Faculty Member Quotes

This made him a grad student, and grad students existed not to learn things but to relieve the tenured faculty members of tiresome burdens such as educating people and doing research.

I didn’t know what was more disturbing—the fact that something was obviously wrong, or that three faculty members of the world’s premiere spy school had forgotten to lock the door.

She had not figured that Adam would notice her while in conversation with a young, beautiful faculty member. She had not figured that he’d suddenly stop speaking, eyes widening and lips parting; that he’d mutter “Excuse me” while staring at Olive and stand from the table, ignoring the curious looks in his directions that he’d march to the entrance, where Olive was, with quick, long strides and a concerned expression. “Olive, are you okay?” he asked her.

It especially annoys me when racists are accused of 'discrimination.' The ability to discriminate is a precious faculty; by judging all members on one 'race' to be the same, the racist precisely shows himself incapable of discrimination.

Potter is mocked by a faculty member for the idea that there is evil in the world from which even children need to learn to defend themselves by the actual practice of doing so rather than familiarity with theory.

Where am I, or what? From what causes do I derive my existence, and to what condition shall I return? ... I am confounded with all these questions, and begin to fancy myself in the most deplorable condition imaginable, environed with the deepest darkness, and utterly deprived of the use of every member and faculty. Most fortunately it happens, that since Reason is incapable of dispelling these clouds, Nature herself suffices to that purpose, and cures me of this philosophical melancholy and delirium, either by relaxing this bent of mind, or by some avocation, and lively impression of my senses, which obliterate all these chimeras. I dine, I play a game of backgammon, I converse, and am merry with my friends. And when, after three or four hours' amusement, I would return to these speculations, they appear so cold, and strained, and ridiculous, that I cannot find in my heart to enter into them any farther.

When I was first aware that I had been laid low by the disease, I felt a need, among other things, to register a strong protest against the word "depression." Depression, most people know, used to be termed "melancholia," a word which appears in English as the year 1303 and crops up more than once in Chaucer, who in his usage seemed to be aware of its pathological nuances. "Melancholia" would still appear to be a far more apt and evocative word for the blacker forms of the disorder, but it was usurped by a noun with a blank tonality and lacking any magisterial presence, used indifferently to describe an economic decline or a rut in the ground, a true wimp of a word for such a major illness. It may be that the scientist generally held responsible for its currency in modern times, a Johns Hopkins Medical School faculty member justly venerated -- the Swiss-born psychiatrist Adolf Meyer -- had a tin ear for the finer rhythms of English and therefore was unaware of the semantic damage he had inflicted for such a dreadful and raging disease. Nonetheless, for over seventy-five years the word has slithered innocuously through the language like a slug, leaving little trace of its intrinsic malevolence and preventing, by its insipidity, a general awareness of the horrible intensity of the disease when out of control.

Randy Nelson, the dean of Pixar University and a faculty member at Apple University, captured this when he said of Steve Jobs, “He’s a lion. If he roars at you, you’d better roar back just as loudly—but only if you really are a lion, too. Otherwise he’ll eat you for lunch.

I would sooner be governed by the first two thousand names in the Boston telephone directory than by the two thousand members of the faculty of Harvard.

He said that academia reminded him of a badly run circus. The faculty members were like underfed animals -- weary of their cages, which were never large enough to begin with -- and they responded sluggishly to the whip. The trapeze artists fell with monotonous regularity into poorly strung nets. The clowns looked hungry. The tent leaked. The crowd was inattentive, shouting incoherently at inappropriate moments. And when the show was over, no one cheered.

I had a pain in my neck from sleeping funny, at least five hours’ worth of homework, and a newfound realization that woman cannot live on cherry-flavored lip gloss alone. I dug in the bottom of my bag and found a very questionable breath mint, and figured that if I was going to die of starvation, I should at least have minty-fresh breath for the benefit of whatever classmate or faculty member would be forced to give me CPR.

We quickly became friends with other art faculty members such as the ceramist Jim Leedy and his wife Jean and art historian/artist Bill Kortlander and his wife Betty. I also began taking classes in Southeast Asian history with John Cady, who had resigned from his position at the U.S.[CB4] [mo5]  State Department because he thought it would be a huge mistake to get involved in a “land war in Southeast Asia.” In 1966, his warnings were starting to become all too obvious as the Vietnam war grew and protests against it emerged. Dr. Cady was in the thick of the protests and was even being shadowed by the F.B.I. After I finished my BFA in art in 1966, I began work on a master’s degree in history at Dr. Cady’s urging. He and his wife became frequent guests at our parties

All two thousand students would return safely on Monday morning, after the prom. But the following afternoon, Tuesday, April 20, 1999, twenty-four of Mr. D’s kids and faculty members would be loaded into ambulances and rushed to hospitals. Thirteen bodies would remain in the building and two more on the grounds.

I am obliged to confess I should sooner live in a society governed by the first two thousand names in the Boston telephone directory than in a society governed by the two thousand faculty members of Harvard University.

This is why many liberals have fallen into the trap of seeing integration in merely aesthetic terms, where a token number of Negroes adds color to a white-dominated power structure. They say, “Our union is integrated from top to bottom, we even have one Negro on the executive board”; or “Our neighborhood is making great progress in integrated housing, we now have two Negro families”; or “Our university has no problem with integration, we have one Negro faculty member and even one Negro chairman of a department.

There are two kinds of faculty members in the UP. Those who are honored to be in the UP and those who honor the UP. I belong to the last.

Hey, ass-hats!” We bolt to our feet when Coach Jensen’s commanding voice snaps toward the bleachers. Our fearless leader—the only Briar faculty member who can get away with calling students “ass-hats”—glares at us from the ice. “Is there a reason your lazy asses are up in those seats when you should all be in the weight room?” he booms. “Quit stalking my practice!” Then he turns to scowl at the trio of freshmen who are snickering behind their gloves. “What’re you ladies laughing at? Hustle!” The players speed forward as if the ice behind them is cracking to pieces. Up in the stands, the guys and I hustle just as fast.

But there are other faculty here on campus who are not disposed to see notable scholarship ignored; and let it be known that, in the darkened, blood-strewn caverns of our offices, we are hewing our textbooks and keyboards into spears.

An entrepreneur is a broker between ideas and resources. This is not confined to business; it is at least as much at home in academia. Faculty members write their dreams of undiscovered truths in research proposals addressed persuasively to foundations and government agencies.

Extraordinary—that Willowdale Academy and Calvin Coolidge High School should both be institutions of learning! The contrast is stunning. I had a leisurely tea with the Chairman of the English Department. I saw several faculty members sitting around in offices and lounges, sipping tea, reading, smoking. Through the large casement windows bare trees rubbed cozy branches. (One of my students had written wistfully of a dream-school that would have "windows with trees in them"!) Old leather chairs, book-lined walls, air of cultivated casualness, sound of well-bred laughter.

In 1969, both John and I began job hunting. I had finished my second master’s degree and started sending out resumes. I got several offers from various schools—Metropolitan State University in Denver, Keene State College in New Hampshire—and John also had some offers. But neither of us wanted to be a “trailing spouse.” What to do?Then we went to the College Art Association conference in Washington, D.C., and met Gene Grissom, chair of the art department at the University of Florida. They were looking for a young faculty member with some administrative experience, and John fit the bill perfectly. There was also a possibility for me to teach either art history or humanities. After several weeks of negotiations, we decided to make the move to Florida where BOTH of us had jobs!

(Currently, we count ourselves fortunate to have functional toilets. I don’t know what your living conditions are at Lattimore—tidy and sterile, I suspect—but here, given a construction project initiated on behalf of our Economics faculty, who Must Be Kept Comfortable at All Times, we are alternately frozen and nearly smoked, via pestilent fumes, out of our building. Between the construction dust and the radiators emitting erratic bursts of steam heat, the intrepid faculty members who have remained in their offices over the winter break are humid with sweat and dusted with ash and resemble two-legged cutlets dredged in flour.)

