Academic Validation Quotes

I guess that was what happened when girls with a need for academic validation grew up. They developed a praise kink.

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

I guess that was what happened when girls with a need for academic validation grew. They developed a praise kink

…the war about the genocide was truly a postmodern war: a battle between those who believed that because the realities we inhabit are constructs of our imaginations, they are all equally true or false, valid or invalid, just or unjust, and those who believed that constructs of reality can—in fact, must—be judged as right or wrong, good or bad. While academic debates about the possibility of objective truth and falsehood are often rarified to the point of absurdity, Rwanda demonstrated that the question is a matter of life and death.

Pursue validation, they'll keep rejecting. Pursue excellence, validation comes chasing.

There are many ways to generate numerical falsehoods from data, many ways to create proofiness from even valid meaurements. Causuistry distorts the relationships between two sets of numbers. Randumbness creates patterns where none are to be found. Regression to the moon disguises nonsense in mathematical-looking lines or equations or formulae, making even the silliest ideas seem respectable. Such as the one described by this formula: Callipygianness=(S+C)x(B+F)/T-V) Where S is shape, C is circularity, B is bounciness, F ir firmness, T is texture, and V is waist-to-hip ratio. This formula was devised by a team of academic psychologists after many hours of serious research into the female derriere. Yes, indeed. This is supposed to be the formula for the perfect butt. It fact, it's merely a formula for a perfect ass

I love the word 'fashion.' That's why I'm using it in the title of this book. Fashion is about change and about creating clothes within a historical context. To me, dismissing fashion as silly or unimportant seems like a denial of history and frequently a show of sexism—as if something that's traditionally a concern of women isn't valid as a field of academic inquiry. When the Parsons fashion department was founded in 1906, it was called 'costume design,' because fashion was then a verb: to fashion. But the word 'fashion' has evolved to mean something much more profound, and those who resist it seem to me to be on the wrong side of history.

and thus ever works the pallid academic mind, denying the real, exalting the fictitious and the false, incapable of adjusting itself to the flow of living things, to the reality and the pathos of man’s follies, to the valiant hope that ever causes him to aspire, and again to aspire; that never lifts a hand in aid because it cannot . . . when what the world needs is courage, common sense and human sympathy, and a moral standard that is plain, valid and livable.

It was only natural that the intellectuals who questioned the necessity of American purpose did not rush from Cambridge and New Haven to inflict their doubts about American power and goals upon the nation’s policies. So people like Riesman, classic intellectuals, stayed where they were while the new breed of thinkers-doers, half of academe, half of the nation’s think tanks and of policy planning, would make the trip, not doubting for a moment the validity of their right to serve, the quality of their experience. They were men who reflected the post-Munich, post-McCarthy pragmatism of the age. One had to stop totalitarianism, and since the only thing the totalitarians understood was force, one had to be willing to use force. They justified each decision to use power by their own conviction that the Communists were worse, which justified our dirty tricks, our toughness.

The ecosystem in which academic scientists work has created conditions that actually set them up for failure. There’s a constant scramble for research dollars. Promotions and tenure depend on their making splashy discoveries. There are big rewards for being first, even if the work ultimately fails the test of time. And there are few penalties for getting it wrong. In fact, given the scale of this problem, it’s evident that many scientists don’t even realize that they are making mistakes. Frequently scientists assume what they read in the literature is true and start research projects based on that assumption. Begley said one of the studies he couldn’t reproduce has been cited more than 2,000 times by other researchers, who have been building on or at least referring to it, without actually validating the underlying result.

That words are not things. (Identification of words with things, however, is widespread, and leads to untold misunderstanding and confusion.) That words mean nothing in themselves; they are as much symbols as x or y. That meaning in words arises from context of situation. That abstract words and terms are especially liable to spurious identification. The higher the abstraction, the greater the danger. That things have meaning to us only as they have been experienced before. “Thingumbob again.” That no two events are exactly similar. That finding relations and orders between things gives more dependable meanings than trying to deal in absolute substances and properties. Few absolute properties have been authenticated in the world outside. That mathematics is a useful language to improve knowledge and communication. That the human brain is a remarkable instrument and probably a satisfactory agent for clear communication. That to improve communication new words are not needed, but a better use of the words we have. (Structural improvements in ordinary language, however, should be made.) That the scientific method and especially the operational approach are applicable to the study and improvement of communication. (No other approach has presented credentials meriting consideration.) That the formulation of concepts upon which sane men can agree, on a given date, is a prime goal of communication. (This method is already widespread in the physical sciences and is badly needed in social affairs.) That academic philosophy and formal logic have hampered rather than advanced knowledge, and should be abandoned. That simile, metaphor, poetry, are legitimate and useful methods of communication, provided speaker and hearer are conscious that they are being employed. That the test of valid meaning is: first, survival of the individual and the species; second, enjoyment of living during the period of survival.

