I believe that a glaring problem in Physics education today is that instructors are too concerned with presenting mathematical formalisms divorced from any context of physical intuition. Much of modern Physics has become a branch of Applied Mathematics and, as such, should now fall under the tutelage of University Mathematics departments. Many Physics programs around the world might as well close down the Freshman laboratories and send everyone packing to the Mathematics building. There simply is not enough concentration on having students think intuitively or pragmatically in an attempt to understand physical phenomenon.
Even less priority is placed on giving students any rudimentary understanding of the origins of the theories they are presented with. Obviously, education in Physics must include a reliance on the theoretical tools which physicists employ. As such, a great majority of time must be devoted to mathematical formalism. However, too often, universities are churning out applied mathematicians, not scientists. They are not thinking like scientists. They are thinking like mathematicians. The fact that there are String Theorists stating that perhaps we should reevaluate what it means for a theory to be verified kind of gets to the heart of the problem. In many cases, it appears that some communities in Theoretical Physics are losing sight of the larger picture and have become too laden down in mathematical formalism. The actual Physics is nowhere to be seen.
This exclusive reliance on abstract mathematical formalism causes many to lose sight of the fact that Physics is an empirical science and always will be one. Most students of Physics will have one rudimentary freshman lab requirement and then perhaps a laboratory course in electronics. After that, they will never step foot inside of a laboratory for the rest of their professional lives.
IMO, Maxwell's, 'A Dynamical Theory of the Electromagnetic Field' should be required reading in E&M and portions of Newton's 'Principia' should be required in the obligatory Mechanics course.
What was the physical intuition Maxwell used? How about Newton? What was he really thinking and from where did the impetus for his ideas come? How did he arrive at what he did?
You would be surprised at how much your own understanding of the classic subjects is enhanced by thinking along with the original source(s) instead of relying exclusively on the highly generalized, modern version of the subject that is presented. Having an instructor throw out the equations and tell students to sit down and do the problem sets totally sterilizes the subject matter and turns our future scientists into automatons.