Inspirational quotes with professors.
Professors of literature collect books the way a ship collects barnacles, without seeming effort.
One of the professors told me last week that he feels bad teaching with the way the economy is now. ‘What’s the point?’ he said. ‘Kids aren’t getting jobs.’ You never hear faculty talk that way. He did.
What is humor?' one of their professors had posed, and he had answered, ''nondangerous, unexpectedly inappropriate juxtaposition.
The truth is, everyone likes to look down on someone. If your favorites are all avant-garde writers who throw in Sanskrit and German, you can look down on everyone. If your favorites are all Oprah Book Club books, you can at least look down on mystery readers. Mystery readers have sci-fi readers. Sci-fi can look down on fantasy. And yes, fantasy readers have their own snobbishness. I’ll bet this, though: in a hundred years, people will be writing a lot more dissertations on Harry Potter than on John Updike. Look, Charles Dickens wrote popular fiction. Shakespeare wrote popular fiction—until he wrote his sonnets, desperate to show the literati of his day that he was real artist. Edgar Allan Poe tied himself in knots because no one realized he was a genius. The core of the problem is how we want to define “literature”. The Latin root simply means “letters”. Those letters are either delivered—they connect with an audience—or they don’t. For some, that audience is a few thousand college professors and some critics. For others, its twenty million women desperate for romance in their lives. Those connections happen because the books successfully communicate something real about the human experience. Sure, there are trashy books that do really well, but that’s because there are trashy facets of humanity. What people value in their books—and thus what they count as literature—really tells you more about them than it does about the book.
No one, from pontiffs to professors, has a monopoly on the truth. In the end, we are all just travelers--not scientists or mystics or any one brand of thinker. By nature, we are scientists and mystics, reductionists and holists, left-brained and right-brained, mixed up creatures trying to catch an occasional glimpse of the truth. The best we can do is to be tolerant of both sides of our nature--knowing that these reflect the twin aspect of the universe--and learn from whatever wisdom is offered.
Dzieje kultury wykazują, ze głupota jest siostrą bliźniaczą rozumu, ona rośnie najbujniej nie na glebie dziewiczej ignorancji , lecz na gruncie uprawnym siódmym potem doktorów i profesorów. Wielkie absurdy nie są wymyślane przez tych, których rozum krząta się wokół spraw codziennych. Nic dziwnego zatem, że właśnie najintensywniejsi myśliciele bywali producentami największego głupstwa. / The history of culture shows that foolishness is a twin sister of wisdom. It does not flourish on the fields of pure ignorance but on the fields tirelessly plowed by doctors and professors. Great absurdities do not flourish where one is busy with everyday life. No wonder that sometimes most vigorous thinkers come up with utmost stupidities. (Dziennik 1956, XIX, Thursday)
I’m a fire-starter and troublemaker who started out as an obscure British tech blogger and rose to infamy as one of America’s most in demand speakers on college campuses. The appearance of my expensive shoes and frosted tips and the sound of my laughter ringing across university quads has forced professors, journalists, directors, activists and musicians to realize something no liberal in America has understood for a long time: emotions do not trump facts.
Some are professors and others are possessors.
Bad books on writing tell you to "WRITE WHAT YOU KNOW", a solemn and totally false adage that is the reason there exist so many mediocre novels about English professors contemplating adultery.
I've put in so many enigmas and puzzles that it will keep the professors busy for centuries arguing over what I meant, and that is the only way of insuring one's immortality.
Because the world is so corrupted, misspoken, unstable, exaggerated and unfair, one should trust only what one can experience with one's own senses, and THIS makes the senses stronger in Italy than anywhere in Europe. This is why, Barzini says, Italians will tolerate hideously incompetent generals, presidents, tyrants, professors, bureaucrats, journalists and captain of industry, but will never tolerate incompetent opera singers, conductors, ballerinas, courtesans, actors, film directors, cooks, tailors... In a world of disorder and disaster and fraud, sometimes only beauty can be trusted. Only artistic excellence is incorruptible. Pleasure cannot be bargained down. And sometimes the meal is the only currency that is real.
