Inspirational quotes with lectures.
He is a Londoner, too, in his writings. In his familiar letters he displays a rambling urban vivacity, a tendency to to veer off the point and to muddle his syntax. He had a brilliantly eclectic mind, picking up words and images while at the same time forging them in new and unexpected combinations. He conceived several ideas all at once, and sometimes forgot to separate them into their component parts. This was true of his lectures, too, in which brilliant perceptions were scattered in a wilderness of words. As he wrote on another occasion, "The lake babbled not less, and the wind murmured not, nor the little fishes leaped for joy that their tormentor was not." This strangely contorted and convoluted style also characterizes his verses, most of which were appended as commentaries upon his paintings. Like Blake, whose prophetic books bring words and images in exalted combination, Turner wished to make a complete statement. Like Blake, he seemed to consider the poet's role as being in part prophetic. His was a voice calling in the wilderness, and, perhaps secretly, he had an elevated sense of his status and his vocation. And like Blake, too, he was often considered to be mad. He lacked, however, the poetic genius of Blake - compensated perhaps by the fact that by general agreement he is the greater artist.
Henry's recollections of the past, in contrast to Proust, are done while in movement. He may remember his first wife while making love to a whore, or he may remember his very first love while walking the streets, traveling to see a friend; and life does not stop while he remembers. Analysis in movement. No static vivisection. Henry's daily and continuous flow of life, his sexual activity, his talks with everyone, his cafe life, his conversations with people in the street, which I once considered an interruption to writing, I now believe to be a quality which distinguishes him from other writers. He never writes in cold blood: he is always writing in white heat.It is what I do with the journal, carrying it everywhere, writing on cafe tables while waiting for a friend, on the train, on the bus, in waiting rooms at the station, while my hair is washed, at the Sorbonne when the lectures get tedious, on journeys, trips, almost while people are talking.It is while cooking, gardening, walking, or love-making that I remember my childhood, and not while reading Freud's 'Preface to a Little Girl's Journal.
Entirely in accordance with what education is supposed to be. Education is the sum of what students teach each other in between lectures and seminars. You sit in each other's rooms and drink coffee - I suppose it would be vodka and Red Bull now - you share enthusiasms, you talk a lot of wank about politics, religion, art and the cosmos and then you go to bed, alone or together according to taste. I mean, how else do you learn anything, how else do you take your mind for a walk?
Thousands of persons, many of whom never darkened the door of a college, have learned to read books that most of our college graduates fear to tackle. teachers who understand this fact can help a student read the books that educated the Founding Fathers but not by explaining in lectures what the author would have said if he had been as bright as the lecturer.
People have now a-days, (said he,) got a strange opinion that every thing should be taught by lectures. Now, I cannot see that lectures can do so much good as reading the books from which the lectures are taken. I know nothing that can be best taught by lectures, except where experiments are to be shewn. You may teach chymistry by lectures.—You might teach making of shoes by lectures!
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.
...I always took the rearmost seat in the classroom - it gave me a good view of things. And I must confess, the location taught me more about human nature and justice than could be learned from the professors' lectures.
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.
These forays into the real world sharpened his view that scientists needed the widest possible education. He used to say, “How can you design for people if you don’t know history and psychology? You can’t. Because your mathematical formulas may be perfect, but the people will screw it up. And if that happens, it means you screwed it up.” He peppered his lectures with quotations from Plato, Chaka Zulu, Emerson, and Chang-tzu. But as a professor who was popular with his students—and who advocated general education—Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon. In this climate, being liked by your students was a sign of shallowness; and interest in real-world problems was proof of intellectual poverty and a distressing indifference to theory.
Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.
The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.
…. Query: How contrive not to waste one's time?Answer: By being fully aware of it all the while.Ways in which this can be done: By spending one's days on an uneasy chair in a dentist's waiting-room; by remaining on one's balcony all of a Sunday afternoon; by listening to lectures in a language on doesn't know; by traveling by the longest and least-convenient train routes, and of course standing all the way; by lining up at the box-office of theaters and then not buying a seat; and so forth.
It was well said—by Jean Tarrou in The Plague, I think—that attendance at lectures in an unknown language will help to hone one's awareness of the exceedingly slow passage of time. I once had the experience of being 'waterboarded' and can now dimly appreciate how much every second counts in the experience of the torture victim, forced to go on enduring what is unendurable.
Ah college years, those were the days. Pure freedom ... leaving home for the first time…the parties…”"What about the tutorials, the lectures, the large building with all the books called the ‘library’?”“Is that what those were?” Gerry blithely replied.
lectures broke into one's day and were clearly a terrible waste of time, necessary no doubt if you were reading law or medicine or some other vocational subject, but in the case of English, the natural thing to do was talk a lot, listen to music, drink coffee and wine, read books, and go to plays, perhaps be in plays…
Backlock, a poet blind from his birth, could describe visual objects with accuracy; Professor Sanderson, who was also blind, gave excellent lectures on color, and taught others the theory of ideas which they had and he had not. In the social sphere these gifted ones are mostly women; they can watch a world which they never saw, and estimate forces of which they have only heard. We call it intuition.
