Taking College Physics vs. Understanding Physics

Based on the supplied transcript. Punctuation and paragraph breaks have been added, with repeated fillers and false starts reduced for readability. The speaker’s views and personal commentary are retained.

All right, kids. I want to explain the difference between taking physics in college and actually understanding it outside of college. There’s a big difference, okay? College prepares you for employment—undergraduate, that is. Some universities are preparing you for research. Some universities are preparing you for a career. Some universities are just getting you to take financial aid to take classes. I don’t know. It depends on you. School’s all about you.

No one can be taught. They can only choose to learn. Do you understand this? You can’t be taught. How could I teach you anything? I could show you something. I can explain my experience. I’ve got a glare in these things.

No one can be taught. They can only choose to learn. Let me first explain this. Of everything in the world that has ever been said, this is the most important thing ever said: if you leave the textbook, leave college.

The thing is, look: you’re not going to understand anything about physics for about 10 years. You’re not going to understand anything about math for about 10 years. Most of you think math is arithmetic. You think solving an integral or solving a differential equation is doing mathematics. That’s arithmetic.

As I always say, as I’m trying to fine-tune: mathematics is the symbolic representation of the interdimensional world. Arithmetic is merely a consequence.

It’s kind of like dialect when you’re talking. You think dialect is what talking is, or languages. When you think of math and physics in terms of speaking and communication, you think that dialect is language. Arithmetic is a consequence.

Sitting there scribbling gibberish and balancing equations like a two-year-old with a pencil and a paper digital coloring board is ridiculous. It’s what children do. Literally, I saw them on Instagram. It’s a circus act for a child to do it. For an adult to do it, there’s a word for it. I’m not allowed to say that word because the people who run this company don’t understand English. Sorry. You all know the word. Look up the definition so you can understand what it means.

You need to understand that it takes about 10 years of daily practice and mental obsession to understand math or physics, just like a musical instrument. Same thing: daily practice and mental obsession.

If you’re not doing that, it’s never going to happen for you. There are different avenues. There’s the person who learns enough to go to a job, fit in, and do their task. Then there’s us. [Unclear phrase.] Some man boobs.

Physics, language, engineering, math, and optics, kids. Do you recall, or are you new here? Engineering is the application of physics, which is the application of math, which is the application of language—linguistics. Linguistics includes computer science. That’s a language we use to communicate with computers.

We communicate with computers through math and coding. We communicate with each other through speaking, touching, and signs. “Oh, no, you didn’t. Like, I can totally talk about physics. How does that make you feel?”

Language is multidimensional: the face, the tone, the expressions, all these different things. But that’s not actually the language. Do you understand? You all think arithmetic is what math is.

You’re not going to college and solving all these problems to go into the workforce and sit there solving problems all day. It’s funny that this isn’t obvious to people. You’re going to college and solving math problems, and you’re like, “Yeah, this is cool. I’m so smart. Nobody else wants to do this, so I’m cool. I’m better. I’m smarter than everybody. Nobody else wants to do this, but I’m doing it. I did it, so I’m cool.”

If you’re one of the adults who finds me and likes listening to me, if you like problem-solving, it can only go so far for you. I told you I was trying to invite adults out of college into this program, and I realized it’s not the right place for you.

If you’re an adult and want to do math to advance your brain, I recommend getting a pre-algebra textbook. Start at paragraph one and go through the entire book. It’ll take you the rest of your life. Just one paragraph a day. It will keep your brain active the way you want it to be.

The stuff I’m doing here is preparation for students who are going to work in nuclear energy at a nuclear plant or work in rocketry for NASA. It’s a very different situation.

I’ve been having such a hard time because I attract so many people from so many areas. I’ve got economics majors, business majors, and random girls who are like, “My God, those man boobs. I just can’t handle it.” I get all these different people, so it confuses me. Then I try to cater to everybody, and I can’t. I can only cater to these guys: the majors.

My best advice for an adult, because I know how hard this stuff is to learn, how long it takes, and how much longer it takes if it’s been years since you’ve done it: get a pre-algebra textbook. Don’t hire a tutor. That’s not going to help you exercise your brain. Waste of time.

Just get a pre-algebra textbook. You don’t have to pay for it. You can Google “pre-algebra textbook PDF.” Pick one and stick with it.

Start at paragraph one. But before reading paragraph one, read every single word—top to bottom, left to right, corner to corner—before Chapter One. At the very end, read every single word after the last chapter, even if you don’t understand it.

Once you do that, start at paragraph one. Don’t move to paragraph two until you have a good grasp of paragraph one. Just do that. It’ll take you the rest of your life to go through a pre-algebra textbook.

The difference between studying math and physics in college and understanding it is that, in college, you’re introduced quickly to a ton of topics at a rapid pace. You’re not going to understand any of it. You still need to read every word in that book, kid. If you leave the textbook, leave college.

You can’t learn if you leave the textbook. If you leave the textbook, leave college. Let me repeat that: if you leave the textbook, leave college. I’m sorry—that doesn’t make sense? If you leave the textbook, leave college. You will not learn anything if you leave the textbook.

That’s the most important thing about this. In college, you’re being pounded with a whole lot of different stuff really quickly. The test is not a test of your ability to comprehend or understand. That’s for honors students and graduate students.

The test is your ability to make the connection—which objects from which points to put together quickly—to solve a problem from memory. To see if you understand how to connect the dots with minimal understanding.

These are like heat-rod equations and spring equations you do in differential equations for engineers in junior or senior year. Your Griffiths electrodynamics course, your quantum mechanics course: these questions aren’t meant for you to do the theory behind it, the math like I do.

