Academia Motivation Quotes

Many young people strangely boast of being "motivated"; they re-request apprenticeships and permanent training. It's up to them to discover what they're being made to serve, just as their elders discovered, not without difficulty, the telos of the disciplines. The coils of a serpent are even more complex that the burrows of a molehill.

Margery," I blurted out in a passion of frustration. "I don't know what to make of you!" Nor I you, Mary. Frankly, I cannot begin to comprehend the motives of a person who dedicates a large portion of her life to the contemplation of a God in whom she only marginally believes." I felt stunned, as if she had struck me in the diaphragm. She looked down at me, trying to measure the effect of her words. Mary, you believe in the power that the idea of God has on the human mind. You believe in the way human beings talk about the unknowable, reach for the unattainable, pattern their imperfect lives and offer their paltry best up to the beingless being that created the universe and powers its continuation. What you balk as it believing the evidence of your eyes, that God can reach out and touch a single human life in a concrete way." She smiled a sad, sad smile. "You mustn't be so cold, Mary. If you are, all you will see is a cold God, cold friends, cold love. God is not cold-never cold. God sears with heat, not ice, the heat of a thousand suns, heat that inflames but does not consume. You need warmth, Mary-you, Mary, need it. You fear it, you flirt with it, you imagine that you can stand in its rays and retain your cold intellectual attitude towards it. You imagine that you can love with your brain. Mary, oh my dear Mary, you sit in the hall and listen to me like some wild beast staring at a campfire, unable to leave, fearful of losing your freedom if you come any closer. It won't consume you; I won't capture you. Love does not do either. It only brings life. Please, Mary, don't let yourself be tied up by the bonds of cold academia." Her words, the power of her conviction, broke over me like a great wave, inundating me, robbing me of breath, and, as they receded in the room, they pulled hard at me to folllow. I struggled to keep my footing against the wash of Margery's vision, and only when it began to lose its strength, dissipated against the silence in the room, was I seized by a sudden terror at the nearness of my escape.

Ella helped. Yes, she was a dreamer, but she had a way of doing her work without any fuss. She didn't understand the struggles some of us went through. If you had to write 1500 words you wrote 1500 words. You put one word then another then another then another.

See especially academia, which has effectively become a hope labor industrial complex. Within that system, tenured professors—ostensibly proof positive that you can, indeed, think about your subject of choice for the rest of your life, complete with job security, if you just work hard enough—encourage their most motivated students to apply for grad school. The grad schools depend on money from full-pay students and/or cheap labor from those students, so they accept far more master’s students than there are spots in PhD programs, and far more PhD students than there are tenure-track positions. Through it all, grad students are told that work will, in essence, save them: If they publish more, if they go to more conferences to present their work, if they get a book contract before graduating, their chances on the job market will go up. For a very limited few, this proves true. But it is no guarantee—and with ever-diminished funding for public universities, many students take on the costs of conference travel themselves (often through student loans), scrambling to make ends meet over the summer while they apply for the already-scarce number of academic jobs available, many of them in remote locations, with little promise of long-term stability. Some academics exhaust their hope labor supply during grad school. For others, it takes years on the market, often while adjuncting for little pay in demeaning and demanding work conditions, before the dream starts to splinter. But the system itself is set up to feed itself as long as possible. Most humanities PhD programs still offer little or nothing in terms of training for jobs outside of academia, creating a sort of mandatory tunnel from grad school to tenure-track aspirant. In the humanities, especially, to obtain a PhD—to become a doctor in your field of knowledge—is to adopt the refrain “I don’t have any marketable skills.” Many academics have no choice but to keep teaching—the only thing they feel equipped to do—even without fair pay or job security. Academic institutions are incentivized to keep adjuncts “doing what they love”—but there’s additional pressure from peers and mentors who’ve become deeply invested in the continued viability of the institution. Many senior academics with little experience of the realities of the contemporary market explicitly and implicitly advise their students that the only good job is a tenure-track academic job. When I failed to get an academic job in 2011, I felt soft but unsubtle dismay from various professors upon telling them that I had chosen to take a high school teaching job to make ends meet. It

I have just initiated a new public field of research which I call: Abrahamology. It is the same discipline that I have been working on, however, this is the first time I am announcing the existence of this platform for the large amount of information and body of knowledge that I was able to generate so far. My motivation is driven by it and for eventually making this theoretical construct stand alongside other disciplines of research, however, using an Islamic (i.e., Strict & Uncompromising Abrahamic Orthodoxy) lens of interpretation. To establish it as a genuine field of study is therefore the path which will mark my future endeavors while presenting, advancing, scrutinizing and validating my assertions. There are no tools of Gematria, Philosophy, Kabbalah, Shamanism, Esotery, Gnosticism, Proselytization, or Synchronicity used, but rather the methods of inquiry which are found in Observation, Useful Knowledge, Debates, Discussions, Mathematics, Alternative (alongside Academia), Science and Reason are those which are utilized.

