Richard Feynman's blackboard at the time of his death (1988)

Interpretation of the Blackboard Mottoes

• “Know how to solve every problem that has been solved” is read by some as aspirational practice: repeatedly solving known problems (at least in one’s domain), not literally knowing all solutions.
• Others emphasize the word “how”: you don’t need every solution memorized if you understand the methods well enough to re‑derive them.
• A minority reads the phrase as hubristic or even “profoundly unwise,” especially juxtaposed with his death.
• “What I cannot create, I do not understand” is taken as a credo about deep understanding, though several note that one can perform or “operate” skills (like riding a bike) without fully understanding or being able to explain them.

Compression of Knowledge and Education

• Multiple comments connect the mottoes to Feynman’s belief that settled physics should be compressible into undergraduate courses.
• There’s debate over whether centuries of progress can really be compacted: some say modern physics already does this via general principles; others argue many topics remain uncontracted and discovery stories are lost.
• Some propose that advanced classes should focus on unresolved problems, preparing students for research rather than rote learning.

Popular Legacy vs Real Person

• A long subthread discusses a critical video about the “sham legacy” of Feynman: the claim is that the public image is dominated by colorful stories rather than his physics.
• Many defend his scientific stature (Nobel, QED, diagrams, pedagogy) and argue the video critiques the mythmaking, not his work.
• Others agree the “character” version of Feynman—always the clever trickster—has overshadowed the actual person and contributions.

Authorship, Anecdotes, and Editing

• Several point out that the famous books were compiled and edited from lectures and stories by collaborators, not written by him in the strict sense.
• Debate centers on whether this undermines their authenticity or just reflects common ghostwriting practice.
• Stories in the popular memoir are widely believed to be embellished; some note later editions were censored or softened, especially around sexism and specific accusations.

Ethics, Misogyny, and Harm

• Commenters split on how damning his behavior was: some see him as a misogynist and “jerk,” citing bar stories, life drawing of students, and documented domestic violence.
• Others argue the notorious anecdotes are framed as mistakes he later rejected, or as era‑typical misbehavior, and that criticisms conflate him with his mythologized persona.
• There is concern about “Feynman bros” adopting his worst attitudes as a model.

Quantum Hall Effect and Limits of Expertise

• The presence of “quantum Hall effect” on his “to learn” list impresses many: evidence that even top physicists die with major topics still on their to‑do lists.
• Comments highlight how undergraduates now see streamlined versions of such work, whereas original understanding was harder‑won.

Teaching, Understanding, and Creation

• Several derive corollaries: “what I cannot teach, I do not understand,” and link this to the idea that clear explanation reveals real understanding.
• Others push back: teaching is its own skill; many experts cannot teach beginners well despite deep understanding.
• The gap between tacit skill and explicit explanation (bike riding, language, dancing) is invoked to nuance Feynman’s slogan.

Broader Reflections (AI, Hero‑Worship, Mortality)

• Some tie the mottoes to modern LLMs: tools can “spit out” answers, but without human understanding there’s little real value.
• There’s meta‑discussion about hero‑worship of scientists, generational iconoclasm, and the discomfort of reassessing revered figures.
• The blackboard itself is seen as poignant: a snapshot of unfinished learning and the brevity of a life, even one as accomplished as Feynman’s.