Inspirational quotes with lecture.
Anyway.I’m not allowed to watch TV, although I am allowed to rent documentaries that are approved for me, and I can read anything I want. My favorite book is A Brief History of Time, even though I haven’t actually finished it, because the math is incredibly hard and Mom isn’t good at helping me. One of my favorite parts is the beginning of the first chapter, where Stephen Hawking tells about a famous scientist who was giving a lecture about how the earth orbits the sun, and the sun orbits the solar system, and whatever. Then a woman in the back of the room raised her hand and said, “What you have told us is rubbish. The world is really a flat plate supported on the back of a giant tortoise.” So the scientist asked her what the tortoise was standing on. And she said, “But it’s turtles all the way down!”I love that story, because it shows how ignorant people can be. And also because I love tortoises.
Among the objections to the reality of objects of sense, there is one which is derived from the apparent difference between matter as it appears in physics and things as they appear in sensation. Men of science, for the most part, are willing to condemn immediate data as "merely subjective," while yet maintaining the truth of the physics inferred from those data. But such an attitude, though it may be *capable* of justification, obviously stands in need of it; and the only justification possible must be one which exhibits matter as a logical construction from sense-data―unless, indeed, there were some wholly *a priori* principle by which unknown entities could be inferred from such as are known. It is therefore necessary to find some way of bridging the gulf between the world of physics and the world of sense, and it is this problem which will occupy us in the present lecture. Physicists appear to be unconscious of the gulf, while psychologists, who are conscious of it, have not the mathematical knowledge required for spanning it. The problem is difficult, and I do not know its solution in detail. All that I can hope to do is to make the problem felt, and to indicate the kind of methods by which a solution is to be sought."―from_Our Knowledge of the External World_, p. 107.
So you didn’t tell me it was a messed-up idea to keep this all a secret because. . .” Because experience is the only teacher,” Hey-Soos says. “Even if I could have told you, it would have been a lecture. Why do you think kids don’t listen to their parents, or people don’t leave churches and do what the preacher tells them? There’s only one thing that’s universal.” What’s that?” The truth.
Percy wakes me (fourteen)Percy wakes me and I am not ready.He has slept all night under the covers.Now he’s eager for action: a walk, then breakfast.So I hasten up. He is sitting on the kitchen counter Where he is not supposed to be. How wonderful you are, I say. How clever, if you Needed me, To wake me. He thought he would a lecture and deeply His eyes begin to shine.He tumbles onto the couch for more compliments.He squirms and squeals: he has done something That he needed And now he hears that it is okay. I scratch his ears. I turn him over And touch him everywhere. He isWild with the okayness of it. Then we walk, then He has breakfast, and he is happy.This is a poem about Percy.This is a poem about more than Percy.Think about it.
Rahul did not realise the fluttering of the pigeons that so often disturbed everyone in the lab, by darting in and out of the ventilators. He did not realise the long, loud bell that went off, signalling the end of the last lecture, nor did she! They were living in the same moment, the same time, the same feeling, the same thought. Everything had slowed down to that moment. It was as if everything had stopped and all that existed were two people bound to each other by a string of feelings, two young people finally realising what life really meant and what they were supposed to do – love as one!