That meant that he was in charge in the absence of the senior members of the faculty. And, currently, this being the spring break, they were absent. And so were the students. The University was, therefore, running at near peak efficiency.

...in the eyes of her oldest friends and colleagues and extended family, she wasn't a painfully thin seventy-five-year-old gray haired woman dying of cancer- she was a grade school class president, the young friend you gossiped with, a date or double date, someone to share a tent with in Darfur, a fellow election monitor in Bosnia, a mentor, a teacher you'd laughed within a classroom or a faculty lounge, or the board member you'd groaned with after a contentious meeting

A man was leaning idly against an elm. ... The man, who towered over the poet even at his slanting angle, too old for a student and too worn for a faculty member, stared at him with the familiar, insatiable gleam of the literary admirer.

The faculty member is the student’s natural enemy and if he lets down his guard he is sorry for it later, has a conscience crisis, and feels he has to turn you in. Unless he has prejudiced his own case so badly that he doesn’t wish to call administrative attention to what now appears to be a mutual folly; in this case sullen silence ensues. You may have been teacher’s pet before the weekend, but try to get an A in the course after Monday. Just try it. This is known as academic integrity.

Gun-free zones don't deter criminals-they help them by providing a guarantee that they will not face any armed resistance. But they do deter the law-abiding. A faculty member with a concealed-handgun permit who breaks the campus gun ban would be fired and likely find it impossible to get admitted to another school. Bringing a firearm into a gun-free zone can have serious adverse consequences for law-abiding people. But for someone like the Virginia Tech killer, the threat of expulsion is no deterrent at all.

Lucy, who apparently had no idea his girlfriend's father held him in such low regard, agreed with Noonan that he was pushing the envelope, behaviorwise. Still, he was genuinely fond of the man and didn't want to believe there was anything seriously wrong. After all, he argued, wasn't Mr. Berg's lunacy born of genius? Even though Lucy loved and defended Thomaston, he had to admit that the man was out of place there. He was despised by most faculty members and secretly made fun of, but even those who loathed him feared his acid wit, his searing intelligence. For all his eccentricity, he was the best teacher either of them had ever had, and honors was worth more than all their other classes combined, not so much in spite of its instructor being dangerously off center as because of it. The weirder things got, the more boundaries that were ignored, the more interesting things became. But what if one of the boundaries they were crossing was the one that separated sanity from madness? Lucy, perhaps out of loyalty to Sarah, didn't want to believe that this was what they were witnessing. Noonan, though, was apprehensive.

In fact, if I were a betting man, I’d wager that only 10 percent of the English instruction list will answer your call for nominations. Why? First, because more than a third of our faculty now consists of temporary (adjunct) instructors who creep into the building under cover of darkness to teach their graveyard shifts of freshman comp; they are not eligible to vote or to serve. Second, because the remaining two-thirds of the faculty, bearing the scars of disenfranchisement and long-term abuse, are busy tending to personal grudges like scraps of carrion on which they gnaw in the gloom of their offices.

A Party member is expected to have no private emotions and no respites from enthusiasm. He is supposed to live in a continuous frenzy of hatred of foreign enemies and internal traitors, triumph over victories, and self-abasement before the power and wisdom of the Party. The discontents produced by his bare, unsatisfying life are deliberately turned outwards and dissipated by such devices as the Two Minutes Hate, and the speculations which might possibly induce a sceptical or rebellious attitude are killed in advance by his early acquired inner discipline. The first and simplest stage in the discipline, which can be taught even to young children, is called, in Newspeak, CRIMESTOP. CRIMESTOP means the faculty of stopping short, as though by instinct, at the threshold of any dangerous thought. It includes the power of not grasping analogies, of failing to perceive logical errors, of misunderstanding the simplest arguments if they are inimical to Ingsoc, and of being bored or repelled by any train of thought which is capable of leading in a heretical direction. CRIMESTOP, in short, means protective stupidity. But stupidity is not enough. On the contrary, orthodoxy in the full sense demands a control over one’s own mental processes as complete as that of a contortionist over his body.

I was assigned to the office of a recently deceased faculty member; the office hadn't been cleaned out yet, and a few days before the fall term began, I unlocked the door to find a dirty room whose bookshelves were crammed with empty bourbon bottles and crucifixes, mute testimony to the limits of literature as a sustaining comfort in life.

A free mind is one which is untroubled and unfettered by anything, which has not bound its best part to any particular manner of being or devotion and which does not seek its own interest in anything but is always immersed in God’s most precious will, having gone out of what is its own. There is no work which men and women can perform, however small, which does not draw from this its power and its strength. We should pray with such intensity that we want all the members of our body and all its faculties, eyes, ears, mouth, heart and all our senses to turn to this end; and we should not cease in this until we feel that we are close to being united with him who is present to us and to whom we are praying: God.

Surrender the body and its members, physical faculties, property, reputation, office, honours, children, siblings – repudiate them all.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

A new black faculty member came to campus a couple years in, and I asked why she didn't work with the black students. She said, 'That's not my job.' That person said, 'They are unchangeable.' I hate when people say something is not their job or that something isn't possible. When it comes to showing young black students there are teachers who look like them, when it comes to mentoring and being there to support students, I feel it's everyone's job (regardless of ethnicity). I will keep writing about these intersections as a writer and a teacher, as a black woman, as a bad feminist, until I no longer feel like what I want is impossible. I no longer want to believe these problems are too complex for us to make sense of them.

an unattached hand, or rather a detached one. It lay there alone — open, palm upwards, clean, capable, solitary. I could not tear my eyes from it. The hand is the artisan of the soul. It is the second member of the human trinity of head and hand and heart. A man has no faculty more human than his hand, none more beautiful nor expressive nor productive. To see this hand lying alone, as though contemptuously cast aside, no longer a part of a man, no longer his help, was to see war in all its wantonness; it was to see the especially brutal savagery of our own technique of rending, and it was to see men at their eternal worst, turning upon one another, tearing one another, clawing at their own innards with the maniacal fury of the pride-possessed.

I am interested in the literature and religion of ancient Israel. I focus on biblical law in its ancient Near Eastern context and on the way that biblical law was later reinterpreted in the Dead Sea Scrolls and other Second Temple literature. I have also explored the relation of the Bible to later western intellectual history. In my latest book, A More Perfect Torah: At the Intersection of Philology and Hermeneutics in Deuteronomy and the Temple Scroll, I explore the relationship between biblical composition history and its reception history at Qumran and in rabbinic literature. At the University of Minnesota, I have department affiliations with the Center for Jewish Studies and the Program in Religious Studies and am also an affiliated faculty member of the Law School.

When I took over as chair of the fashion program, I was horrified that only the faculty member was allowed to speak in a critique. I'm talking about perfectly nurturing teachers. But the rule was there would be no call of hands for students to contribute their feedback. It was embedded in the department's culture. That was alarming to me. When I was teaching, I was the least important person in the room as far as I was concerned--my students' points of view mattered most. I wanted to learn who they were and teach them to respect one another's perspectives. I would start off by saying something like, "I am having trouble understanding how this work solves the problem at hand. Here are some things about the work that I appreciate: X, Y, Z. But I see these virtues independent of the problem we're solving.

The security of society lies in custom and unconscious instinct, and the basis of the stability of society, as a healthy organism, is the complete absence of any intelligence amongst its members. The great majority of people being fully aware of this, rank themselves naturally on the side of that splendid system that elevates them to the dignity of machines, and rage so wildly against the intrusion of the intellectual faculty into any question that concerns life, that one is tempted to define man as a rational animal who always loses his temper when he is called upon to act in accordance with the dictates of reason.

