Ignorance and unwillingness to learn.

A lack of generosity. It can take so many forms—it doesn’t just have to do with money—so I’m always shocked when people can’t muster any at all.

Arrogance, bullying, meanness – just try to be kind, it’s not difficult.

Selfishness—people who don’t care about others or their feelings and will do or say anything as long as they get what they want.

I had nothing to do, so I start to figure out the motion of the rotating plate.  I discover that when the angle is very slight, the medallion rotates twice as fast as the wobble rate—two to one.  It came out of a complicated equation!  Then I thought, “Is there some way I can see in a more fundamental way, by looking at the forces or the dynamics, why it’s two to one?”

The first principle is that you must not fool yourself—and you are the easiest person to fool. So you have to be very careful about that. After you've not fooled yourself, it's easy not to fool other scientists. You just have to be honest in a conventional way after that.

So I got this new attitude.  Now that I am burned out and I’ll never accomplish anything, I’ve got this nice position at the university teaching classes which I rather enjoy, and just like I read the Arabian Nights for pleasure, I’m going to play with physics, whenever I want to, without worrying about any importance whatsoever.

The questions of the students are often the source of new research.  They often ask profound questions that I’ve thought about at times and then given up on, so to speak, for a while.  It wouldn’t do me any harm to think about them again and see if I can go any further now.  The students may not be able to see the thing I want to answer, or the subtleties I want to think about, but they remind me of a problem by asking questions in the neighborhood of that problem.  It’s not so easy to remind yourself of these things.

For example, I was a little surprised when I was talking to a friend who was going to go on the radio. He does work on cosmology and astronomy, and he wondered how he would explain what the applications of this work were. "Well," I said, "there aren't any." He said, "Yes, but then we won't get support for more research of this kind." I think that's kind of dishonest. If you're representing yourself as a scientist, then you should explain to the layman what you're doing—and if they don't want to support you under those circumstances, then that's their decision.

I don’t believe I can really do without teaching.  The reason is, I have to have something so that when I don’t have any ideas and I’m not getting anywhere I can say to myself, “At least I’m living; at least I’m doing something; I’m making some contribution”—it’s just psychological.