What are the dead, anyway, but waves and energy? Light shining from a dead star?That, by the way, is a phrase of Julian's. I remember it from a lecture of his on the Iliad, when Patroklos appears to Achilles in a dream. There is a very moving passage where Achilles overjoyed at the sight of the apparition – tries to throw his arms around the ghost of his old friend, and it vanishes. The dead appear to us in dreams, said Julian, because that's the only way they can make us see them; what we see is only a projection, beamed from a great distance, light shining at us from a dead star…Which reminds me, by the way, of a dream I had a couple of weeks ago.I found myself in a strange deserted city – an old city, like London – underpopulated by war or disease. It was night; the streets were dark, bombed-out, abandoned. For a long time, I wandered aimlessly – past ruined parks, blasted statuary, vacant lots overgrown with weeds and collapsed apartment houses with rusted girders poking out of their sides like ribs. But here and there, interspersed among the desolate shells of the heavy old public buildings, I began to see new buildings, too, which were connected by futuristic walkways lit from beneath. Long, cool perspectives of modern architecture, rising phosphorescent and eerie from the rubble.I went inside one of these new buildings. It was like a laboratory, maybe, or a museum. My footsteps echoed on the tile floors.There was a cluster of men, all smoking pipes, gathered around an exhibit in a glass case that gleamed in the dim light and lit their faces ghoulishly from below.I drew nearer. In the case was a machine revolving slowly on a turntable, a machine with metal parts that slid in and out and collapsed in upon themselves to form new images. An Inca temple… click click click… the Pyramids… the Parthenon.History passing beneath my very eyes, changing every moment.'I thought I'd find you here,' said a voice at my elbow.It was Henry. His gaze was steady and impassive in the dim light. Above his ear, beneath the wire stem of his spectacles, I could just make out the powder burn and the dark hole in his right temple.I was glad to see him, though not exactly surprised. 'You know,' I said to him, 'everybody is saying that you're dead.'He stared down at the machine. The Colosseum… click click click… the Pantheon. 'I'm not dead,' he said. 'I'm only having a bit of trouble with my passport.''What?'He cleared his throat. 'My movements are restricted,' he said.'I no longer have the ability to travel as freely as I would like.'Hagia Sophia. St. Mark's, in Venice. 'What is this place?' I asked him.'That information is classified, I'm afraid.'1 looked around curiously. It seemed that I was the only visitor.'Is it open to the public?' I said.'Not generally, no.'I looked at him. There was so much I wanted to ask him, so much I wanted to say; but somehow I knew there wasn't time and even if there was, that it was all, somehow, beside the point.'Are you happy here?' I said at last.He considered this for a moment. 'Not particularly,' he said.'But you're not very happy where you are, either.'St. Basil's, in Moscow. Chartres. Salisbury and Amiens. He glanced at his watch.'I hope you'll excuse me,' he said, 'but I'm late for an appointment.'He turned from me and walked away. I watched his back receding down the long, gleaming hall.
When I heard the learn’d astronomer; When the proofs, the figures, were ranged in columns before me; When I was shown the charts and the diagrams, to add, divide, and measure them; When I, sitting, heard the astronomer, where he lectured with much applause in the lecture-room, How soon, unaccountable, I became tired and sick;Till rising and gliding out, I wander’d off by myself, In the mystical moist night-air, and from time to time, Look’d up in perfect silence at the stars.
Plût au ciel que le lecteur, enhardi et devenu momentanément féroce comme ce qu’il lit, trouve, sans se désorienter, son chemin abrupt et sauvage, à travers les marécages désolés de ces pages sombres et pleines de poison ; car, à moins qu'il n’apporte dans sa lecture une logique rigoureuse et une tension d’esprit égale au moins à sa défiance, les émanations mortelles de ce livre imbiberont son âme comme l’eau le sucre. Il n’est pas bon que tout le monde lise les pages qui vont suivre ; quelques-uns seuls savoureront ce fruit amer sans danger. Par conséquent, âme timide, avant de pénétrer plus loin dans de pareilles landes inexplorées, dirige tes talons en arrière et non en avant. Écoute bien ce que je te dis : dirige tes talons en arrière et non en avant.