In the workplace, Japanese women have low participation and low pay. Participation declines steeply with increasing level of responsibility. Whereas women account for 49% of Japanese university students and 45% of entry-level job holders, they account for only 14% of university faculty positions (versus 33%–44% in the U.S., United Kingdom, Germany, and France), 11% of middle-level to senior management positions, 2% of positions on boards of directors, 1% of business executive committee members, and less than 1% of CEOs. At those higher levels Japan lags behind all major industrial countries except (again) South Korea.

after the example of his fellow-doctors, cured all the illnesses of his patients, except those of which they died--a habit unhappily acquired by all the members of all the faculties in whatever country they may practise.

In some ways I feel sorry for racists and for religious fanatics, because they so much miss the point of being human, and deserve a sort of pity. But then I harden my heart, and decide to hate them all the more, because of the misery they inflict and because of the contemptible excuses they advance for doing so. It especially annoys me when racists are accused of “discrimination.” The ability to discriminate is a precious faculty; by judging all members of one “race” to be the same, the racist precisely shows himself incapable of discrimination.

The intense view of these manifold contradictions and imperfections in human reason has so wrought upon me, and heated my brain, that I am ready to reject all belief and reasoning, and can look upon no opinion even as more probable or likely than another. Where am I, or what? From what causes do I derive my existence, and to what condition shall I return? Whose favour shall I court, and whose anger must I dread? What beings surround me? and on whom have, I any influence, or who have any influence on me? I am confounded with all these questions, and begin to fancy myself in the most deplorable condition imaginable, invironed with the deepest darkness, and utterly deprived of the use of every member and faculty. Most fortunately it happens, that since reason is incapable of dispelling these clouds, nature herself suffices to that purpose, and cures me of this philosophical melancholy and delirium, either by relaxing this bent of mind, or by some avocation, and lively impression of my senses, which obliterate all these chimeras. I dine, I play a game of backgammon, I converse, and am merry with my friends; and when after three or four hours' amusement, I would return to these speculations, they appear so cold, and strained, and ridiculous, that I cannot find in my heart to enter into them any farther.

A similar discrepancy between objective proclaimed and objective practised can be observed in most organisations. For example, one could mistakenly believe that the principal objective of universities is to educate students. But for Ackoff, the principal objective of a university is to provide job security and increase the standard of living and quality of life of those members of the faculty and administration who make the critical decisions. Teaching is the price that faculty members must pay to share in the benefits provided. Like any price, they try to minimise it. Note that the more senior and politically powerful teaching members of the faculty are, the less teaching they do.

Active scholars are uniquely attracted by a high-quality graduate school of arts and sciences. Faculty members consider the teaching and training of new generations of graduate students as their highest calling. They believe that working with graduate students maintains and develops their professional skills more effectively than any other activity. It may be the main reason for the great attraction of academic jobs. Laboratory scientists have told me that the opportunity to work with graduate students keeps them in the university. For them, other options would center on research in commercial laboratories, but there the principal investigator would be assisted by technicians, and that is considered a far less creative interaction.

There is one kind of charity common enough among us, and which is certainly a good thing, though I do not think it the best thing we can have. It is that patchwork philanthropy which clothes the ragged, feeds the poor, and heals the sick and halts. I am far from decrying the noble spirit which seeks to help a poor or suffering fellow-being. But charities of the hospital and poor asylum kind are comparatively more common and fashionable among us Parsis. What advances a nation or community is not so much to prop up its weakest and most helpless members as to lift up the best and most gifted so as to make them of the greatest service to the country. I prefer this constructive philanthropy which seeks to educate and develop the faculties of the best of our young men.

To the matter at hand: though English has traditionally been a largish department, you will find there are very few viable candidates capable of assuming the mantle of DGS. In fact, if I were a betting man, I’d wager that only 10 percent of the English instruction list will answer your call for nominations. Why? First, because more than a third of our faculty now consists of temporary (adjunct) instructors who creep into the building under cover of darkness to teach their graveyard shifts of freshman comp; they are not eligible to vote or to serve. Second, because the remaining two-thirds of the faculty, bearing the scars of disenfranchisement and long-term abuse, are busy tending to personal grudges like scraps of carrion on which they gnaw in the gloom of their offices. Long story short: your options aren’t pretty.

The embrace of safety and protection now extends to course readings, which must be sanitized to remove anything that might offend someone. In his piece “I’m a Liberal Professor, and My Liberal Students Terrify Me,” Edward Schlosser noted that many faculty members have changed their syllabi for fear of being fired if students complain about offensive material in the course readings. One adjunct professor, he noted, was let go when “students complained that he exposed them to ‘offensive’ texts written by Edward Said and Mark Twain. His response, that the texts were meant to be a little upsetting, only fueled the students’ ire and sealed his fate.” The focus, he says, is now on students’ emotional state rather than on their intellectual development, sacrificing challenging discussions for the possibility that a student might feel upset.

Bancroft Road was dark, with no streetlamps, and I could see into front windows where faculty members and their wives and children shuffled around living rooms. Was this the epiphany of adult life, that it actually wasn't exciting and vast in possibilities, but was in fact as enclosed and proscribed as childhood? What a disappointment, for I'd been looking forward to the open field, the imagined release. Or maybe, I thought as I watched a young mother stride across her living room, then suddenly swoop down to pick something up (A shoe? A squeak toy?), only men ever felt that release. For women in 1956 were always confronting boundaries, negotiations: where they could walk at night, how far they could let a man go when the two of them were alone. Men hardly seemed troubled by these things; they walked everywhere in cold, dark cities and pin-drop empty streets, and they let their hands go walking, too, and they opened their belts and then their trousers, and they never thought to themselves: I must stop this right now. I must not go any further.

For instance, there's a college in northern California called Chico State, which is where guys like Reagan and Shultz [Reagan's Secretary of State] send their kids so they won't be infected by "lefties" at Berkeley. The place is right in the middle of four hundred miles of cornfields, or whatever it is they grow out there, a million miles from nowhere, and when you fly in you land at an airport that's about half the size of a house. Well, when I landed there, a student and a faculty member who were like the two local radicals at the school came out to meet me. And as we were walking to the car, I noticed we had to go a pretty long distance, because the airport was all surrounded with yellow police tape. So I asked these guys, "What's going on, are they rebuilding the landing strip or something?" You know what they said? "No, that's to protect the airport from Arab terrorists." I said, "Arab terrorists in northern California?" But they thought so. And when I got into the town, everybody was walking around in army fatigues and wearing yellow ribbons, saying "If Saddam comes, we're going to fight to the death," and so on.

And yet they persist in the belief that everyone should draw the same conclusion if given the same information, as though reason operated according to an obligatory physics, like the optics of an eye. These book club members aren’t alone. We are raised believing that reasonable discourse can establish the superiority of one line of thought over another. The underlying presumption is that each of us has an innate faculty of reason that can overcome our perceptual differences and see a problem from the “optimal perspective.” One goal of this book is to dispel this misconception.

