Best 63 quotes in «academics quotes» category

Reading, literacy and learning are fundamentally important to establishing strong and stable democracies. Visit your local public library and expand your mind.

Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.

The courageous testimony of Dr. Faust that a maiden's smile is more precious than history, philosophy, education, religion, law, politics,economics, and all the other branches of learning. Learning is another name for vanity. It is the effort of human beings not to be human beings.

The lives of scientists, considered as Lives, almost always make dull reading. For one thing, the careers of the famous and the merely ordinary fall into much the same pattern, give or take an honorary degree or two, or (in European countries) an honorific order. It could be hardly otherwise. Academics can only seldom lead lives that are spacious or exciting in a worldly sense. They need laboratories or libraries and the company of other academics. Their work is in no way made deeper or more cogent by privation, distress or worldly buffetings. Their private lives may be unhappy, strangely mixed up or comic, but not in ways that tell us anything special about the nature or direction of their work. Academics lie outside the devastation area of the literary convention according to which the lives of artists and men of letters are intrinsically interesting, a source of cultural insight in themselves. If a scientist were to cut his ear off, no one would take it as evidence of a heightened sensibility; if a historian were to fail (as Ruskin did) to consummate his marriage, we should not suppose that our understanding of historical scholarship had somehow been enriched.

The four most influential moderns: Darwin, Marx, Freud, and (the productive) Einstein were scholars but not academics. It has always been hard to do genuine - and no perishable - work within institutions

There have always been ignorant people, but they haven't always had college degrees to make them unaware of their ignorance. Some people imagine that they are well informed because they have memorized a whole galaxy of trendy dogmas and fashionable attitudes.

There’s no logical connection between being smart and having money.

The goal of argumentation is to make a case so forceful (note the metaphor) that skeptics are coerced into believing it—they are powerless to deny it while still claiming to be rational. In principle, it is the ideas themselves that are, as we say, compelling, but their champions are not always averse to helping the ideas along with tactics of verbal dominance, among them intimidation (“Clearly . . .”), threat (“It would be unscientific to . . .”), authority (“As Popper showed . . .”), insult (“This work lacks the necessary rigor for . . .”), and belittling (“Few people today seriously believe that . . .”). Perhaps this is why H. L. Mencken wrote that “college football would be more interesting if the faculty played instead of the students.

The Nazis had been one thing. The communists were another. But now there were academics crawling all over the palace.

The problems of this world will end when academicians will stop calling hypocrisy neutrality. Some academicians maintain hypocrisy in the name of neutrality.

There's no crying in the rank book.

They are suspicious of humanism, nervous about too much style, and wary of public celebrations of the personal.

This irritated or puzzled such students of literature and their professors as were accustomed to ‘serious’ courses replete with ‘trends ’ and ‘schools ’ and ‘myths ’ and ‘symbols ’ and ‘social comment ’ and something unspeakably spooky called ‘climate of thought.’ Actually these ‘serious’ courses were quite easy ones with the students required to know not the books but about the books.

They were really willing to pay to avoid any trouble. No doubt they had overestimated the ability of academics to make a nuisance of themselves. It had been years since an academic title gained you access to major media.... Even if all the university professors in France had risen up in protest, almost nobody would have noticed, but apparently they hadn't found that out in Saudi Arabia. They still believed, deep down, in the power of the intellectual elite. It was almost touching.

To a scholar, mathematics is music.

The universities are an absolute wreck right now, because for decades, any graduate student in the humanities who had independent thinking was driven out. There was no way to survive without memorizing all these stupid bromides with this referential bowing to these over-inflated figures like Lacan, Derrida, Foucault, and so on. Basically, it's been a tyranny in the humanities, because the professors who are now my age – who are the baby boomer professors, who made their careers on the back of Foucault and so on – are determined that that survive. So you have a kind of vampirism going on. So I've been getting letters for 25 years since Sexual Personae was released in 1990, from refugees from the graduate schools. It's been a terrible loss. One of my favorite letters was early on: a woman wrote to me, she was painting houses in St. Louis, she said that she had wanted a career as a literature professor and had gone into the graduate program in comparative literature at Berkeley. And finally, she was forced to drop out because, she said, every time she would express enthusiasm for a work they were studying in the seminar, everyone would look at her as if she had in some way created a terrible error of taste. I thought, 'Oh my God', see that's what's been going on – a pretentious style of superiority to the text. [When asked what can change this]: Rebellion! Rebellion by the grad students. This is what I'm trying to foment. We absolutely need someone to stand up and start criticizing authority figures. But no; this generation of young people have been trained throughout middle school and high school and college to be subservient to authority.

This is not education my friend. It is a process of manufacturing computation devices that look like Homo sapiens, and thereby falsely labeled as Education.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

...tilstaaer jeg gierne, at Charactererne ere outrerede udi visse Stykker; men maa derhos sige, at Agt er skeed af heel beraad Hu, og af en pur Fornødenhed, saasom jeg saavel som andre af Erfarenhed haver mærket, at Skuespill uden outrerede Characterer, eller uden det, som Academiske Censores ansee som Feil, ingen Virkning have.

To sustain the value of education, students should be respected as much as the teachers.

To teachers, education is just a duty, but to students, it's their right.