He turns the conversation to that banal subject, fascinating to non-writers, of why writers write. Ego enhancement, sure. What else? Psychological imbalance? Neurosis? Trauma? And if trauma, how far can trauma go before it stops being stimulating and becomes destructive? Academic pressures to publish, do those mean anything? Not much, we agree. How about the reforming impulse, a passion for social justice? Are writers reporters, prophets, crazies, entertainers, preachers, judges, what? Who appoints them as mouthpieces? If they appoint themselves, as they clearly do, how valid is the commission? If Time alone makes masterpieces, as Anatole France thought, then great writing is just trial and error tested by time, and if it’s that, then above all it has to be free, it has to flow from the gift, not from outside pressures. The gift is its own justification, and there is no way of telling for sure, short of the appeal to posterity, whether it’s really worth something or whether it’s only the ephemeral expression of a fad or tendency, the articulation of a stereotype.

Oh, my son loves Japan!" she says, her voice soaring. "He's been studying Japanese, all by himself, and he went there recently actually for the first time, and he said he just felt immediately at home there, you know really comfortable. I mean with him it's mostly the, the, the-" My brain silently fills in the next word: anime. "The animation and so on, you know he's really into technology. I mean he's only seventeen, you know so who knows what is going to happen. But it does seem like, you know, a real thing for him." "Right," I say, and I nod. "That's great." Sometimes at times like these, what fills my head is the things I do not and could not ever say. For example: "You have no idea how many stories I've heard exactly like that one!" Or: "You know, even though I'm generally reluctant to admit the existence of 'types' among people, I'm often shocked by the parallels that exist between the kind of young men who like anime and all things Japanese, to the extent that I sometimes struggle to believe that a group of people with such intensely similar interests are in fact individuals." Certainly I do not say: "And what would you like to bet that he ends up marrying a Japanese woman and becomes an academic teaching the world about Japanese culture while she gives up her job to bring up his children?" But even if these things flicker through my mind, I'm not anywhere near as rageful as any of that makes me sound. In fact, if anything, what I feel in this particular moment is something like envy, for this son of hers that I've never met, I understand that taking refuge in Japan and being shielded from the demands of full adulthood is a privilege offered to predominantly white, educated, Anglophone men, because they are deemed the most desirable that the world has to offer; that it feeds off power relations that date back to the American occupation and beyond, and which hew closely to the colonial paradigm even if there are important differences (and even if Japan also has a history of colonialism of its own to reckon with); and that even leaving all of this aside, this Peter Pan status is not something I am interested in. And yet I can't help but look at the sort of person who feels "immediately" comfortable in Japan and wish that I had felt like that, only because it might validate the way I've dedicated a lot of my life to the country, but because the security of that sensation in itself feels like something I would love to experience.

value, I can do three things,” he says. “I can improve the algorithm itself, make it more sophisticated. I can throw more and better data at the algorithm so that the existing code produces better results. And I can change the speed of experimentation to get more results faster. “We focused on data and speed, not on a better algorithm.” Candela describes this decision as “dramatic” and “hard.” Computer scientists, especially academic-minded ones, are rewarded for inventing new algorithms or improving existing ones. A better statistical model is the goal. Getting cited in a journal is validation. Wowing your peers gives you cred. It requires a shift in thinking to get those engineers to focus on business impact before optimal statistical model. He thinks many companies are making the mistake of structuring their efforts around building the best algorithms, or hiring developers who claim to have the best algorithms, because that’s how many AI developers think.

I know how to have fun. It’s just been a little while since I actually did, though that’s through no fault of my own. When the course load piles up, I tend to neglect that part of my life and a few others, like my mental health. Not the best practice, but when academic validation is my drug of choice, I can’t stop the addiction.