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)

Godwin on Fenelon and his Valet * Following is an excerpt from William Godwin's Enquiry Concerning Political Justice, Book II, Chapter II: “Of Justice”: In a loose and general view I and my neighbour are both of us men; and of consequence entitled to equal attention. But, in reality, it is probable that one of us is a being of more worth and importance than the other. A man is of more worth than a beast; because, being possessed of higher faculties, he is capable of a more refined and genuine happiness. In the same manner the illustrious archbishop of Cambray was of more worth than his valet, and there are few of us that would hesitate to pronounce, if his palace were in flames, and the life of only one of them could be preserved, which of the two ought to be preferred. But there is another ground of preference, beside the private consideration of one of them being further removed from the state of a mere animal. We are not connected with one or two percipient beings, but with a society, a nation, and in some sense with the whole family of mankind. Of consequence that life ought to be preferred which will be most conducive to the general good. In saving the life of Fenelon, suppose at the moment he conceived the project of his immortal Telemachus, should have been promoting the benefit of thousands, who have been cured by the perusal of that work of some error, vice and consequent unhappiness. Nay, my benefit would extend further than this; for every individual, thus cured, has become a better member of society, and has contributed in his turn to the happiness, information, and improvement of others. Suppose I had been myself the valet; I ought to have chosen to die, rather than Fenelon should have died. The life of Fenelon was really preferable to that of the valet. But understanding is the faculty that perceives the truth of this and similar propositions; and justice is the principle that regulates my conduct accordingly. It would have been just in the valet to have preferred the archbishop to himself. To have done otherwise would have been a breach of justice. Suppose the valet had been my brother, my father, or my benefactor. This would not alter the truth of the proposition. The life of Fenelon would still be more valuable than that of the valet; and justice, pure, unadulterated justice, would still have preferred that which was most valuable. Justice would have taught me to save the life of Fenelon at the expense of the other. What magic is there in the pronoun “my,” that should justify us in overturning the decisions of impartial truth? My brother or my father may be a fool or a profligate, malicious, lying or dishonest. If they be, of what consequence is it that they are mine?

The myth that morality and fidelity are old-fashioned and trite can imprison more than just one individual as generations are affected by the choices perpetuated by this lie. The myth that withholding judgment or having charity means that all values are relative and should be given equal importance or loyalty creates a heavy chain that eventually traps a person in doubt and disaffection, leaving him or her to be constantly "driven with the wind and tossed" (see James 1:6). However, confidence that Christ honors those who honor him (see 1 Samuel 2:30) provides an anchor to our souls (see Ether 12:4) whereby we are capable of giving affirmative answers to those who question the "reason of the hope that is in [us]" (1 Peter 3:15). I remember one of my saddest moments as a faculty member at BYU. One of my students came to me in emotional tatters. She had come to BYU looking for a supportive community that shared her values, something she had not enjoyed being the only Mormon in her high school. Instead her peers at BYU teased, sneered at, and demeaned her because she was not willing to watch an R-rated movie. How proud I was of her! Despite the hurt of rejection "by her own," her faith carried her through the social prison created by her peers. To "stand in holy places, and be not moved" (D&C 87:8) in today's world requires faith, courage, poise, and patience.

A Party member is expected to have no private emotions and no respites from enthusiasm. He is supposed to live in a continuous frenzy of hatred of foreign enemies and internal traitors, triumph over victories, and self-abasement before the power and wisdom of the Party. The discontents produced by his bare, unsatisfying life are deliberately turned outwards and dissipated by such devices as the Two Minutes Hate, and the speculations which might possibly induce a skeptical or rebellious attitude are killed in advance by his early acquired inner discipline. The first and simplest stage in the discipline, which can be taught even to young children, is called, in Newspeak, crimestop. Crimestop means the faculty of stopping short, as though by instinct, at the threshold of any dangerous thought. It includes the power of not grasping analogies, of failing to perceive logical errors, of misunderstanding the simplest arguments if they are inimical to Ingsoc, and of being bored or repelled by any train of thought which is capable of leading in a heretical direction. Crimestop, in short, means protective stupidity. But stupidity is not enough. On the contrary, orthodoxy in the full sense demands a control over one’s own mental processes as complete as that of a contortionist over his body. Oceanic society rests ultimately on the belief that Big Brother is omnipotent and that the Party is infallible. But since in reality Big Brother is not omnipotent and the Party is not infallible, there is need for an unwearying, moment-to-moment flexibility in the treatment of facts. The keyword here is blackwhite. Like so many Newspeak words, this word has two mutually contradictory meanings. Applied to an opponent, it means the habit of impudently claiming that black is white, in contradiction of the plain facts. Applied to a Party member, it means a loyal willingness to say that black is white when Party discipline demands this. But it means also the ability to believe that black is white, and more, to know that black is white, and to forget that one has ever believed the contrary. This demands a continuous alteration of the past, made possible by the system of thought which really embraces all the rest, and which is known in Newspeak as doublethink.

THE SIX-HOUR SEMINAR that Jack was forced to attend at the beginning of each new semester had been called Orientation until a few years ago, when the university changed the seminar’s name to Onboarding. The name change coincided with a revamp of the orientation curriculum, which had bloated into this all-day human resources horror during which members of the HR team attempted, at unmerciful length, to “socialize the mission statement’s DNA,” is how they put it. They were referring to the many-planked mission statement the university had spent two years and countless consultant dollars developing in a campus-wide effort to express everything the university did in just one sentence. This was the brainchild of the university’s new CFO, who told the faculty in all seriousness that developing a mission statement that captured everything the university did in just one sentence was akin to their “moonshot,” and he asked for their help in this endeavor “not because it is easy, but because it is hard.” Why the university needed to corral its collective intelligence and creativity and energy for the task of expressing everything it did in just one sentence was a mystery to most faculty, but this did not stop their administrator bosses from enthusiastically assigning them to “mission statement working groups” so that they could have a voice (unpaid) in developing this one magical sentence, this one statement that would distill everything everyone did into a phrase ideally small enough for letterhead.

The bass drum thumped loudly and the chairman of the dance committee, Jeff Garwin, rose to speak. “Your attention, please!” he said over the microphone. “I have an important announcement to make. The next event on our program is the presentation of a pantomime produced by members of the Emerson College Dramatic Club. “As you all know, it is our custom each year to select an attractive young lady to preside over the event. She will wear the Festival Robe and Crown. After careful consideration by a committee of faculty and students, a choice has been made.” A hush fell over the audience as the announcer paused a long moment. “Will Miss Nancy Drew please come to the stage,” he said, smiling down at the girl. The students clapped and whistled. Though startled, Nancy responded with poise and mounted the improvised stage. She donned a white robe, a golden paper crown, and accepted the seat of honor.

we were disposed, when starting out, to use them as the basis for our practice in this new context. In our early work with professors, however, we were not in a position to impose rules. We soon discovered the folly of making any pronouncements about the amount of writing, for instance, which might distinguish a writing-intensive approach, and took it as our goal to find professors willing to experiment and to take some steps toward engaging more with writing. We were consultants with expertise in how to use and teach writing, and we suggested strategies and provided materials. The fact that those strategies were grounded in research and theory, and could be signaled as criteria emerged in our process of discussion with faculty about the rationale for adopting particular teaching strategies. The emphasis was on alternative pedagogies, not on a list of rules requiring compliance. Just as one does not need to know that a particular word in a sentence is functioning as an adjective in order to use adjectives, faculty also neither needed, nor were necessarily concerned, to associate a practice like revision with criteria for an as yet non-existent W-course. What eventually became official criteria were initially the elements that we encouraged according to what an individual faculty member was able and willing to accommodate. The early pilot courses overall represented all the elements that we would identify as foundational to effective practice in teaching writing, but in very few courses were all of the criteria present. Faculty members positioned themselves across a spectrum of starting points in their views of writing and its role in their courses. For many professors in the Arts and social sciences, the “writing-intensive” label simply acknowledged that their courses included substantial amounts of writing. For many in the Physical Sciences, the concept as applied to their courses could, at first glance,