Tun? Wir sind das wichtigste magische Bildungsinstitut!", betonte Ridcully. "Aber lehren wir?" "Nur wenn uns nichts anderes übrig bleibt", sagte der Dekan. "Wir zeigen den Studenten, wo die Bibliothek ist, plaudern ein wenig mit ihnen und promovieren die Überlebenden. Wenn sie auf Probleme stoßen, steht meine Tür in metaphorischer Hinsicht immer für sie offen." "In metaphorischer Hinsicht?", wiederholte Ponder. "Ja. In Wirklichkeit ist sie natürlich verschlossen." "Erklär ihm, dass wir nichts tun, Stibbons", verlangte der Dozent für neue Runen. "Wir sind Akademiker.

What music is to the heart, mathematics is to the mind.

You'd expect academics, people who are by training comfortable with complexity, to be the most resistant to the idea that we're shaped by any single factor. In fact, they are often the worst offenders. Immersed in their own research, shaped by their own work, many logically see everything else as a natural extension of it.

To be a scholar study math, to be a smart study magic.

You may no longer be in school, but you must never stop learning. We need to be as smart as the white ghosts.

Your ability to sort answers for your questions help you for a better job.

being genius does not necessarily means knowing it all or having the highest academic qualification but a persons ability to apply wisdom and common sense to common things in a distinctive manner and courageously exhibiting the latent deft to the admiration of the masses

Always lend a helping hand, for one day- YOU might be the one reaching for it!

Academic life is but half life it is a withdrawal from the fight to utter smart things that cost you nothing except the thinking them from a cloister.

As the physicist Murray Gell-Mann once remarked: “Faculty members are familiar with a certain kind of person who looks to the mathematicians like a good physicist and looks to the physicists like a good mathematician. Very properly, they do not want that kind of person around.

A student who has no study skills is like a person with a driving license but can’t drive.

Bring 'em in stupid, send them away clever, that's the UU way!

But I know I didn't love school for school's sake. I had never really been what people call an 'academic' person, nor did I see myself becoming one. Instead, I took pleasure in the fact that my work existed in a social setting, one that was based on the promise of a brighter future. I knew that what I adored about school was that each of my assignments - readings, essays, or in-class presentations - was inseparable from my relationships [...] If I loved school at all, I loved it for what it provided me access to: bonds with people I grew to cherish. And nothing was better than working toward my dreams alongside people I loved who were doing the same.

Either Ault was a lot harder than my junior high had been, or I was getting dumber- I suspected both. If I wasn't literally getting dumber, I knew at least that I'd lost the glow that surrounds you when the teachers think you're one of the smart, responsible ones, that glow that shines brighter every time you raise your hand in class to say the perfect thing, or you run out of room in a blue book during an exam and have to ask for a second one.

Finally, I have a voice. After years of abuse, harassment, lies, incompetence, and threats, I have a voice. The voice of an American teacher.

Be curious about what are the people doing around you in your filed and others fields around you.

For every group, malevolence is always somewhere else. Maybe we understand at this point in history that it can occur at night in darkened rooms where small children sleep. However, surely not in academia. Surely lying and deception do not occur among people who go to conferences, who write books, who testify in court, and who have PhDs. At one point I complained to a Florida judge that I was astonished to an expert witness lying on the stand [about child sexual abuse research]. I thought one had to tell the truth in court. I thought if someone didn't, she didn't get her milk and cookies. I thought God came down and plucked someone right out of the witness stand if he lied in court. I thought a lying expert witness would step out of court and get hit by a bus. A wiser woman than I, the judge's answer was, “Silly you." Confessions of a Whistle-Blower: Lessons Learned Author: Anna C. Salter. Ethics & Behavior, Volume 8, Issue 2 June 1998

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

Have you noticed how the cleverest people at school are not those who make it in life? People who are conventionally clever get jobs on their qualifications (the past), not on their desire to succeed (the future). Very simply, they get overtaken by those who continually strive to be better than they are.

I couldn't care less about good marks. I want to learn.

Having spent all my life among academics, I can tell you that hearing how wrong they area is about as high on their priority list as finding a cockroach in their coffee. The typical scientist has made an interesting discovery early on in his or her career, followed by a lifetime of making sure that everyone else admires his or her contribution and that no one questions it. There is no poorer company than an aging scientist who has failed to achieve these objectives.

I am successful because of my brains and my guts, put together, and I don't need some fancy-ass degree from a bunch of sweater-vest-wearing pricks who haven't gotten laid since Bush Senior was president... Do you know who studies sociology? People who would rather observe life than live it.

Education is not merely meant for you to write and pass exams, get a good job and a good spouse, and settle down for survival.

If you have nothing to do, Go sleep.

If only we were all better educated. If then, higher education would at last be a journey for skill and knowledge rather than for power and status.

I had good intentions once upon a time. Well, September.

I have never compromised on academics and the one thing that I insist on is good grades, even though I am a relaxed and indulgent parent in most other things.

I'm not one of those academics that don't do shit but reads about it. The difference is, I do shit. I have a proof of concept and it works.

...In primary school, sports day was the one day of the year when the less academically gifted students could triumph...As if a silver in the egg-and-spoon race was some sort of compensation for not understanding how to use an apostrophe