However, when he has issues with being bullied at school, they write it off as a typical childhood experience. Since Ross is doing well academically and is still involved in after-school activities, they do not bother to validate his emotions. Consequently, Ross constantly feels alone and comes to subconsciously believe the only person he can rely on to soothe himself is himself. As you can see, emotional neglect does not necessarily mean a child was physically abandoned—it can include a wider variety of neglect such as absenteeism or a lack of emotional connection between the caregiver and child. Moreover, a Dismissive-Avoidant attachment style can also be formed through a combination of emotional neglect from one parent and enmeshment trauma from the other. According to Thrivetalk, enmeshment trauma is a form of emotional damage that occurs when one or more parents project their values, needs, and dreams onto their child. This causes the child to abandon their own sense of self in order to please their caregiver. Ultimately, the child feels as though they must adapt to their parent’s needs to be worthy of love, and this, when combined with a caregiver who is also unavailable, leaves the child feeling emotionally abandoned. Eventually, the Dismissive-Avoidant wants to dissociate from those around them because they have an abundance of stored subconscious associations around their emotional vulnerability being rejected. In adulthood, they will subconsciously feel in control when they are on their own, and will be at peace alone. In their relationships, they will need time alone to soothe themselves because being alone has the most positive childhood associations. Since the subconscious is most “comfortable” with what it knows, it will actively work to re-create a sense of familiarity. For the Dismissive-Avoidant, this means withdrawing in emotionally challenging situations in adulthood. For those who are in a relationship with the Dismissive-Avoidant, or if you are a Dismissive-Avoidant yourself, issues can arise if this coping mechanism is not mutually understood. Therefore, to begin healing yourself or your relationship, you must first understand where these patterns come from, and then learn the steps to finally heal them.

Contemporary theologians are not accustomed to think of poetry, literature, and plays as theological discourse. In the contemporary era, where faith is often counter-posed with reason, theological discourse seeks to stand on academic ground. As a result, it has lost much of its original flavor, seeking to prove its validity rather than assume it. In Sor Juana's era, at a time on the brink of modernity (yet not there) such concerns were not operating. Sor Juana is part of a tradition that not only speaks to her context and the theology of her time, but one that continues to exist today, though often marginalized from academic centers of reflection. Like Seneca, Russell, and Sartre, Sor Juana uses drama and poetry as a form of philosophical reflection.61 She stands among those thinkers who offer alternative constructions of philosophical method.

Academic philosophers in the English speaking world still regard philosophy as Locke defined it in the 17th century, as “the handmaiden of the sciences”: it doesn’t explore the world beyond science but the limits of science, with the result that philosophy doesnt really intrude into the public world. In the early 20th century were were caught up by the movement to form analytical philosophy, based in the study of logic, the foundations of mathematics, the syntax of ordinary language, the validity of arguments, something very formal. So when people have a big question, especially now since the decline of the orthodox religions, they don’t turn to philosophy for the answer but try to formulate it in whatever technical words have been bequeathed to them, and when a scientist comes along and says “I have the answer”, or even “there is no question”, they think “this guy knows what he’s talking about, I’d better lean on him”.

EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.

There was significant public debate over the merit of these strategies. Research scientists questioned the validity of using test score data to measure teacher effectiveness. Moreover, decades of research had shown that experiences at home and in neighborhoods had far more influence on children’s academic achievement than classroom instruction.

Oh, my son loves Japan!" she says, her voice soaring. "He's been studying Japanese, all by himself, and he went there recently actually for the first time, and he said he just felt immediately at home there, you know really comfortable. I mean with him it's mostly the, the, the-" My brain silently fills in the next word: anime. "The animation and so on, you know he's really into technology. I mean he's only seventeen, you so who knows what is going to happen. But it does seem like, you know, a real thing for him." "Right," I say, and I nod. "That's great." Sometimes at times like these, what fills my head is the things I do not and could not ever say. For example: "You have no idea how many stories I've heard exactly like that one!" Or: "You know, even though I'm generally reluctant to admit the existence of 'types" among people, I'm often shocked by the parallels that exist between the kind of young men who like anime and all things Japanese, to the extent that I sometimes struggle to believe that a group of people with such intensely similar interests are in fact individuals." Certainly I do not say: "And what would you like to bet that he ends up marrying a Japanese woman and becomes an academic teaching the world about Japanese culture while she gives up her job to bring up his children?" But even if these things flicker through my mind, I'm not anywhere near as rageful as any of that makes me sound. In fact, if anything, what I feel in this particular moment is something like envy, for this son of hers that I've never met, I understand that taking refuge in Japan and being shielded from the demands of full adulthood is a privilege offered to predominantly white, educated, Anglophone men, because they are deemed the most desirable that the world has to offer; that it feeds off power relations that date back to the American occupation and beyond, and which hew closely to the colonial paradigm even if there are important differences (and even if Japan also has a history of colonialism of its own to reckon with); and that even leaving all of this aside, this Peter Pan status is not something I am interested in. And yet I can't help but look at the sort of person who feels "immediately" comfortable in Japan and wish that I had felt like that, only because it might validate the way I've dedicated a lot of my life to the country, but because the security of that sensation in itself feels like something I would love to experience.

