Among about a thousand objects obtained by the Science Museum from Stephen Hawking’s office is a blackboard full of cartoons and puns, both childishly silly and deeply scientifically meaningful. This blackboard is now one of the Museum’s most popular objects thanks to its playful imagery and perhaps also its perceived fragility. But it is also one of the objects that best illustrates the scientific life of Stephen Hawking and his generation, and more broadly, it is an exemplar of the social and material culture of the postmodern epoch of theoretical physics in the decades around the turn of the twenty-first century. In this article, the curator of the Hawking Collection explains the importance of this blackboard, first through an account of its unexpected trajectory to becoming the Hawking Collection’s most charismatic object, followed by a discussion of the general historical role of blackboards: their iconography, material culture, and value as historical sources and how their conservation requirements contribute to their perceived value. The author then delves deeper into the specific content of this blackboard, showing how it constitutes a window into the highs and lows of a generation of physicists inspired by Hawking’s work, as they attempted, and ultimately failed, to unify the two great theories of the twentieth century: general relativity and quantum mechanics. What we now call the superspace and supergravity blackboard is a microcosm of one of those moments in physics when theory broke away from what was empirically verifiable. The scribblings on the blackboard were collectively drawn by an up-and-coming generation of supersymmetry theorists. It immortalises the promising early years of supergravity, one of the hopeful candidates at the time for the long-wished-for Theory of Everything. Preserved in chalk are the seeds of one of the most brilliant theoretical discoveries of the turn of the century: what is now called the holographic principle. But also, seen with the benefit of hindsight, supersymmetric approaches seeded the identity crisis that theoretical physics is experiencing today, especially around the role of empirical anchoring of proposed fundamental theories. The contested status of the blackboard’s content and its humorous, self-ironic style, make it a key piece of a unique zeitgeist of physics at the turn of the twenty-first century, which one could call the era of postmodern physics. In addition to its significance to the history of specific ideas, this paper also argues that the blackboard reflects the collective, social nature of theoretical research, while also inviting reflection on what constitutes success and failure in the physical sciences.
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Nov 15, 2024
Michael Gedalin + 1
Open Access
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