The non-relativistic nature of spin in quantum mechanics: a historical and pedagogical perspective
Abstract
Abstract Conventional methods for teaching spin at a university level generally follow four main approaches. The first introduces spin into the Schrödinger equation artificially, leaving its physical meaning unclear. The second connects spin to the representation of the rotation group, which clarifies its nature but requires knowledge of group theory. The third approach derives from field theory, separating angular momentum into orbital and intrinsic parts, the latter corresponding to spin; however, this cannot be done within quantum mechanics alone. The fourth derives electron spin from Dirac’s 1928 relativistic equation, which, though correct, has led to the misconception that spin is a purely relativistic effect. A detailed analysis of Dirac’s 1928 papers shows that the concept of spin arises from the need to construct an equation linear in both energy and momentum to preserve Born’s probabilistic interpretation. This linearization of the Klein–Gordon equation reveals that spin is conceptually independent of relativity. Historical and pedagogical perspectives can together clarify conceptual difficulties and promote a deeper understanding of fundamental ideas in physics. Drawing on selected passages from Dirac’s original work, the present discussion offers broader conceptual and cultural considerations that introduce the notion of spin with limited mathematical requirements and can be applied independently of the didactic approach adopted.
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