Oh, my son loves Japan!" she says, her voice soaring. "He's been studying Japanese, all by himself, and he went there recently actually for the first time, and he said he just felt immediately at home there, you know really comfortable. I mean with him it's mostly the, the, the-" My brain silently fills in the next word: anime. "The animation and so on, you know he's really into technology. I mean he's only seventeen, you know so who knows what is going to happen. But it does seem like, you know, a real thing for him." "Right," I say, and I nod. "That's great." Sometimes at times like these, what fills my head is the things I do not and could not ever say. For example: "You have no idea how many stories I've heard exactly like that one!" Or: "You know, even though I'm generally reluctant to admit the existence of 'types" among people, I'm often shocked by the parallels that exist between the kind of young men who like anime and all things Japanese, to the extent that I sometimes struggle to believe that a group of people with such intensely similar interests are in fact individuals." Certainly I do not say: "And what would you like to bet that he ends up marrying a Japanese woman and becomes an academic teaching the world about Japanese culture while she gives up her job to bring up his children?" But even if these things flicker through my mind, I'm not anywhere near as rageful as any of that makes me sound. In fact, if anything, what I feel in this particular moment is something like envy, for this son of hers that I've never met, I understand that taking refuge in Japan and being shielded from the demands of full adulthood is a privilege offered to predominantly white, educated, Anglophone men, because they are deemed the most desirable that the world has to offer; that it feeds off power relations that date back to the American occupation and beyond, and which hew closely to the colonial paradigm even if there are important differences (and even if Japan also has a history of colonialism of its own to reckon with); and that even leaving all of this aside, this Peter Pan status is not something I am interested in. And yet I can't help but look at the sort of person who feels "immediately" comfortable in Japan and wish that I had felt like that, only because it might validate the way I've dedicated a lot of my life to the country, but because the security of that sensation in itself feels like something I would love to experience.

Historically, you can tell somebody that Hecate was worshipped and seen in this or that way, but that doesn’t mean they can’t work with Hecate with a more modern conceptualisation. It may not be accurate from an academic point of view, but it’s still valid for the practitioner who finds comfort in it.

According to many experts the majority of the people won't be needed anymore for the coming society. Almost everything will be done by artificial intelligence, including self-driving cars and trucks, which already exist anyway. Some even mentioned that AI is making universities obsolete by how fast it can produce information. However, In my view, the AI has limitations that the many can't see, because on a brain to brain comparison, the AI always wins, yet the AI can only compute with programmable data. In other words, the AI can think like a human but can't imagine or create a future. The AI is always codependent on the imagination of its user. So the limitations of the AI are in fact determined by humans. It is not bad that we have AI but that people have no idea of how to use it apart from replacing their mental faculties and being lazy. This is actually why education has always been a scam. The AI will simply remove that from the way. But knowledge will still require analysis and input of information, so the AI doesn't really replace the necessary individuals of the academic world, but merely the many useless ones that keep copying and plagiarizing old ideas to justify and validate a worth they don't truly possess. Being afraid and paranoid about these transitions doesn't make sense because evolution can't be stopped, only delayed. The problem at the moment has more to do with those who want to keep themselves in power by force and profiting from the transitions. The level of consciousness of humanity is too low for what is happening, which is why people are easily deceived. Consequently, there will be more anger, fear, and frustration, because for the mind that is fixed on itself, change is perceived as chaos. The suffering is then caused by emotional attachments, stubbornness and the paranoid fixation on using outdated systems and not knowing how to adapt properly. In essence, AI is a problem for the selfish mind - rooted in cognitive rationalizations -, but an opportunity of great value for the self-reflective mind - capable of a metacognitive analysis. And the reason why nobody seems to understand this is precisely because, until now, everyone separated the mind from the spirit, while not knowing how a spiritual ascension actually goes through the mind. And this realization, obviously, will turn all religions obsolete too. Some have already come to this conclusion, and they are the ones who are ready.