Mr. Duffy Napp has just transmitted a nine-word e-mail asking that I immediately send a letter of reference to your firm on his behalf; his request has summoned from the basement of my heart a star-spangled constellation of joy, so eager am I to see Mr. Napp well established at Maladin IT. As for the basis of our acquaintanceship: I am a professor in an English department whose members consult Tech Help—aka Mr. Napp—only in moments of desperation. For example, let us imagine that a computer screen, on the penultimate page of a lengthy document, winks coyly, twice, and before the “save” button can be deployed, adopts a Stygian façade. In such a circumstance one’s only recourse—unpalatable though it may be—is to plead for assistance from a yawning adolescent who will roll his eyes at the prospect of one’s limited capabilities and helpless despair. I often imagine that in olden days people like myself would crawl to the doorway of Tech Help on our knees, bearing baskets of food, offerings of the harvest, the inner organs of neighbors and friends— all in exchange for a tenuous promise from these careless and inattentive gods that the thoughts we entrusted to our computers will be restored unharmed. Colleagues have warned me that the departure of Mr. Napp, our only remaining Tech Help employee, will leave us in darkness. I am ready. I have girded my loins and dispatched a secular prayer in the hope that, given the abysmal job market, a former mason or carpenter or salesman—someone over the age of twenty-five—is at this very moment being retrained in the subtle art of the computer and will, upon taking over from Mr. Napp, refrain (at least in the presence of anxious faculty seeking his or her help) from sending text messages or videos of costumed dogs to both colleagues and friends. I can almost imagine it: a person who would speak in full sentences—perhaps a person raised by a Hutterite grandparent on a working farm.

Within the huge trade unions, a similar managerial officialdom, the “labor bureaucracy” consolidates its position as an elite. This elite is sharply distinguished in training, income, habits and outlook from the ordinary union member. The trend extends to the military world, the academic world, the non-profit foundations and even auxilliary organizations of the U.N. Armies are no longer run by “fighting captains” but by a Pentagon-style managerial bureaucracy. Within the universities, proliferating administrators have risen above students, teaching faculty, alumni and parents, their power position expressed in the symbols of higher salaries and special privileges. The great “non-profit foundations” have been transformed from expressions of individual benevolence into strategic bases of managerial-administrative power. The United Nations has an international echelon of manager entrenched in the Secretariat. There are fairly obvious parallels in the managerial structures of the diverse institutional fields. For example, managers in business are stockholders as labor managers are to union members; as government managers are to voters; as public school administrators are to tax-payers; as university and private school administrators are to tuition payers and fund contributors.

It is not only in childhood that people of high potential can be encouraged or held back and their promise subverted or sustained. The year before I went to Amherst, a group of women had declined to stand for tenure. One of them simply said that after six years she was used up, too weary and too eroded by constant belittlement to accept tenure if it were offered to her. Women were worn down or burnt out. During the three years I spent as dean of the faculty, as I watched some young faculty members flourish and others falter, I gradually realized that the principal instrument of sexism was not the refusal to appoint women or even the refusal to promote (though both occurred, for minorities as well as women), but the habit of hiring women and then dealing with them in such a way that when the time came for promotion it would be reasonable to deny it. It was not hard to show that a particular individual who was a star in graduate school had somehow belied her promise, had proved unable to achieve up to her potential. This subversion was accomplished by taking advantage of two kinds of vulnerability that women raised in our society tend to have. The first is the quality of self-sacrifice, a learned willingness to set their own interests aside and be used and even used up by the community. Many women at Amherst ended up investing vast amounts of time in needed public-service activities, committee work, and teaching nondepartmental courses. Since these activities were not weighed significantly in promotion decisions, they were self-destructive. The second kind of vulnerability trained into women is a readiness to believe messages of disdain and derogation. Even women who arrived at Amherst full of confidence gradually became vulnerable to distorted visions of themselves, no longer secure that their sense of who they were matched the perceptions of others. When a new president, appointed in 1983, told me before coming and without previous discussion with me that he had heard I was “consistently confrontational,” that I had made Amherst “a tense, unhappy place,” and that he would want to select a new dean, I should have reacted to his picture of me as bizarre, and indeed confronted its inaccuracy, but instead I was shattered. It took me a year to understand that he was simply accepting the semantics of senior men who expected a female dean to be easily disparaged and bullied, like so many of the young women they had managed to dislodge. It took me a year to recover a sense of myself as worth defending and to learn to be angry both for myself and for the college as I watched a tranquil campus turned into one that was truly tense and unhappy.

Through education, then, man must be made— First, subject to discipline; by which we must understand that influence which is always restraining our animal nature from getting the better of our manhood, either in the individual as such, or in man as a member of society. Discipline, then, is merely restraining unruliness. Secondly, education must also supply men with culture. This includes information and instruction. It is culture which brings out ability. Ability is the possession of a faculty which is capable of being adapted to various ends. Ability, therefore, does not determine any ends, but leaves that to circumstances as they arise afterwards. Some accomplishments are essentially good for everybody—reading and writing, for instance; others, merely in the pursuit of certain objects, such as music, which we pursue in order to make ourselves liked. Indeed, the various purposes to which ability may be put are almost endless. Thirdly, education must also supply a person with discretion (Klugheit), so that he may be able to conduct himself in society, that he may be liked, and that he may gain influence. For this a kind of culture is necessary which we call refinement (Civilisierung). The latter requires manners, courtesy, and a kind of discretion which will enable him to use all men for his own ends. This refinement changes according to the ever-changing tastes of different ages. Thus some twenty or thirty years ago ceremonies in social intercourse were still the fashion. Fourthly, moral training must form a part of education. It is not enough that a man shall be fitted for any end, but his disposition must be so trained that he shall choose none but good ends—good ends being those which are necessarily approved by everyone, and which may at the same time be the aim of everyone.

By the authority of God Almighty, the Father, Son, and Holy Ghost, and of the holy canons, and of the undefiled Virgin Mary, mother and patroness of our Saviour, and of all the celestial virtues, angels, archangels, thrones, dominions, powers, cherubins and seraphins, and of all the holy patriarchs, prophets, and of all the apostles and evangelists, and of the holy innocents, who in the sight of the Holy Lamb, are found worthy to sing the new song of the holy martyrs and holy confessors, and of the holy virgins, and of all the saints together, with the holy and elect of God, may he be damn'd. We excommunicate, and anathematize him, and from the thresholds of the holy church of God Almighty we sequester him, that he may be tormented, disposed, and delivered over with Dathan and Abiram, and with those who say unto the Lord God, Depart from us, we desire none of thy ways. And as fire is quenched with water, so let the light of him be put out for evermore, unless it shall repent him' and make satisfaction. Amen. May the Father who created man, curse him. May the Son who suffered for us curse him. May the Holy Ghost, who was given to us in baptism, curse him May the holy cross which Christ, for our salvation triumphing over his enemies, ascended, curse him. May the holy and eternal Virgin Mary, mother of God, curse him. May St. Michael, the advocate of holy souls, curse him. May all the angels and archangels, principalities and powers, and all the heavenly armies, curse him. [Our armies swore terribly in Flanders, cried my uncle Toby,---but nothing to this.---For my own part I could not have a heart to curse my dog so.] May St. John the Pre-cursor, and St. John the Baptist, and St. Peter and St. Paul, and St. Andrew, and all other Christ's apostles, together curse him. And may the rest of his disciples and four evangelists, who by their preaching converted the universal world, and may the holy and wonderful company of martyrs and confessors who by their holy works are found pleasing to God Almighty, curse him. May the holy choir of the holy virgins, who for the honor of Christ have despised the things of the world, damn him May all the saints, who from the beginning of the world to everlasting ages are found to be beloved of God, damn him May the heavens and earth, and all the holy things remaining therein, damn him. May he be damn'd wherever he be---whether in the house or the stables, the garden or the field, or the highway, or in the path, or in the wood, or in the water, or in the church. May he be cursed in living, in dying. May he be cursed in eating and drinking, in being hungry, in being thirsty, in fasting, in sleeping, in slumbering, in walking, in standing, in sitting, in lying, in working, in resting, in pissing, in shitting, and in blood-letting! May he be cursed in all the faculties of his body! May he be cursed inwardly and outwardly! May he be cursed in the hair of his head! May he be cursed in his brains, and in his vertex, in his temples, in his forehead, in his ears, in his eye-brows, in his cheeks, in his jaw-bones, in his nostrils, in his fore-teeth and grinders, in his lips, in his throat, in his shoulders, in his wrists, in his arms, in his hands, in his fingers! May he be damn'd in his mouth, in his breast, in his heart and purtenance, down to the very stomach! May he be cursed in his reins, and in his groin, in his thighs, in his genitals, and in his hips, and in his knees, his legs, and feet, and toe-nails! May he be cursed in all the joints and articulations of the members, from the top of his head to the sole of his foot! May there be no soundness in him! May the son of the living God, with all the glory of his Majesty and may heaven, with all the powers which move therein, rise up against him, curse and damn him, unless he repent and make satisfaction! Amen. I declare, quoth my uncle Toby, my heart would not let me curse the devil himself with so much bitterness!

