This submission presents a theoretical perspective on quantum phenomena, introducing the concept of a Photon-Primary Ontology. In this framework, photons (light) constitute the fundamental reality of the universe, while particles such as electrons, quarks, and composite matter emerge as derivative states from photon interactions. Space is treated solely as a geometric background, and the ontological existence of quantum fields is not assumed, although quantum field theory remains valid as a computational tool. The approach is grounded in experimental observations, such as electron-positron pair production from photon collisions, and emphasizes a minimal ontological interpretation where photons are primary and particles are emergent. This perspective provides an alternative conceptual foundation for understanding quantum processes without invoking fields as fundamental entities.
This submission presents a theoretical perspective on quantum phenomena, introducing the concept of a Photon-Primary Ontology. In this framework, photons (light) constitute the fundamental reality of the universe, while particles such as electrons, quarks, and composite matter emerge as derivative states from photon interactions. Space is treated solely as a geometric background, and the ontological existence of quantum fields is not assumed, although quantum field theory remains valid as a computational tool. The approach is grounded in experimental observations, such as electron-positron pair production from photon collisions, and emphasizes a minimal ontological interpretation where photons are primary and particles are emergent. This perspective provides an alternative conceptual foundation for understanding quantum processes without invoking fields as fundamental entities.
This preprint presents a field-first interpretation of wave-particle duality grounded in the ontology of Quantum Field Theory (QFT). The framework treats quantum fields as the fundamental ontology of physical reality, while particles are understood as excitation states of their respective fields. Wave-like phenomena, including interference, diffraction, tunneling, and coherence effects, are interpreted as arising from the propagation and interaction dynamics of these excitations rather than from an independent wave ontology. The central thesis is that wave-particle duality does not represent two distinct physical realities, but rather different observational regimes of a single field-based process. Localized interactions appear particle-like, while propagation and interference phenomena appear wave-like. This interpretation is fully consistent with the existing mathematical formalism of Quantum Field Theory and does not introduce new physical laws or modifications to established quantum mechanics. The purpose of this work is interpretive and conceptual. It aims to provide a clearer ontological framework for understanding the relationship between quantum fields, particles, and wave-like behavior while reducing the conceptual ambiguity traditionally associated with wave-particle duality. This document represents the initial preprint release of the field-first interpretation framework.
This article presents an ontological interpretation of quantum fields, arguing that light and correlation form the foundational processes through which physical reality emerges. By shifting the focus from particle‑based metaphysics to relational and field‑based structures, the work explores how coherence, interaction, and the dynamics of correlation generate the phenomena we describe as ‘reality’. The article integrates conceptual analysis with insights from quantum field theory to propose a unified ontological framework.
One of the foundational challenges in both Quantum Field Theory and the philosophy of physics lies in the traditional binary classification of entities as either real or unreal. The classical view posits that material entities are real, while mental constructs or theoretical entities are unreal. However, quantum phenomena such as virtual particles challenge this simplistic dichotomy. These unobservable entities, by influencing measurable phenomena, raise profound questions about the nature and modes of existence. To address this, we propose a four-level ontological hierarchy that spans from the quantum vacuum and the virtual level to the quantum level and phenomenal reality, providing a coherent continuum from potentiality to actualization. This framework not only clarifies the interpretation of quantum theory but also offers a unified perspective linking the unobservable with the observable. In QFT, virtual particles play a crucial role in mediating forces and in correcting the measurable properties of real particles. They arise within the mathematical structure of Feynman diagrams and, despite being unobservable, produce real, measurable effects such as the Lamb shift and the Casimir effect. Philosophically, this raises deep ontological questions: if unobservable entities affect measurable phenomena, can they truly be dismissed as unreal? Conversely, if they are real, what mode of existence do they possess? The traditional dichotomy of real versus unreal is thus insufficient for interpreting the ontological implications of quantum processes. To overcome these limitations, we propose a four-level ontological hierarchy.
This comprehensive paper presents a unified synthesis of quantum mechanics, particle physics, and cosmological implications, establishing a coherent ontological framework for understanding the fundamental structure of matter and its relationship to mortality and consciousness. We establish that reality operates through a clear hierarchical structure: from fundamental particles (electrons, photons, quarks) to composite particles (protons, neutrons) to bound systems (atoms, molecules) to classical structures (matter, life, consciousness). Central to this work is the distinction between stable quantum objects (particularly electrons) and mortal composite structures (nuclei, atoms, molecules). We present an interpretive framework in which electrons are entities of extraordinary stability that perpetually embody wave-particle duality without requiring actualization into classical point particles. Measurement outcomes emerge from entanglement-induced decoherence involving third quantum objects rather than wave-function collapse, preserving unitary evolution throughout. This framework builds upon and extends established decoherence theory, particularly the work of Zurek, while offering a more explicit ontological commitment to persistent duality as an intrinsic electron property. Electron stability is qualified accurately: electrons are protected from decay under the conditions prevailing in our matter-dominated universe. In matter-antimatter environments, electron-positron annihilation does occur. The framework maintains consistency with the Born rule, empirical evidence, and existing quantum mechanical predictions while providing ontological clarity regarding the nature of reality
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our studies suggest this notoriously difficult task may be frustrated by the intuitively realist perspectives of introductory students, and a lack of ontological flexibility in their conceptions of light and matter. We have developed a framework for understanding and characterizing student perspectives on the physical interpretation of quantum mechanics, and demonstrate the differential impact on student thinking of the myriad ways instructors approach interpretive themes in their introductory courses. Like expert physicists, students interpret quantum phenomena differently, and these interpretations are significantly influenced by their overall stances on questions central to the so-called measurement problem: Is the wave function physically real, or simply a mathematical tool? Is the collapse of the wave function an ad hoc rule, or a physical transition not described by any equation? Does an electron, being a form of matter, exist as a localized particle at all times? These questions, which are of personal and academic interest to our students, are largely only superficially addressed in our introductory courses, often for fear of opening a Pandora's Box of student questions, none of which have easy answers. We show how a transformed modern physics curriculum (recently implemented at the University of Colorado) may positively impact student perspectives on indeterminacy and wave-particle duality, by making questions of classical and quantum reality a central theme of our course, but also by making the beliefs of our students, and not just those of scientists, an explicit topic of discussion.
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our studies suggest this notoriously difficult task may be frustrated by the intuitively realist perspectives of introductory students, and a lack of ontological flexibility in their conceptions of light and matter. We have developed a framework for understanding and characterizing student perspectives on the physical interpretation of quantum mechanics, and demonstrate the differential impact on student thinking of the myriad ways instructors approach interpretive themes in their introductory courses. Like expert physicists, students interpret quantum phenomena differently, and these interpretations are significantly influenced by their overall stances on questions central to the so-called measurement problem: Is the wave function physically real, or simply a mathematical tool? Is the collapse of the wave function an ad hoc rule, or a physical transition not described by any equation? Does an electron, being a form of matter, exist as a localized particle at all times? These questions, which are of personal and academic interest to our students, are largely only superficially addressed in our introductory courses, often for fear of opening a Pandora's Box of student questions, none of which have easy answers. We show how a transformed modern physics curriculum (recently implemented at the University of Colorado) may positively impact student perspectives on indeterminacy and wave-particle duality, by making questions of classical and quantum reality a central theme of our course, but also by making the beliefs of our students, and not just those of scientists, an explicit topic of discussion.