There are some who are still weak in faith, who ought to be instructed, and who would gladly believe as we do. But their ignorance prevents them...we must bear patiently with these people and not use our liberty; since it brings to peril or harm to body or soul...but if we use our liberty unnecessarily, and deliberately cause offense to our neighbor, we drive away the very one who in time would come to our faith. Thus St. Paul circumcised Timothy (Acts 16:3) because simple minded Jews had taken offense; he thought: what harm can it do, since they are offended because of ignorance? But when, in Antioch, they insisted that he out and must circumcise Titus (Gal. 2:3) Paul withstood them all and to spite them refused to have Titus circumcised... He did the same when St. Peter...it happened in this way: when Peter was with the Gentiles he ate pork and sausages with them, but when the Jews came in, he abstained from this food and did not eat as he did before. Then the Gentiles who had become Christians though: Alas! we, too, must be like the Jews, eat no pork, and live according to the law of Moses. But when Paul learned that they were acting to the injury of evangelical freedom, he reproved Peter publicly and read him an apostolic lecture, saying: "If you, though a Jew, live like a Gentile, how can you compel the Gentiles to live like Jews?" (Gal. 2:14). Thus we, too, should order our lives and use our liberty at the proper time, so that Christian liberty may suffer no injury, and no offense be given to our weak brothers and sisters who are still without the knowledge of this liberty.
In an ideal world, both experifaith and storyfaith would provide spiritual aspirants of all faiths with guidance. Storyfaith would preserve tradition and teach morals through parables and examples. Experifaith would provide the blueprint for a personal path to follow. In the context of chocolate, storyfaith is a lecture about chocolate, including information about origins and fables about positive attributes, while experifaith is the literal act of tasting the chocolate.
No harm's done to history by making it something someone would want to read.", NEH Jefferson Lecture in the Humanities 2003)
The systematic looting of language can be recognized by the tendency of its users to forgo its nuanced, complex, mid-wifery properties for menace and subjugation. Oppressive language does more than represent violence; it is violence; does more than represent the limits of knowledge; it limits knowledge. Whether it is obscuring state language or the faux-language of mindless media; whether it is the proud but calcified language of the academy or the commodity driven language of science; whether it is the malign language of law-without-ethics, or language designed for the estrangement of minorities, hiding its racist plunder in its literary cheek - it must be rejected, altered and exposed. It is the language that drinks blood, laps vulnerabilities, tucks its fascist boots under crinolines of respectability and patriotism as it moves relentlessly toward the bottom line and the bottomed-out mind. Sexist language, racist language, theistic language - all are typical of the policing languages of mastery, and cannot, do not permit new knowledge or encourage the mutual exchange of ideas.- Toni Morrison, Nobel Lecture, 1993
To become truly human,one has to try an release oneself from the shackles of race,religion and nationality.The quantum of humanism one acquires is inevitably filtered when one limits oneself."-Ashoka Jahnavi Prasad(Kant Lecture,20090)
Everything, decided Francie after that first lecture, was vibrant with life and there was no death in chemistry. She was puzzled as to why learned people didn't adopt chemistry as a religion.
...We now know the basic rules governing the universe, together with the gravitational interrelationships of its gross components, as shown in the theory of relativity worked out between 1905 and 1916. We also know the basic rules governing the subatomic particles and their interrelationships, since these are very neatly described by the quantum theory worked out between 1900 and 1930. What's more, we have found that the galaxies and clusters of galaxies are the basic units of the physical universe, as discovered between 1920 and 1930....The young specialist in English Lit, having quoted me, went on to lecture me severely on the fact that in every century people have thought they understood the universe at last, and in every century they were proved to be wrong. It follows that the one thing we can say about our modern 'knowledge' is that it is wrong...My answer to him was, when people thought the Earth was flat, they were wrong. When people thought the Earth was spherical they were wrong. But if you think that thinking the Earth is spherical is just as wrong as thinking the Earth is flat, then your view is wronger than both of them put together.The basic trouble, you see, is that people think that 'right' and 'wrong' are absolute; that everything that isn't perfectly and completely right is totally and equally wrong.However, I don't think that's so. It seems to me that right and wrong are fuzzy concepts, and I will devote this essay to an explanation of why I think so.When my friend the English literature expert tells me that in every century scientists think they have worked out the universe and are always wrong, what I want to know is how wrong are they? Are they always wrong to the same degree?