development starts with awarding a one-credit-hour payment to each faculty member who participates in a weeklong program in August. The program continues with three credit hours of release time during the fall term, which allow new faculty to meet once a week with campus mentors and attend an intensive four-day instructional skills workshop in the spring. The college also pays for program costs.

He conducted exhaustive written surveys to assess the abilities of the faculty members.

The courses were overly burdensome and yet oddly unfocused. The same lesson plans had been in use for fifty years. No serious research of any kind was being conducted. Even worse, the relationships among faculty members were actively antagonistic.

First, engaging in SoTL improves student learning because it affects how faculty members think about teaching and learning opportunities for their students. Second, contributions to the field of teaching are improved and enhanced. Third, engaging in SoTL enriches one’s experiences as a teacher.

Members of minority groups often have to engage in what sociolinguists call “code switching,” moving back and forth between identities to succeed in two disparate worlds.

when a couple of members of the Harvard faculty announced all the evidence, Jefferson said, “I would rather believe that two Yankee professors have lied than believe that stones fall from the sky.…” He was a great man. But here he is wrong.

In 529, as part of an imperial ban against pagan education,17 the Academy was shut down, and while the members of its faculty were offered pensions and resettlement, seven of them—Damascius, the Academy’s head; Simplicius; Eulamius; Priscian; Hermeias; Diogenes; and Isidore—were recruited by Khusro to re-create the Academy at the Sassanid capital city of Ctesiphon, there to translate the works of Plato and his successors into Persian.

As the story goes, the manuscript that formed the outlines of Wiener’s contributions to information theory was nearly lost to humanity. Wiener had entrusted the manuscript to Walter Pitts, a graduate student, who had checked it as baggage for a trip from New York’s Grand Central Terminal to Boston. Pitts forgot to retrieve the baggage. Realizing his mistake, he asked two friends to pick up the bag. They either ignored or forgot the request. Only five months later was the manuscript finally tracked down; it had been labeled “unclaimed property” and cast aside in a coatroom. Wiener was, understandably, blind with rage. “Under these circumstances please consider me as completely dissociated from your future career,” he wrote to Pitts. He complained to one administrator of the “total irresponsibleness of the boys” and to another faculty member that the missing parcel meant that he had “lost priority on some important work.” “One of my competitors, Shannon of the Bell Telephone Company, is coming out with a paper before mine,” he fumed. Wiener wasn’t being needlessly paranoid: Shannon had, by that point, previewed his still-unpublished work at 1947 conferences at Harvard and Columbia. In April 1947, Wiener and Shannon shared the same stage, and both had the opportunity to present early versions of their thoughts. Wiener, in a moment of excessive self-regard, would write to a colleague, “The Bell people are fully accepting my thesis concerning statistics and communications engineering.

The most important thing was how faithful you were to the Great Leader. Teachers and every other adult I knew tried to brainwash us into becoming slavish members of their pseudo-religious cult. I played along. I learned quickly that in that sort of situation, if you want to survive, you have to stifle your critical faculties and just get on with things. I had to pick my battles carefully and not let myself get riled up by every little thing. But the trouble is that some people really do end up brainwashed.

The importance of day-to-day coaching comes to mind when I think of my favorite college teacher. He was always getting into trouble with the dean and other faculty members because on the first day of class he would hand out the final examination. The rest of the faculty would say, ‘What are you doing?’ He’d say, ‘I thought we were supposed to teach these students.’ They’d say, ‘You are, but don’t give them the questions for the final exam.’ He’d say, ‘Not only am I going to give them the questions for the final exam, but what do you think I’m going to teach them all semester?’” “He

After officials discovered tasteless memes shared among the members of a private Facebook group for recently admitted students, Harvard revoked at least ten acceptance offers. (could be students, could be the faculty)

Few figures represent the foreign, particularly German influence on Progressivism better than [President Woodrow] Wilson himself. Wilson's faith that society could be bent to the will of social planners was formed at Johns Hopkins, the first American university to be founded on the German model. Virtually all of Wilson's professors had studied in Germany--as had almost every one of the school's fifty-three faculty members.

Taking the average of surveys on academic economists’ political views, we find that Democrat economists outnumber their Republican colleagues by almost three to one.11 The imbalance is even greater in sociology, of which criminology is a subfield. There are about thirty-seven Democrat faculty members for every Republican. Many sociology departments do not have even a single Republican.

Charles Darwin “could be considered a professional outsider,” according to creativity researcher Dean Keith Simonton. Darwin was not a university faculty member nor a professional scientist at any institution, but he was networked into the scientific community. For a time, he focused narrowly on barnacles, but got so tired of it that he declared, “I am unwilling to spend more time on the subject,” in the introduction to a barnacle monograph. Like the 3M generalists and polymaths, he got bored sticking in one area, so that was that. For his paradigm-shattering work, Darwin’s broad network was crucial. Howard Gruber, a psychologist who studied Darwin’s journals, wrote that Darwin only personally carried out experiments “opportune for experimental attack by a scientific generalist such as he was.” For everything else, he relied on correspondents, Jayshree Seth style. Darwin always juggled multiple projects, what Gruber called his “network of enterprise.” He had at least 231 scientific pen pals who can be grouped roughly into thirteen broad themes based on his interests, from worms to human sexual selection. He peppered them with questions. He cut up their letters to paste pieces of information in his own notebooks, in which “ideas tumble over each other in a seemingly chaotic fashion.” When his chaotic notebooks became too unwieldy, he tore pages out and filed them by themes of inquiry. Just for his own experiments with seeds, he corresponded with geologists, botanists, ornithologists, and conchologists in France, South Africa, the United States, the Azores, Jamaica, and Norway, not to mention a number of amateur naturalists and some gardeners he happened to know. As Gruber wrote, the activities of a creator “may appear, from the outside, as a bewildering miscellany,” but he or she can “map” each activity onto one of the ongoing enterprises. “In some respects,” Gruber concluded, “Charles Darwin’s greatest works represent interpretative compilations of facts first gathered by others.” He was a lateral-thinking integrator.

On 28 January 2020 one of Harvard’s most senior faculty members, chemist and nanoscientist Dr Charles Lieber, was taken away in handcuffs when the FBI alleged that he had been recruited into the Thousand Talents Program. The Department of Justice alleges that between 2012 and 2017 he was paid $50,000 a month plus generous living expenses to set up a lab at Wuhan University of Technology and transfer his knowledge.78 Lieber failed to disclose his China links to Harvard, even though the Wuhan centre was called the ‘WUT-Harvard Joint Nano Key Laboratory’.