People who are not physically or financially attractive tend to apply themselves academically more than those who actually get great sex.

… no technical skill is worth more than knowing how to select exciting research projects. Regrettably, this vital ability is almost never taught. When I signed on with a research adviser in my first year of graduate school, I was thrilled to be given a problem to work in the physics of the upper atmosphere. That I had no idea what motivated the problem did not prevent me from carrying out an analysis, on a supercomputer of the day, and publishing my first paper at the age of 22… I found myself assimilating technical skills without ever grasping the significance of the problem, without understanding how or whether it was at the cutting edge of science. This way of working became a habit, one that seriously threatened my career… I relied on a senior scientist to tell me what would be an interesting problem to work on; then I would carry out the task… Four years and two postdoctoral positions after earning a PhD—still having little sense of what I wanted to learn as a scientist—I was on the job market.

Depending on the form it takes, perfectionism is not necessarily a block to creativity... Characteristics of what psychologists view as healthy perfectionism include striving for excellence and holding others to similar standards, planning ahead, and strong organizational skills. Healthy perfectionism is internally driven in the sense that it’s motivated by strong personal values for things like quality and excellence. Conversely, unhealthy perfectionism is externally driven. External concerns show up over perceived parental pressures, needing approval, a tendency to ruminate over past performances, or an intense worry about making mistakes... everyone has some combination of both forms of perfectionism, so escaping from the grip of unhealthy perfectionism, while allowing healthy perfectionist impulses to drive us is a delicate balance.

If your mid-semester crisis keeps you awake at night because you don’t think you’re good enough, just know that you are. You tried your best, and that’s all your dean expects of you. If you’re not perfect from the start, that’s okay. You have four years to get it right!

First, articulate the kernel segments for which you don’t have a thoughtful point of view. Just knowing what you don’t know gives you permission for that confidence about the things that you do know, and in the process allows you be honest about what you don’t know. Heck, just whip out the list when a client asks a question about anything on it. They are fine with advice-givers who are human, and merely saying “no” from time to time can give real meaning to your “yes” statements. “Honestly, I’ve been asking that same question and I don’t think I have it figured out yet. [Reaching down] Here are my notes so far, and this will provide that opportunity to finally figure it out. Any thoughts along the way would be welcome. Thanks.” Second, determine all the methods that would motivate you, as a unique individual, to develop a given position. This might include a public speaking engagement, a repeatable section to include in proposals, an article you can place for publication, an interview with a journalist seeking expertise, a seminar you will teach, some internal training to prepare for, or a handout to be used at predictable conversation intersections when talking to clients in person. Third, group the topics by platform, order the topics in each group by descending level of importance, and assign a date to each item. About that: You cannot fully explore one of these topics and then craft the language to present it in less than two weeks; typically it requires a month or two. Fourth, ignite the research (less than you’ll guess) and insight generation (more than you’ll guess) by articulating a compressed 2,400–3,600 words for each topic. Fifth, begin what academia calls the peer review process. Release it to the brutal public for feedback, disagreement, and “this strikes me as right” commentary. If nobody reads your blog, that’s like winning a race with no opponents; you can just skip that and cast it far and wide instead. Email it to everyone not already tired of you and wait. Or just let that one cynical employee eagerly make you wince as they’ve always dreamed of doing. Sixth, over the following years, strip out what later seems like filler and replace it with more substance. Work on it long enough each time to make it shorter and shorter.

I was not born with a silver spoon in my mouth, nor did I have access to information like you do today via the internet. I had to learn everything the hard way. And I had to become a scientist the old-fashioned way, which is, not through academia, but through trial and error. And my hardship opened up unforeseen gateways of perception in my mind. And through these gateways, today the whole world is able to see its inner self.

Mifsud notes that J. D. Evans had graduated from Cambridge in 1949 and that in the early 1950s he was 'in desperate need of a PhD'. The thesis that the future Professor of Prehistoric Archaeology at the University of London chose to develop, influenced by the Italian archaeologist Barnarbo Brea, was that the very first human inhabitants of the previously unpeopled Malta had been immigrants from the Neolithic Stentinello culture of Sicily -- a theory that is still part of the conventional academic wisdom about Malta today. In pursuing this thesis, Mifsud suggests, it was not convenient to the young Evans to have to deal with the evidence of the Ghar Dalam teeth that suggested a prior, Palaeolithic, human presence in Malta. This, then, either as a conscious or unconscious motive, could explain why Evans was so vehement in his attacks on the antiquity of the taurodonts [that could belong to Neanderthals] and so economical with the truth in his published statements about them. He wanted them out of the way -- permanently -- of his own theory about Malta's first inhabitants.

Assigning research projects promotes independent inquiry and critical thinking skills, allowing students to explore topics of interest in depth and communicate their findings effectively, preparing them for success in academia and beyond.