Three things make people want to change. One is that they hurt sufficiently. They have beat their heads against the same wall so long that they decide they have had enough. They have invested in the same slot machines without a pay-off for so long that they finally are willing either to stop playing, or to move on to others. Their migraines hurt, their ulcers bleed. They are alcoholic. They have hit the bottom. They beg for relief. They want to change.Another thing that makes people want to change is a slow type of despair called ennui, or boredom. This is what the person has who goes through life saying, "So what?" until he finally asks the ultimate big "So What?" He is ready to change.A third thing that makes people want to change is the sudden discovery that they can. This has been an observable effect of Transactional Analysis. Many people who have shown no particular desire to change have been exposed to Transactional Analysis through lectures or by hearing about it from someone else. This knowledge has produced an excitement about new possibilities, which has led to their further inquiry and a growing desire to change. There is also the type of patient who, although suffering from disabling symptoms, still does not really want to change. His treatment contract reads, "I'll promise to let you help me if I don't have to get well." This negative attitude changes, however, as the patient begins to see that there is indeed another way to live. A working knowledge of P-A-C makes it possible for the Adult to explore new and exciting frontiers of life, a desire which has been there all along but has been buried under the burden of the NOT OK.
Unlike music, excessive reading has been shown to be dangerous for the female mind. It was taught in our earliest lectures: the male cells are essentially katabolic: active energetic; and female cells are anabolic: there to conserve energy and support life. While a little light reading is fine, breakdown follows when woman goes against her nature.
To have thought that, with the right tests and the right lectures, I could be made into a cold-blooded, heartless killer. To have thought that I could ignore the beating of my own heart long enough to stop the beating of another's.
Limitation of scope, however, could represent a profound advantage from an ecological point of view. The sun, the wind and the earth are experiential realities to which men have responded sensuously and reverently from time immemorial. Out of these primal elements man developed his sense of dependence on—and respect for—the natural environment, a dependence that kept his destructive activities in check. The Industrial Revolution and the urbanized world that followed obscured nature's role in human experience—hiding the sun with a pall of smoke, blocking the winds with massive buildings, desecrating the earth with sprawling cities. Man's dependence on the natural world became invisible; it became theoretical and intellectual in character, the subject matter of textbooks, monographs and lectures. True, this theoretical dependence supplied us with insights (partial ones at best) into the natural world, but its onesidedness robbed us of all sensuous dependence on and all visible contact and unity with nature. In losing these, we lost a part of ourselves as feeling beings. We became alienated from nature. Our technology and environment became totally inanimate, totally synthetic—a purely inorganic physical milieu that promoted the deanimization of man and his thought.
What would your young students say, who have come so far to hear you and prefer your severe lectures to ease of a worldly life, if they should discover you secretly a slave to your passions and a victim of those weaknesses from which your rules secured them?
Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs. For to such persons, as to the incontinent, knowledge brings no profit; but to those who desire and act in accordance with a rational principle knowledge about such matters will be of great benefit.
His music gave no lesser joy than a vacation. Creativity in his music and its success stood out as an example to all kinds of artists, in the lectures of business speakers, engineers, and to anyone who built or constructed something in their respective profession.
Men write more books. Men give more lectures. Men ask more questions after lectures. Men post more e-mail to Internet discussion groups. To say this is due to patriarchy is to beg the question of the behavior's origin. If men control society, why don't they just shut up and enjoy their supposed prerogatives? The answer is obvious when you consider sexual competition: men can't be quiet because that would give other men a chance to show off verbally. Men often bully women into silence, but this is usually to make room for their own verbal display. If men were dominating public language just to maintain patriarchy, that would qualify as a puzzling example of evolutionary altruism—a costly, risky individual act that helps all of one's sexual competitors (other males) as much as oneself. The ocean of male language that confronts modern women in bookstores, television, newspapers, classrooms, parliaments, and businesses does not necessarily come from a male conspiracy to deny women their voice. It may come from an evolutionary history of sexual selection in which the male motivation to talk was vital to their reproduction.
For her next birthday she'd asked for a telescope. Her mother had been alive then, and had suggested a pony, but her father had laughed and bought her a beautiful telescope, saying: "Of course she should watch the stars! Any girl who cannot identify the constellation of Orion just isn't paying attention!" And when she started asking him complicated questions, he took her along to lectures at the Royal Society, where it turned out that a nine-year-old girl who had blond hair and knew what the precession of the equinoxes was could ask hugely bearded famous scientists anything she liked. Who'd want a pony when you could have the whole universe?
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