I assume it was someone’s idea of a joke to insert in the minutes from last week’s budget meeting the idea of me serving as associate chair? Given your three-year mandate to ‘turn English around’, I presume that — if you need assistance quelling the rabble —you’d search for some hapless junior faculty member who lacked the clout to refuse. As for me, I am probably the least likely associate chair you could find. No one would listen to me; I seldom listen to myself.

In many ways, our whole university system has institutionalized this failure to stay true to our intentions. In most universities, teaching is barely given lip service. Faculty members are promoted on the basis of research and publications, and most university administrators have never taught. When academic administrators do not understand good teaching, their decisions are likely to weaken the teaching process instead of strengthening it. And yet, universities and their faculties still cling to the myth that they are bastions of learning and teaching. It would be far more honest to call them educational factories, designed to turn out thousands of graduates a year.

was the architect of my own failure. I lost my cool for just a second, and it cost me not just my acceptance to Yale but most of my friends and nearly my attendance at Edgewater Academy. Only my parents’ own strong standing as members of the faculty saved me from expulsion. After years of swallowing it all back, now it’s all over because of a single second of lost control.

Yes, yes. I know. Poor judgment, that. But he at least was an Estonian, believed in Estonia. Most faculty members who thought like him have vanished. The communists also closed the theology department, which, since I wasn’t thinking of the ministry,” Karl said wryly, “didn’t affect me. But then they liquidated the Academy of Sciences,” Karl continued, his somber mood returning, “which had just formed. They also purged tens of thousands of ‘objectionable’ books from the university library.

Turning Point USA created a Professor Watchlist in order to expose and document faculty members who discriminate against conservative students, promote anti-American values and advance leftist propaganda in the classroom.

On my more difficult days, I’m not sure what’s more of a pain in my ass—being black or being a woman. I’m happy to be both of these things, but the world keeps intervening. There are all kinds of infuriating reminders of my place in the world—random people questioning me in the parking lot at work as if it is unfathomable that I’m a faculty member, the persistence of lawmakers trying to legislate the female body, street harassment, strangers wanting to touch my hair.

The author's differing experience of school geography as a faculty member going from parking lot to parking lot and to locations centered around HER office and her experience of the more scattered life of a student speaks to a larger truth. As adults, we are used to following the same routine and look romantically on anything different.

A rat race is for rats. We're not rats. We're human beings. Reject the insidious pressures in society that would blunt your critical faculties to all that is happening around you, that would caution silence in the face of injustice, lest you jeopardise your chances of self-promotion and self-advancement. This is how it starts. And before you know where you are, you're a fully paid-up member of the rat pack. The price is too high. It entails the loss of your dignity and human spirit.

As the George F. Baker Professor of Economics at Harvard, a powerful Washington insider and advisor to two Republican presidents, Martin S. Feldstein was accustomed to being taken very seriously. He taught Ec 10, the introductory economics course at Harvard, for twenty years and this made some of the most powerful people in the USA his former students. So it might have come as a rude shock for Feldstein to be told in Spring 2003, not merely by a bunch of rebellious students but some of his fellow faculty, that his course was not only not good enough, it was misleading. This disturbance was triggered by Students for a Humane and Responsible Economics (SHARE), a Harvard-based off-shoot of the Post-Autistic Economics Network. But significantly, the actual petition demanding changes in Ec 10 was drafted by one of Feldstein’s colleagues, Prof. Stephen A. Marglin, himself a Harvard graduate and a veteran member of the faculty. The petition asked: If this course is meant to be an introduction to basic economic principles and methods, why is its content limited to the neo-liberal variety of economics? Why does it create the impression that there are no other models in the field of economics? Why isn’t there a plurality of approaches adapted to the complexity of objects analysed? By not providing a truly open marketplace for ideas Harvard failed to prepare students to be critical thinkers and engaged citizens, alleged SHARE. Its mission statement went on to argue that the standard economic models taught at Harvard were loaded with values and political convictions which inevitably influenced, if not defined, the students’ worldview as well as their career choices. Above all, said the petition, ‘ . . . by falsely presenting economics as a positive science devoid of ethical values, we believe Harvard strips students of their intellectual agency and prevents them from being able to make up their own minds.

You’re the only faculty member in our department who has a chili pepper hotness rating on the Rate My Professor website.

One of the deans of the Graduate School of Management at UCLA had a sign on his door that read something like: “Warning: I might incorporate you to implement your own ideas.” The sign itself, I was told, made several creative faculty members turn away with their suggestions while still at the door.

As the KGB rezident at Leningrad State University and as an employee of the Leningrad Fifth Chief Directorate, where he worked as a member of the active reserves after returning from East Germany, Putin would certainly have had access to the lists of agents and informants who worked for the KGB during the Soviet period. He also would have been tasked to monitor political activity among faculty and students at the university. Lieutenant Colonel Andrey Zykov,XVII the lead Russian investigator in St. Petersburg for especially important cases, who was assigned to examine Putin’s activities for criminal behavior, even went so far as to allege that two of Putin’s later associates, Anatoliy Sobchak and Dmitriy Medvedev, both of whom were teaching law at Leningrad State University at the time, had provided Putin with information (“I Anatoliy Sobchak, i Dmitriy Medvedev byli ego stykachkami”).127 Thus Putin would not have been the only person interested in “cleansing” his own file of damaging materials. Eastern Europe at this time was awash with exposés as high-ranking politicians were unmasked as agents of either the KGB or local security services. No one in Russia wanted a repeat of this, and indeed there has never been such a period in post-Soviet Russia. Clearly the KGB got there first, and files, lots of files, were burned. As mentioned earlier, Putin himself admits that in Dresden, after the Berlin Wall came down in November 1989, he burned so many files that the furnace exploded. But also the entire mood in Russia, the heart of the Soviet Empire, was quite different compared to the rest of the Soviet Bloc—it was one thing to unmask someone in Poland who had worked for the Russians; it was quite another to reveal that a Russian son had been spying on his father, for example.128 Russians as a whole sensed that such a settling of accounts would be divisive, ruinous, and pointless. And those tens of thousands of people coming out of the collapsed CPSU and KGB had other tasks in mind—most notably making a living in new conditions. The elites from these two organizations knew where the money was and how to use it. They had more lucrative assignments in mind than revenge.

have seen servants upon horses, and princes walking as servants upon the earth." Ecclesiastes 10:7 Upstarts frequently usurp the highest places, while the truly great pine in obscurity. This is a riddle in providence whose solution will one day gladden the hearts of the upright; but it is so common a fact, that none of us should murmur if it should fall to our own lot. When our Lord was upon earth, although he is the Prince of the kings of the earth, yet he walked the footpath of weariness and service as the Servant of servants: what wonder is it if his followers, who are princes of the blood, should also be looked down upon as inferior and contemptible persons? The world is upside down, and therefore, the first are last and the last first. See how the servile sons of Satan lord it in the earth! What a high horse they ride! How they lift up their horn on high! Haman is in the court, while Mordecai sits in the gate; David wanders on the mountains, while Saul reigns in state; Elijah is complaining in the cave while Jezebel is boasting in the palace; yet who would wish to take the places of the proud rebels? and who, on the other hand, might not envy the despised saints? When the wheel turns, those who are lowest rise, and the highest sink. Patience, then, believer, eternity will right the wrongs of time. Let us not fall into the error of letting our passions and carnal appetites ride in triumph, while our nobler powers walk in the dust. Grace must reign as a prince, and make the members of the body instruments of righteousness. The Holy Spirit loves order, and he therefore sets our powers and faculties in due rank and place, giving the highest room to those spiritual faculties which link us with the great King; let us not disturb the divine arrangement, but ask for grace that we may keep under our body and bring it into subjection. We were not new created to allow our passions to rule over us, but that we, as kings, may reign in Christ Jesus over the triple kingdom of spirit, soul, and body, to the glory of God the Father.

