Academic Engagement Quotes

I've spent quality time in the aerospace community, with my service on two presidential commissions, but at heart, I'm an academic. Being an academic means I don't wield power over person, place or thing. I don't command armies; I don't lead labor unions. All I have is the power of thought.

'Tis a good rule in every journey to provide some piece of liberal study to rescue the hours which bad weather, bad company, and taverns steal from the best economist.

I studied art history and philosophy and took economics and political science classes. I just took whatever I wanted and I didn't worry about grades and I read and learned a lot, and I didn't have much of a social life, so it was deeply absorbing.

The class has become over the years fairly large, running to three hundred or more, but I always insist upon reading all the student folklore collections myself. Although this is a tall order, I look forward to it because I learn so much from it.

I learned a lot of good things in my school. I've audited a lot of other schools, and I guess after a while I got a little tired of the acting school atmosphere.

School would have been pretty dead really for me without music. I liked IT, and English was all right, but that was it.

I liked the education. I liked people learning things all around me and I liked going to people's classes.

Kids go to school and college and get through, but they don't seem to really care about using their minds. School doesn't have the kind of long term positive impact that it should.

I don't believe most kids enjoy school at all, and that's a shameful waste, considering how curious and excited kids are to learn. They're naturally curious, full of wonder.

By junior high, I was a horrible student. But during my sophomore year of high school, I did have a fabulous English teacher, and I would go to school just for her class and then skip out afterwards. That's actually when I started writing, although I didn't think of it then as something I might someday do.

My books kept me from the ring, the dog-pit, the tavern, and the saloon.

A scholar knows no boredom.

Perceived self-inefficacy predicts avoidance of academic activities whereas anxiety does not

The truth of the matter is that about 99 percent of teaching is making the students feel interestedin the material. Then the other 1 percent has to do with your methods. And that's not just true of languages. It's true of every subject.

I would have the studies elective. Scholarship is to be created not by compulsion, but by awakening a pure interest in knowledge. The wise instructor accomplishes this by opening to his pupils precisely the attractions the study has for himself. The marking is a system for schools, not for the college; for boys, not for men; and it is an ungracious work to put on a professor.

I think it's really unfortunate that academics have been sidelined in most important policy debates.

I didn't take very much part in activities on campus at that time.

Drama class was one of the only areas at school I responded to.

And there's this place called college! I mean, they want you to care, dig it, care about this education trip, and they don't care enough themselves to make it as attractive as the crap game across the street!

Many universities have asked me to come for a semester but I don't want to do it because I don't have the patience.

I did not find my studies particularly enthralling.

I made a point of always teaching undergraduates because they are not a captive audience. . . . I always tried out my research ideas first in the classroom to get feedback from people who didn't have to listen to me if I didn't make it interesting.

Oh, I like to take classes every chance that I get. If I'm not working after about four or five months, I'll jump back into a class.

I haven't been silent. I teach, I lecture at universities, I write, I'm not silent.

To talk in public, to think in solitude, to read and to hear, to inquire and answer inquiries, is the business of the scholar