Abhijit The Useless (A Sonnet) At school I didn't even know the term neuroscience, Yet today I'm a symbol of neuroscience and psychology. As a kid I never even dreamed of becoming a scientist, I just wanted to observe the underpinnings of reality. After high school I failed my medical entrance exam, Yet to the world I am a vessel of ethics in medicine. I chose CS Engineering instead but soon dropped out, Yet today I am the epitome of responsible engineering. Failure and success are eternally entangled, Masses fear them while legends feast on failure. I never felt the urge for academic validation, Yet today I'm regularly cited in Springer. I never studied science in the pursuit of grades, I accidentally became a scientist by doing science. Grades and degrees are shortcut to social validation, But when you are a pioneer pushing the frontiers, all mortal validation turns null and void.

Even for those at the academic bottom of the class, the questions are still valid. All of us can do something. a. At what have I done well so far in life? b. In what school subjects have I done well? c. Why did I choose those subjects? d. What do I like to do that has caused others to compliment me? e. What do I do well and think of as fun although my friends see it as work — or as a boring activity? 3. Analyze yourself and your situation. As much as you can, analyze matters for yourself instead of depending upon tests and outside advice. However, I know that some people are not very good at self-reflection and do better by interacting with others. (By the way, part of the talent of people-centered individuals is to interact well with others!) 4. Whether you can figure out the answers to these questions, or you talk them over with someone else, find someone whose judgment is respected. Your parents, perhaps. A teacher. Your pastor. An older family friend. Your closest friend. 5. Write down what is said by those in whom you confide. 6. Compare those ideas to what you have written about yourself. Are the answers the same? What do you now see about yourself that you didn’t think of before? For four or five days, spend some time each day by yourself in thinking about these answers.

In sum, the purpose of academic research is to produce validated ideas, not polished products.

If you asked most Christians today what it would take for them to know Jesus better, the answers most likely would range from Bible study, time alone with God, prayer, a good church, good fellowship, seminars, or Christian magazines. Most of these have varying validity, but in Paul’s estimation, they lacked a key component. In Philippians 3:10 Paul wrote that I may “know Him.” He used the Greek word that generally means, “to know by experience,” rather than “to know intellectually.” Herein is a foundational difference between Paul and many others. Some limit their knowledge of Jesus only to information. Scribble it in a notebook, take good notes, treat the Bible as an academic textbook—walk away and leave it when you want. For Paul, the Person of Jesus stayed in the forefront. He never denied the need for deep study—he enjoyed it—but he never divorced doctrine from the Author. Living words from the living God nourished Paul throughout his Christian walk.

The Intellectual Vacuum of Current Moral Thought Toward the beginning of this chapter we made the statement that the centuries-long attempt to devise a morality from within merely human resources has now proven itself a failure. Now we want to return to this point in the light of Jesus’ exposition of the rightness of the kingdom heart. What is the basis of such a statement? Simply this: that, as noted in the opening of chapter 1, there is in fact no body of moral knowledge now operative in the institutions of knowledge in our culture. This is the outcome of the now centuries-long effort to develop a moral guide to life within the framework of human thought and experience alone, unassisted by revelation. By contrast, the Christian teaching about moral goodness that derives from the principles laid down by Jesus does have a historical, theoretical, and practical claim to constitute the true body of moral knowledge. This is not said to encourage blind acceptance but precisely the opposite. It is said to encourage the toughest of testing for those teachings in all areas of thought and real life. We saw in chapter 1 the young lady who went to Professor Coles on her way out of Harvard and said to him, “I’ve been taking all these philosophy courses, and we talk about what’s true, what’s important, what’s good. Well, how do you teach people to be good?” Then she added, “What’s the point of knowing good, if you don’t keep trying to become a good person?” But, as we pointed out, knowing good is not seriously proposed in college or university courses today. Any “knowing” in such matters is thought to be totally impossible. In fact, both knowing good and being good are for the most part treated with open scorn in the academic settings which determine so much of our lives. That is the outcome of the long effort to establish a secular ethic in the modern period. But the concern for becoming good and being good remains, as the words of both President Bok and Professor Coles show, for it is a real-life issue that will never go away. And it is with regard to this issue of what kind of people we are to be that the teachings of Jesus about the rightness of the kingdom heart show him to be the unrivaled master of human life. Any serious inquirer can validate those teachings in his or her own experience. But they cannot invalidate them by simply refusing to consider them and hiding behind the dogmas of modern intellect.

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