Friday, April 25, 2025

Phase diagrams elucidate emergence

Phase diagrams have been ubiquitous in materials science for decades. They show what states of matter are thermodynamically stable depending on the value of external parameters such as temperature, pressure, magnetic field, or chemical composition. However, they are only beginning to be appreciated in other fields. Recently, Bouchaud argued that they needed to be used more to understand agent-based models in the social sciences.

For theoretical models, whether in condensed matter, dynamical systems, or economics, phase diagrams can show how the state of the system predicted by the model has qualitatively different properties depending on the parameters in the model, such as the strength of interactions. 

Phase diagrams illustrate discontinuities, how quantitative changes produce qualitative changes (tipping points), and diversity (simple models can describe rich behaviour). Phase diagrams show how robust and universal a state is, i.e., whether it only exists for fine-tuning of parameters. Theoretical phase diagrams can expand our scientific imagination, suggesting new regimes that might be explored by experiments. An example is how the phase diagram for QCD matter (shown below) has suggested new experiments, such as at the RHIC.

For dynamical systems, I recently illustrated this with the phase diagram for the Lorenz model. It shows for what parameter ranges strange attractors exist.

Today, for theoretical models for strongly correlated electron systems it is common to map out phase diagrams as a function of the model parameters. However, this was not always the case. It was more common to just investigate a model for specific parameter values that were deemed to be relevant to specific materials. Perhaps, Anderson stimulated this new approach when, in 1961, he drew the phase diagram for the mean-field solution to his model for local moments in metals, a paper that was partly the basis of his 1977 Nobel Prize.

At a minimum, a phase diagram should show the state with the emergent property and the disordered state. Diagrams that contain multiple phases may provide hints for developing a theory for a specific phase. For example, for the high-Tc cuprate superconductors, the proximity of the Mott insulating, pseudogap, and non-Fermi liquid metal phases has aided and constrained theory development.

Phase diagrams constrain theories as they provide a minimum criterion of something a successful theory should explain, even if only qualitatively. Phase diagrams illustrate the potential and pitfalls of mean-field theories. Sometimes they get qualitative details correct, even for complex phase diagrams, and can show what emergent states are possible. Ginzburg-Landau and BCS theories are mean-field theories and work extremely well for many superconductors. On the other hand, in systems with large fluctuations, mean-field theory may fail spectacularly, and they are sometimes the most interesting and theoretically challenging systems.

Thursday, April 17, 2025

Lamenting the disintegration of elite USA universities

Elite universities in the USA have nurtured and enhanced my whole academic life. In 1983, I moved to the USA as an international student, commenced a Ph.D. at Princeton, and then worked at Northwestern and Ohio State. After I returned to Australia in 1994, I visited the USA every year for several weeks for conferences, collaborations, and university visits. Much of my research was shaped by ideas I got from those trips. This blog started through the influence of I2CAM, a wonderful institution funded by the NSF. My movement into chemical physics was facilitated by attending workshops at the Telluride Science Center. I deeply appreciate my colleagues (and their institutions) for their stimulation, support, interest, encouragement, and hospitality. 

My trips to the USA only ended with COVID-19, retirement, family health issues, and my new general aversion to international travel. Currently I would be too scared to travel to the USA, based on what I read in the Travel Section of The Sydney Morning Herald.

Most importantly, what I have learned and done has been built largely on intellectual foundations laid by people in these elite universities.  Other parts of the world have played a role too, but my focus here is the USA due to current political events leading to the impending disintegration of these universities.

I readily acknowledge that these universities have flaws and need reform. On this blog, I occasionally discussed issues, such as the obsession with money, metrics, management, and marketing. Teaching undergraduates and robust scholarship has sometimes become subsidiary. I have critiqued some of the flaky science published in luxury journals by groups from these universities.

Nevertheless, if something is broken you do not fix it by smashing it. Consider a beautiful ancient vase with a large crack. You do not restore the vase by smashing it and hiring your teenage cousin to make a new one.

