I believe physics masters programs need innovation to overcome the slow progress in solving theoretical problems in physics in the form of ph.D replicating standards.
Imagine a student who has to write an essay about the paradoxes of dpevial relativity, literature teview akin ph.D and outline ideas to explsin them with his own indights
Or a similar topic about unitary quantum mechanics/spacetime quantization approaches duch CST.
Or a topic about how space has time properties, how its ststic vs dynamic fluidity give rise to spacetime phenomena.
Although some mofules would have more trafitional mathematical emphasis, 60% would have conceptual pre- ph.D level.
I believe physics curriculum designers are either too convervative or agnostic about the pedagogic structure.
Since critical thinking is the main feature of masters programs, physicists who insist on problem solving or advanced skills-based curricula for masters are in fact not being loyal to pedagocic theories or learning at the graduate level.
This might have consequences as, beyond the extra-IQ students, others are left at a disadvantage - even if they acquire those skills. Masters level education was always about critical thinking- and this is gained via essay-based projects on cutting edge field fronts better. Knowing physics does not imply critical thinking at higher level, as it is narcisistically assumed.
- Badges
- Science topic