It would follow that these two theories would work together when combined, but strangely, they do not. Physicists have struggled for decades with the dilemma of bringing quantum mechanics and general relativity together. Some success at combining them is what makes string theory so important. String theory, however, requires 10 dimensions for its formulation, which makes predicting details about our four–dimensional world very difficult.

One important reason that quantum mechanics and general relativity cannot be easily joined is time. “Time has been a real sticking point in the quantization of gravity,” says Wheeler. The definitions of time in the two theories are different—quantum theory requires a rigidly defined notion of time, while general relativity tells us that time flows differently in different places. Wheeler, with the help of grad student Andy Spencer, created a model of the universe in which time is taken out altogether. After spending two years developing this model without time, it led automatically to a model with time, without ever adding it back in mathematically. The wonder of this “emergence” of time, to a non–scientist, may seem almost magical. As Wheeler puts it, “We can describe the world that we experience by writing down a theory of a world where there is no time.” He goes on to explain the significance: “Any physical process can be described equally well in either model—but the timeless model may allow us to write a theory that combines quantum mechanics and general relativity.” Such a combination would be groundbreaking, to say the least— it might re–define the way we think about ourselves and about the world.

“After just four years of work with him, Dr. Wheeler has given me the confidence to look at the work of many professionals in physics and feel like I am meeting them on a level playing field. Iým just a student, but my success in professional life will have started because of the tutelage of Dr. Wheeler.”
—Andy Spencer

These are the concepts with which Wheeler spends his days, the things about which he thinks and wonders—sorting through what other scientists have been pondering for centuries. It's not the invention of the time machine, but his theories will possibly lead to a deeper understanding of time itself, which could eventually lead to a multitude of applications. If we can understand time, we can manipulate and control it to a much higher degree.

The longstanding cosmic conundrum of bringing quantum mechanics and general relativity together is simplified by Wheeler's theory; at the same time, he has added something completely new to existing scientific knowledge. His “Emergence of Time,” available online in the archive of Cornell University Library, has been submitted for publication and is in the process of peer review for a scientific journal. Wheeler will be speaking about his research at scientific conferences this year in Oregon and in the Midwest.

One might wonder why Wheeler would invest years of his life in theories that may or may not turn out well; but he seems to have a remarkably good instinct for which ideas will work. If we didn't have people like Wheeler to take leaps like this into the unknown, we would not have breakthroughs like Einstein's discoveries, which are the foundation of so much of today's technology. Every diagnostic tool in medicine, from stethoscopes to MRIs, was once a physics experiment. In these very early stages, it's hard to know if Wheeler's discovery will influence the thinking of ordinary people. It took decades for the world to understand the speed of light and its effects, but the idea eventually worked its way into scientific application and then into popular culture. The capabilities and devices that might emerge if Wheeler's theory is proved to be true could revolutionize technology, science and the world at large.

Although Wheeler lives in a world of ideas, he is anything but a stereotypical scientist who is lost inside a swirling mass of dry equations. Besides his great capacity for humor and communication, he maintains a lively regimen of swimming, biking and walking his huge dog, Sargon (named for an ancient middle–eastern king). A modern Renaissance man, he studies art and philosophy, and is currently fascinated by Chinese literature. He has traveled to over 20 countries and has visited all 50 states. Wheeler's inspired scientific intuition may be explained by the way he thinks about the world in general—long fascinated with philosophy, he is not limited by science: “Science deals in reproducible experiences, but not all of our experiences are reproducible—life is much richer than that.” Wheeler is eager to absorb the “whole picture” of human experience. He says of the world, “It is wonderful, magical, and amazing. There are many ways to understand it; I don't want to limit myself to one way of understanding.”

The beauty of Utah's mountains helps to keep this esteemed scientific figure at USU. Wheeler says, “The immensity of the Intermountain West makes me feel huge inside, like I can do great things…For a mountain to rise up like that, many times the height of any structure, shows me the magnificence that the world is capable of. I want to understand a bit of that.”

It is Wheeler's passion for teaching, though, that is the key reason we have his world–class mind at USU. Here he has the freedom to teach advanced courses at a level that supports his research; he trains his students to be his colleagues. “To live in a world of ideas, with other people, is the best job there is,” he says. Wheeler creates an intense, intellectual environment he and his students can explore — where his wealth of knowledge is freely given to anyone with the desire to access it.

Slansky had originally planned to study physics at the University of Utah, but one day he ran into Wheeler in a hallway at Utah State. It quickly became clear to him that “a professor with such enthusiasm, allowing research opportunities and giving me additional time and energy…such an opportunity outweighed any advantages that I might find elsewhere.” Referring to his own growth under Wheeler's guidance, he writes, “I am in awe of the genius that one has access to with a little bit of hard work.”

“He taught me how to think, how to question, how to go about finding answers to my questions, and how to communicate what I have learned. He gave me discipline and showed me what it takes to aim high and reach my goals. I often think that he and his students share a relationship a lot like the ancient Greek philosophers—we think of him as a father. He taught us how to view the world.”
—Andy Spencer

When Spencer, who worked with Wheeler on his theories of time, was still a sophomore, Wheeler spent “at least four hours a day, almost every day of the week, teaching me about Einstein's general theory of relativity. I loved every minute of that time together, even though that kind of one–on–one training is very intense for an undergrad.”

To watch him in action, one might assume from his enthusiasm that Wheeler is teaching his students how to make gold out of sand. When asked about his zeal for teaching, his answer is considered and thoughtful: “The mind is an intricate thing, and to connect with people beyond talking—to share those intricacies—that is real communication.”

Spencer writes, “After just four years of work with him, Dr. Wheeler has given me the confidence to look at the work of many professionals in physics and feel like I am meeting them on a level playing field. I'm just a student, but my success in professional life will have started because of the tutelage of Dr. Wheeler.”

Lara Anderson, who gives credit to Wheeler for influencing the direction of her career, is now in a post–doctoral research position at the University of Pennsylvania. Last summer, when she finished her Ph.D in theoretical physics at the University of Oxford, she wrote in her dedication: “To Dr. Wheeler, for showing me what was possible.”

Spencer, too, is grateful for his relationship with Wheeler: “I think of Dr. Wheeler very much like a father. He taught me how to think, how to question, how to go about finding answers to my questions, and how to communicate what I have learned. He gave me discipline and showed me what it takes to aim high and reach my goals. I often think that he and his students share a relationship a lot like the ancient Greek philosophers—we think of him as a father. He taught us how to view the world.”
—Rebecca Dixon '08