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.
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.
Make your education valuable. Apply what you learnt. Refuse to take the back seat and watch things happen. Join the change and be part of the change.
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.
PISA was developed by a kind of think tank for the developed world, called the Organization for Economic Co-operation and Development, and the scientist at the center of the experiment was Andreas Schleicher.
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.
There's nothing like the discovery of an unknown work by a great thinker to set the intellectual community atwitter and cause academics to dart about like those things one sees when looking at a drop of water under a microscope.
The true reader reads every work seriously in the sense that he reads it whole-heartedly, makes himself as receptive as he can. But for that very reason he cannot possibly read every work solemly or gravely. For he will read 'in the same spirit that the author writ.'... He will never commit the error of trying to munch whipped cream as if it were venison.
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.
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.
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.
If you want to find the real competition, just look in the mirror. After awhile you'll see your rivals scrambling for second place.
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.
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.
As cliché as it might sound, I'd rather lose than win by cheating. The latter is a much deeper, more personal loss in that one is admittedly whispering to himself his lack of competence. His cheating then begets more cheating, as he is ever-privately, ever-subconsciously insulting himself; thus, gradually deteriorating any remaining confidence.
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.
Just as no monkey is as good-looking as the ugliest of humans, no academic is worthier than the worst of the creators
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.
Copywriters, journalists, mainstream authors, ghostwriters, bloggers and advertising creatives have as much right to think of themselves as good writers as academics, poets, or literary novelists.
People who wrote novels about universities hardly ever got them right. Max had spent his short working life untenured, but still he'd managed to be a charming magnet wherever he taught, and Amy had surfeited on faculty gossip and professorial antics and the general behavior of academics, who were as a whole no more brilliant or Machiavellian than travel agents. They tended toward shabbier clothes and manners, and of course there was the occasional storied eccentric or truly original mind, but most college campuses — especially the older ones — functioned less as brain trusts than as wildlife preserves, housing and protecting people who wouldn't last a week in GenPop.
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.
Today we have a weakness in our education process in failing to understand the natural associations between the disciplines. We tend to study all our disciplines in unrelated parallel lines. This tends to be true in both Christian and secular education. This is one of the reasons why evangelical Christians have been taken by surprise at the tremendous shift that has come in our generation.
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
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.
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.
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.
I think her favorite thing about our . . . collaboration was her actor and musician friends rubbing shoulders with my academic colleagues, she liked the atmosphere of challenge, the way anything that came under discussion could be claimed or rejected by either side. Time and time again the power of an idea or a piece of art was assessed by either its beauty or its technique or its usefulness, and time and time again my wife was surprised by how rarely anything on earth satisfies all three camps.
... I succeeded at math, at least by the usual evaluation criteria: grades. Yet while I might have earned top marks in geometry and algebra, I was merely following memorized rules, plugging in numbers and dutifully crunching out answers by rote, with no real grasp of the significance of what I was doing or its usefulness in solving real-world problems. Worse, I knew the depth of my own ignorance, and I lived in fear that my lack of comprehension would be discovered and I would be exposed as an academic fraud -- psychologists call this imposter syndrome.
Academics place much more importance on rigorous logic. There is also admiration in the profession for subtle reasoning. And mastery of the craft shows itself in the elegance of the intellectual super-structure…. The practitioner, on the other hand, uses economic theory only to the extent that he finds it useful in comprehending the problem at hand, so that practical courses of action will emerge which can be evaluated not merely in narrow economic cost-benefit terms, but by taking into account a wider range of considerations…. A practitioner is not judged by the rigour of his logic or by the elegance of his presentation. He is judged by results.
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.
It’s the remarkable thing about academics: they look at Shakespeare and always see their own faces in him.
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.