They’re meant for you to identify the equation related to the situation, plug things in, and do a basic integral. That’s what you’re missing all the time. If you’re like me, you need to know the theory, which is why I do what I do.

That’s the primary difference. When studying these subjects in college, you’re supposed to learn how to quickly identify which equation, formula, or theorem to use and how to plug things into it based on the conditions provided.

Is it a damped spring? Whatever. You have to know the different things. You’re not supposed to understand the theory behind it yet, if at all.

Understanding math and physics will happen about 10 years from now if you continue, get a job, or go to graduate school. Then you’ll understand it. It’ll click in your head, and you’ll be like, “Oh.”

I want some of you to come back 10 years from now. You’re going to say, “You know what? I thought you were full of— But it happened. You’re right. I see it now.”

It’s like a crack in the sky will open up. Literally, you’ll feel like a crack in the sky opened up, like a giant black wall with a crack and some light glimmering through. You’re like, “Ah, I see the light. I see what you’re saying.”

That will take 10 years of daily practice and mental obsession. That’s not what you’re in college to do.

If you’re a kid, a teenager, it’s never going to happen. Your brain has to finish growing first, kid. You can be as anxious or whatever—your brain has to finish growing. That won’t happen until you’re 35, when the sagittal suture sews up.

That’s usually about the time people understand math and physics properly. That’s exactly when it happened to me. The physical body is very much related to your comprehension of reality. Thus, be patient. Don’t be frustrated or get angry.

When you’re in college, make sure you read every word in the book and are two weeks ahead of the semester. Otherwise, you’re two weeks behind. Bring the book to lecture. Read the section before lecture.

It sounds like more work. It’s actually about half the amount of work because, when you do that and get your homework, you’re like, “Oh, now I see what Jonathan’s saying.”

You have no idea how many people I’ve removed from the internet. It’s frustrating, people. I realize now why I get harassed by so many people: these are competitors. They’re seeing a huge decline in traffic because of my message. I must continue the message. I hope you listen and take it seriously if you’re serious about your education.

Adult learner, again: knowing calculus is not going to do anything for you. The exercise of doing basic algebra is something you could do for the rest of your life. You can go through those problems every day like Sudoku puzzles.

Understanding math at calculus and higher levels is not what you think it is. It’s like writing sheet music. The kids in college aren’t writing sheet music. Most never will. They’re being trained for industry and pounded with a whole bunch of different stuff.

When they get to the workforce, they’re like, “I remember seeing that in a book. I know that word. Yes, I know that word.” They’re called entry-level. Then they’re put with somebody like me as a sidekick.

I’m like, “Here, kid, give me a coffee and crunch this data. Then we’ll talk.” You’ll do that for a couple of years, watch me work, learn from me, think, and continue studying. You’ll become more learned.

Then you’ll advance once you understand more about the workforce you’re in or wherever you’re at. You’ll keep learning and learning.

A person with a master’s degree is not more educated than somebody who has been working as an engineer for five years with a bachelor’s degree. Not even remotely close. Somebody with a bachelor’s degree and five years of engineering work experience is going to get hired over somebody with a master’s degree any day of the week.

That’s something to consider. Remember, kids: a master’s degree is not a win; it’s a fail. It’s for people who failed at their bachelor’s degree. They can’t get a job, so they have to get a master’s to redeem themselves.

They used AI to get through their undergraduate degree, so now they’re going to graduate school and saying, “Crap, AI can’t help me with any of this.” I shared a little of this with you through Math Monthly.

I share it so you can see what you’re missing—to prepare you, get you to change your ways, or change your major.

That’s the primary difference between taking math and physics in college and actually understanding it. In college, you’re exposed to a plethora of things. You’re given an object, other objects, and conditions. You need to understand when those conditions apply and which objects to put in based on them.

You’re not supposed to understand the theory behind it. That’s what a theorist does.

You get yourself into a lot of trouble when you obsess over trying to understand it. You’re not supposed to understand it. You’re supposed to know what to choose and when to choose it. Got it? It’ll take you 10 years before you start to understand this stuff if you continue doing it. Have a nice day. Don’t forget to subscribe. Tell your friends.

Professor Jonathan D. Tullis presents his perspective on the difference between completing college mathematics and physics coursework and developing deeper theoretical understanding. He emphasizes personal responsibility, careful textbook reading, preparation before lecture, and continued practice beyond individual courses.

Applying Methods & Understanding Theory

The discussion distinguishes identifying a suitable equation or theorem and carrying out a calculation from understanding why the method works. Professor Tullis describes undergraduate coursework as rapid exposure to many topics and emphasizes that deeper connections can emerge through continued study and experience.

Reading Before Lecture

His central study recommendation is to use the assigned textbook consistently: read the relevant section before lecture, bring the book to class, and prepare ahead of the course schedule. He argues that this preparation helps students recognize ideas during lecture and approach homework with greater familiarity.

Practice & Patience

Comparing mathematical development with learning a musical instrument, Professor Tullis stresses sustained practice and patience. His references to a ten-year process express his view of long-term development; they should not be treated as a fixed timetable for every learner.

Advice for Adult Learners

For adults pursuing mathematics as a personal intellectual activity, he recommends working carefully through a pre-algebra textbook, beginning with its introductory material and advancing paragraph by paragraph. He contrasts this approach with the professional preparation he intends for the students addressed in the discussion.

Learning Beyond a Degree

The video describes workplace experience, mentorship, and continued independent study as further opportunities to develop knowledge. Professor Tullis also expresses strong personal opinions about graduate degrees and hiring.

This is a summary of the speaker’s perspective. The transcript’s categorical statements about age, brain development, graduate education, and hiring are not established by this discussion. Learners can develop conceptual understanding during undergraduate study, and individual learning paths vary.