| |
| |
Preface and Acknowledgments | |
| |
| |
Abbreviations | |
| |
| |
| |
Introduction: Pedagogy and the Institutions of Theory | |
| |
| |
Richard Feynman and His Diagrams | |
| |
| |
Paper Tools and the Practice of Theory | |
| |
| |
Pedagogy and Postwar Physics | |
| |
| |
Overview: The Two Meanings of "Dispersion" | |
| |
| |
| |
Dispersing the Diagrams, 1948-54 | |
| |
| |
| |
An Introduction in the Poconos | |
| |
| |
Quantum Electrodynamics and the Problem of Infinities | |
| |
| |
Initial Reception and Lingering Confusion | |
| |
| |
Evidence of Dispersion | |
| |
| |
| |
Freeman Dyson and the Postdoc Cascade | |
| |
| |
The Rise of Postdoctoral Training | |
| |
| |
Dyson as Diagrammatic Ambassador | |
| |
| |
Life and Physics at the Institute for Advanced Study | |
| |
| |
The Postdoc Cascade | |
| |
| |
A Pedagogical Field Theory | |
| |
| |
| |
International Dispersion | |
| |
| |
The Diagrams' Diaspora | |
| |
| |
Feynman Diagrams in Great Britain | |
| |
| |
Feynman Diagrams in Japan | |
| |
| |
Feynman Diagrams in the Soviet Union | |
| |
| |
Tacit and Explicit Knowledges | |
| |
| |
| |
Dispersion in Form, Use, and Meaning | |
| |
| |
| |
Seeds of Dispersion | |
| |
| |
The Feynman-Dyson Split | |
| |
| |
Perturbative Methods Fail, Feynman Diagrams Flourish | |
| |
| |
| |
Family Resemblances | |
| |
| |
Kroll's Perturbative Bookkeepers | |
| |
| |
Marshak's Meson Markers | |
| |
| |
Climbing Bethe's Ladder: Feynman Diagrams and the Many-Body Problem | |
| |
| |
Training Theorists for House and Field | |
| |
| |
| |
Feynman Diagrams in and Out of Field Theory, 1955-70 | |
| |
| |
| |
Teaching the Diagrams in an Age of Textbooks | |
| |
| |
The Postwar Age of Textbooks | |
| |
| |
The New Diagrammatic Textbooks | |
| |
| |
Pedagogy and the Pictures' Place | |
| |
| |
| |
Doodling toward a New "Theory" | |
| |
| |
Dispersion Relations | |
| |
| |
Crossing to a New Representation | |
| |
| |
From Bookkeepers to Pole Finders: Polology and the Landau Rules | |
| |
| |
Chew the Program Builder: Nuclear Democracy and the Bootstrap | |
| |
| |
Diagrammatic Bootstrapping and the Emergence of New Theories | |
| |
| |
| |
"Democratic" Diagrams in Berkeley and Princeton | |
| |
| |
Geoffrey Chew: A Scientist's Politics of Democracy in 1950s America | |
| |
| |
Pedagogical Reforms: "Secret Seminars" and "Wild Merrymaking" | |
| |
| |
The View from Princeton | |
| |
| |
Conditions of Diagrammatic Possibilities | |
| |
| |
| |
Paper Tools and the Theorists' Way of Life | |
| |
| |
Why Did the Diagrams Stick? Inculcation and Reification | |
| |
| |
In Search of the Vanishing Scientific Theory | |
| |
| |
| |
Feynman Diagrams in the Physical Review, 1949-54 | |
| |
| |
| |
Feynman Diagrams in Proceedings of the Royal Society, 1950-54 | |
| |
| |
| |
Feynman Diagrams in Progress of Theoretical Physics, 1949-54 | |
| |
| |
| |
Feynman Diagrams in Soryushi-ron Kenkyu, 1949-52 | |
| |
| |
| |
Feynman Diagrams in Zhurnal eksperimental'noi i teoreticheskoi fiziki, 1952-59 | |
| |
| |
| |
Feynman Diagrams in Other Journals, 1950-54 | |
| |
| |
Interviews | |
| |
| |
Bibliography | |
| |
| |
Index | |