Failures as people: millions of Americans felt that this description fit them to a T. Seeking a solution, any solution, they eagerly forked over their cash to any huckster who promised release, the quicker and more effortlessly the better: therapies like “bioenergetics” (“The Revolutionary Therapy That Uses the Language of the Body to Heal the Problems of the Mind”); Primal Scream (which held that when patients shrieked in a therapist’s office, childhood trauma could be reexperienced, then released; John Lennon and James Earl Jones were fans); or Transcendental Meditation, which promised that deliverance could come if you merely closed your eyes and chanted a mantra (the “TM” organization sold personal mantras, each supposedly “unique,” to hundreds of thousands of devotees). Or “religions” like the Church Universal and Triumphant, or the Reverend Sun Myung Moon’s Unification Church, or “Scientology”—this last one invented by a science fiction writer, reportedly on a bet. Devotees paid cash to be “audited” by practitioners who claimed the power—if, naturally, you paid for enough sessions—to remove “trauma patterns” accreted over the 75 million years that had passed since Xenu, tyrant of the Galactic Confederacy, deposited billions of people on earth next to volcanoes and detonated hydrogen bombs inside those volcanos, thus scattering harming “body thetans” to attach to the souls of the living, which once unlatched allowed practitioners to cross the “bridge to total freedom” and “unlimited creativity.” Another religion, the story had it, promised “perfect knowledge”—though its adherents’ public meeting was held up several hours because none of them knew how to run the movie projector. Gallup reported that six million Americans had tried TM, five million had twisted themselves into yoga poses, and two million had sampled some sort of Oriental religion. And hundreds of thousands of Americans in eleven cities had plunked down $250 for the privilege being screamed at as “assholes.” “est”—Erhard Seminars Training, named after the only-in-America hustler who invented it, Werner Erhard, originally Jack Rosenberg, a former used-car and encyclopedia salesman who had tried and failed to join the Marines (this was not incidental) at the age of seventeen, and experienced a spiritual rebirth one morning while driving across the Golden Gate Bridge (“I realized that I knew nothing. . . . In the next instant—after I realized that I knew nothing—I realized that I knew everything”)—promised “to transform one’s ability to experience living so that the situations one had been trying to change or had been putting up with, clear up just in the process of life itself,” all that in just sixty hours, courtesy of a for-profit corporation whose president had been general manager of the Coca-Cola Bottling Company of California and a former member of the Harvard Business School faculty. A

His [brother in law Jim Hampson] appointment to the Episcopal parish in Wenham, near Gordon College brought them in close touch with leading evangelical faculty members in their pews and church leadership, including Elizabeth Elliot and Addison Leitch. They were instrumental in drawing Jim and and Sarah into the cutting edge of evangelical intellectual leadership, with friendships with Tom Howard and J.I. Packer. My ongoing relationship with Jim Packer, FitzSimons Allison and many other brilliant Anglican evangelicals would not have happened without Jim Hampson. His early influence on me in my transition from modern to classic Christian teaching was immense. While I was trying to demythologize Scripture, he was taking its plain meaning seriously. His strong preaching led him to become one of the founding sponsors and supporters of Trinity School of Ministry in Abridge, Pennsylvania...

Agriculture's principles are not identical with those of trade, and the rights of the proprietor are balanced by his duties. The final causes of agriculture are identical with the final causes of the state. Two negative ends of the state exist: its own safety, and the protection of person and property. Three positive ends stand beside these: to make the means of subsistence more easy to each individual; to secure to each of its members the hope of bettering his condition or that of his children; and the development of those faculties which are essential to his humanity, that is, to the rational and moral being. Knowing these ends, we must reform our courses, recast our measures, and make ourselves a better people.

The term “imagination” in what I take to be its truest sense refers to a mental faculty that some people have used and thought about with the utmost seriousness. The sense of the verb “to imagine” contains the full richness of the verb “to see.” To imagine is to see most clearly, familiarly, and understandingly with the eyes, but also to see inwardly, with “the mind’s eye.” It is to see, not passively, but with a force of vision and even with visionary force. To take it seriously we must give up at once any notion that imagination is disconnected from reality or truth or knowledge. It has nothing to do either with clever imitation of appearances or with “dreaming up.” I will say, from my own belief and experience, that imagination thrives on contact, on tangible connection. For humans to have a responsible relationship to the world, they must imagine their places in it. To have a place, to live and belong in a place, to live from a place without destroying it, we must imagine it. By imagination we see it illuminated by its own unique character and by our love for it. By imagination we recognize with sympathy the fellow members, human and nonhuman, with whom we share our place. By that local experience we see the need to grant a sort of preemptive sympathy to all the fellow members, the neighbors, with whom we share the world. As imagination enables sympathy, sympathy enables affection. And in affection we find the possibility of a neighborly, kind, and conserving economy.

As the physicist Murray Gell-Mann once remarked: “Faculty members are familiar with a certain kind of person who looks to the mathematicians like a good physicist and looks to the physicists like a good mathematician. Very properly, they do not want that kind of person around.

ABOUT THE AUTHOR Dr. Peter Boghossian is a full-time faculty member in Portland State University’s philosophy department. He was thrown out of the doctoral program in the University of New Mexico’s philosophy department.

If you are determined to be an effective shield, start by working on yourself. Great bosses avoid burdening their people. They invent, borrow, and implement ways to reduce the mental and emotional load they heap on followers. In particular, meetings are notorious time and energy suckers. Yes, some are necessary, but too many bosses run them in ways that disrespect people’s time and dignity – especially self-absorbed bosses bent on self-glorification. If you want to grab power and don’t care much about your people, make sure you arrive a little late to most meetings. Plus, every now and then, show up very late, or – better yet – send word after everyone has gathered that, alas, you must cancel the meeting because something more pressing has come up. After all, if you are a very important person, the little people need to accept their inferior social standing. Sound familiar? Using arrival times to display and grab power is an ancient trick. This move was used by elders, or ‘Big Men’, in primitive tribes to gain and reinforce status. An ethnography of the Merina tribe in Madagascar found that jostling for status among elders meant that gatherings routinely started three or four hours late. Elders used young boys to spy on each other and played a waiting game that dragged on for hours. Each elder worked to maximize the impression that the moment he arrived, the meeting started. If he arrived early and the meeting didn’t start right away, it signaled that he wasn’t the alpha male. If he arrived late and the meeting had started without him, it also signaled that he wasn’t the most prestigious elder. I’ve seen similar power plays in academia. I was once on a committee led by a prestigious faculty member who always arrived at least ten minutes late, often twenty minutes. He also cancelled two meetings after the rest of the five-person committee had gathered. I tracked the time I wasted waiting for this jerk, which totaled over a half day during a six-month stretch.

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

In 2008, Box had a good way for companies to store their data safely and accessibly in the cloud. But people didn’t know they needed such a thing—cloud computing hadn’t caught on yet. That summer, Blake was hired as Box’s third salesperson to help change that. Starting with small groups of users who had the most acute file sharing problems, Box’s sales reps built relationships with more and more users in each client company. In 2009, Blake sold a small Box account to the Stanford Sleep Clinic, where researchers needed an easy, secure way to store experimental data logs. Today the university offers a Stanford-branded Box account to every one of its students and faculty members, and Stanford Hospital runs on Box. If it had started off by trying to sell the president of the university on an enterprise-wide solution, Box would have sold nothing. A complex sales approach would have made Box a forgotten startup failure; instead, personal sales made it a multibillion-dollar business.