Using instructional laboratories and research experiences in physics to build better people

I will describe ways in which instructional laboratories and research activities can interact in an undergraduate physics curriculum --- using the MIT Physics program both as an example of good practices and as a reflection of commonly occurring difficulties --- and argue that when executed as complementary elements of an academic program, research and instructional labs support not only the professional development of the student as a skilled scientist, but also the humanistic development of the student as a scientific thinker.