At liberal arts institutions, physics faculty struggle with the daunting task of creating a Bachelor of Arts physics offering (often referred to as Physics for Poets) that is both engaging and approachable. Over the past several years, the author has worked toward a new educational paradigm that presents introductory physics as a set of physical metaphors rather than an incomplete collage of problem-solving equations. By engaging the physical metaphors from both traditional physics and art historical viewpoints, students are forced to integrate two seemingly disparate sets of information into a cohesive knowledge base.

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