Reading about what is happening raises multiple questions. What is really happening? Why is it happening? How significant is it? What might it lead to? How should individuals and institutions respond? 

Today when I was on the UQ campus it was serene and the challenges my colleagues are facing, as formidable and important as they are, seem trifling compared to what I imagine is happening on Ivy campuses right now. In passing, I mention that Australia is not completely immune to what is happening in the USA. Universities here that receive some research grant funding from the USA government have had it paused or cancelled.

I can't imagine what it would be like to be an international student at Princeton right now.

On the one hand, I do not feel qualified to comment on what is happening as I am so distant. On the other hand, I do want to try and express some solidarity with and appreciation of institutions and colleagues that have blessed me and the world. I make a few general observations. This is my advice, for what it is worth, to my younger self.

Protect your mental health. You and your colleagues and your institutional are encountering an existential crisis, perhaps like none encountered before. Don't live in denial. But also don't let this consume you and destroy you as a person or a community. Limit your intake of news and how much you think about it and discuss it. Practise the basics: exercise; eat, drink, and sleep well; get help sooner than later; limit screen time; rest.

Expect the unexpected. Expect more surprises, pain, uncertainty, instability, intra-institutional conflict, and disappointments. 

Get the big picture. This is about a lot more than federal funding for universities. There are broader issues about what a university is actually for. What do you want to preserve and protect? What are you willing to compromise on? Beyond the university, many significant issues are at stake concerning politics, democracy, economics, pluralism, culture, and the law. This is an opportunity, albeit a scary one, to think about and learn about these issues.

Make the effort to have conversations across the divides. Try to  have civil and respectful discussions with people with different perspectives on how individuals and institutions should respond to the current situation. Talk to colleagues in the humanities and social sciences. Talk to those with different political perspectives, both inside and outside the university.

Read widely. History is instructive but not determinative. I recommend two very short books that I think are relevant and helpful.

On Tyranny: Twenty Lessons from the Twentieth Century by Timothy Snyder.

The Power of the Powerless, by Vaclav Havel, first published in 1978 in the context of living in communist totalitarian Czechoslovakia. I have a Penguin Vintage edition which includes a beautiful introduction by Timothy Snyder, written in 2018, for a 40th Anniversary edition. 

I thank Charles Ringma for bringing both books to my attention.

What do you think? I would love to hear from people in US universities who are living through this.

Saturday, April 12, 2025

An authoritarian government takes over universities: one case history

Adventures of a Bystander, by Peter Drucker, contains the following account. Drucker was a faculty member at Frankfurt University in 1933.

“[S]everal weeks after the Nazis had come to power, was the first Nazi-led faculty meeting at the University. Frankfurt was the first university the Nazis tackled, precisely because it was the most self-confidently liberal of major German universities, with a faculty that prided itself on its allegiance to scholarship, freedom of conscience, and democracy. The Nazis knew that control of Frankfurt University would mean control of German academia altogether. So did everyone at the University. 
Above all, Frankfurt had a science faculty distinguished both by its scholarship and by its liberal convictions; and outstanding among the Frankfurt scientists was a biochemist of Nobel Prize caliber and impeccable liberal credentials. When the appointment of a Nazi commissar for Frankfurt was announced around February 25 of that year and when not only every teacher but also every graduate assistant at the University was summoned to a faculty meeting to hear his new master, everybody knew that a trial of strength was at hand. … 
The new Nazi commissar wasted no time on the amenities…. [He] pointed his finger at one department chairman after another and said: ‘You either do what I tell you or we’ll put you into a concentration camp.’ 
There was dead silence when he finished; everybody waited for the distinguished biochemist. The great liberal got up, cleared his throat, and said: ‘Very interesting, Mr. Commissar, and in some respects very illuminating. But one point I didn’t get too clearly. Will there be more money for research in physiology?’ The meeting broke up shortly thereafter with the commissar assuring the scholars that indeed there would be plenty of money for ‘racially pure science’.”

I became aware of this chilling story through Peter Woit's blog who got it from a blog post by Adam Przeworski

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