom speaks the same mother tongue or is from the same region?

Promotion of Sanskrit

The NEP desires that the rich ancient languages of India be brought back to the forefront and be given more focus as languages that can be taken up by students. In this regard it shines a spotlight on Sanskrit, a classical language rooted in Hinduism which was for centuries only accessible to Brahmins and some other upper castes. The pedestal upon which Sanskrit has been placed is being seen as discriminatory towards the large population of India who either do not have historic ties to Sanskrit or were denied access to it.

While the NEP does mention other languages that have had a strong foothold in India for a long time, such as Persian and Prakrit, it notably omits mention of Urdu and seems especially driven to ‘promote’ Sanskrit.

Vocational Education

The NEP points out that a very small portion of the Indian workforce in the age group 19-24 is exposed to vocational education, and therefore recommends that it be integrated in schools and higher education in a phased manner over the next 10 years.

A focus on vocational education starting from ages as young as 14 is also questionable, since non-formal education, often valued less than degrees, might hinder the education of poor children. This may contribute to deepening the class divide in India since receiving Undergraduate or Postgraduate degrees often guarantees poverty alleviation for such students.

Additionally, vocational education will likely form a vicious cycle with the entrenched caste system in India, reinforcing each other and the inequalities therin.

It has been repeatedly asserted by experts, citizens and politicians alike that the NEP caters more to the corporate interests over the needs of underprivileged students, and has brought much uncertainty around the question of language.

It becomes vague at key points, falling back on the argument that it is only a ‘guiding document,’ which only makes its stances seem weaker, in both theory and practice.

Whether the NEP as a whole manages to turn the tide of education in favour of those who need it the most, and is able to mobilise it as a tool for progress, presently seems more fantastical than plausible.

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