...wearing a turban of yellow, signifying knowledge, and a robe of purple, portraying purity and activity, Virchand Gandhi of Bombay delivered a lecture on the religions of India....
A lecture has been well described as the process whereby the notes of the teacher become the notes of the student without passing through the mind of either.
I began my studies with eagerness. Before me I saw a new world opening in beauty and light, and I felt within me the capacity to know all things. In the wonderland of Mind I should be as free as another [with sight and hearing]. Its people, scenery, manners, joys, and tragedies should be living tangible interpreters of the real world. The lecture halls seemed filled with the spirit of the great and wise, and I thought the professors were the embodiment of wisdom... But I soon discovered that college was not quite the romantic lyceum I had imagined. Many of the dreams that had delighted my young inexperience became beautifully less and "faded into the light of common day." Gradually I began to find that there were disadvantages in going to college. The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures – solitude, books and imagination – outside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day.
There are so many charlatans in the world of education. They teach for a couple of years, come up with a few clever slogans, build their websites, and hit the lecture circuit. In this fast-food-society, simple solutions to complex problems are embraced far too often. We can do better. I hope that people who read this book realize that true excellence takes sacrifice, mistakes, and enormous amounts of effort. After all, there are no shortcuts.
As Mary delivered what was to be her last lecture about the Galapagos Islands, she would be stopped mid-sentence for five seconds by a doubt which, if expressed in words, might have come out something like this: "Maybe I'm just a crazy lady who had wandered off the street and into this classroom and started explaining the mysteries of life to these people. And they believe me, although I am utterly mistaken about simply everything."She had to wonder, too, about all the supposedly great teachers of the past, who, although their brains were healthy, had turned out to be as wrong as Roy about what was really going on.
Why did colleges make their students take examinations, and why did they give grade? What did a grade really mean? When a student "studied" did he do anything more than read and think-- or was there something special which no one in Walden Two would know about? Why did the professors lecture to the students? Were the students never expected to do anything except answer questions? Was it true that students were made to read books they were not interested in?
It was Daisuke's conviction that all morality traced its origins to social realities. He believed there could be no greater confusion of cause and effect than to attempt to conform social reality to a rigidly predetermined notion of morality. Accordingly, he found the ethical education conducted by lecture in Japanese schools utterly meaningless. In the schools, students were either instructed in the old morality or crammed with a morality suited to the average European. For an unfortunate people beset by the fierce appetites of life, this amounted to nothing more than vain, empty talk. When the recipients of this education saw society before their eyes, they would recall those lectures and burst out laughing. Or else they would feel that they had been made fools of. In Daisuke's case it was not just school; he had received the most rigorous and least functional education from his father. Thanks to this, he had at one time experienced acute anguish stemming from contradictions. Daisuke even felt bitter over it.
This Saturday? As in tomorrow Saturday? We have to give lectures in twelve hours? We're not prepared for that! I can't just pull a cyber-crimes lecture out of my ass!" He could, but it was the principle of the thing.
He utilizesform for a striking lecture;young poets shiverinexperience,but thaw over their own work,fertilize magic.
I had an uneventful few days," it told her. "The most exciting thing was an hour-long lecture from the headmaster on taking our studies seriously. He said next year's exam will arrive sooner than we think.""No, they won't," Valkyrie said, frowning. "They'll arrive next year, exactly when we expect them.""That's what I told him," the reflection nodded. "I don't think he's comfortable with logic, because he didn't look happy. He sent me to the Career Guidance counsellor, who asked me what I wanted to do after college."Valkyrie stowed her black clothes. "What did you say?""I told her I wanted to be a Career Guidance counsellor. She started crying, then accused me of mocking her. I told her if she wasn't happy in her job then she should look at other options, then pointed out that I was already doing her job better than she was. She gave me detention.
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