One of your American professors said that to study religion was merely to know the mind of man, but if one truly wanted to know the mind of God, you must study physics.
I wanted to pursue things, to know things, but I could not match the means of knowing that came naturally to me with the expectations of professors. The pursuit of knowing was freedom to me, the right to declare your own curiosities and follow them through all manner of books. I was made fore the library, not the classroom. The classroom was a jail of other people's interests. The library was open, unending, free. Slowly, I was discovering myself.
In Uganda, I wrote a questionaire that I had my research assistants give; on it, I asked about the embalasassa, a speckled lizard said to be poisonous and to have been sent by Prime minsister Milton Obote to kill Baganda in the late 1960s. It is not poisonous and was no more common in the 1960s than it had been in previous decades, as Makerere University science professors announced on the radio and stated in print… I wrote the question, What is the difference between basimamoto and embalasassa? Anyone who knows anything about the Bantu language—myself included—would know the answer was contained in the question: humans and reptiles are different living things and belong to different noun classes… A few of my informants corrected my ignorance… but many, many more ignored the translation in my question and moved beyond it to address the history of the constructs of firemen and poisonous lizards without the slightest hesitation. They disregarded language to engage in a discussion of events… My point is not about the truth of the embalasassa story… but rather that the labeling of one thing as ‘true’ and the other as ‘fictive’ or ‘metaphorical’—all the usual polite academic terms for false—may eclipse all the intricate ways in which people use social truths to talk about the past. Moreover, chronological contradictions may foreground the fuzziness of certain ideas and policies, and that fuzziness may be more accurate than any exact historical reconstruction… Whether the story of the poisionous embalasassa was real was hardly the issue; there was a real, harmless lizard and there was a real time when people in and around Kampala feared the embalasassa. They feared it in part because of beliefs about lizards, but mainly what frightened people was their fear of their government and the lengths to which it would go to harm them. The confusions and the misunderstandings show what is important; knowledge about the actual lizard would not.
What we become depends on what we read after all of the professors have finished with us. The greatest university of all is a collection of books.
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.
I’d compare college tuition to paying for a personal trainer at an athletic club. We professors play the roles of trainers, giving people access to the equipment (books, labs, our expertise) and after that, it is our job to be demanding.
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?
...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.
We cannot take on anger toward these professors. They are ensnared in a faulty worldview…Let us not blame the world for being the world…We can respond by pulling up stakes and retreating further into our sub-culture or we can be the harbingers of freedom to the captives. Our focus is to be on restoring rather than retreating.
Education isn’t something your professors make for you. It’s something you make for yourself.
Science [is] that wonderfully convenient personification of the opinions, at a certain date, of Professors X, Y, and Z....
Good books are rare, and to have a really good library, a few shelves are all we need. When I was still on my campus in India, I was convinced, like many professors, that if the Lord was to be found anywhere, it was in the lower stacks of the library. But now - just as when I go into a big department store, I can say, "How many things I don't need! How many expensive suits I don't want!" - when I enter a big library I say, "What tomes I don't have to read again! What folios I will never open!" This feeling of freedom will come to all of us when we realise, in the depths of our meditation, that all wisdom lies within.
This is not just primitive rural superstition; [juju] is practiced by all kinds of people, from illiterate herd boys to multi-dregreed university professors. If you don't understand the power of this belief, you will never truly grasp the rich albeit often incomprehensible spirituality of Africa.
One of the paradoxes of our time is that the War on Terror has served mainly to reinforce a collective belief that maintaining the right amount of fear and suspicion will earn one safety. Fear is promoted by the government as a kind of policy. Fear is accepted, even among the best-educated people in this country, even among the professors with whom I work, as a kind of intelligence. And inspiring fear in others is often seen as neighborly and kindly, instead of being regarded as what my cousin recognized it for - a violence.
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