Inspirational Academic Quotes

I can't be a pessimist because I am alive. To be a pessimist means that you have agreed that human life is an academic matter. So, I am forced to be an optimist. I am forced to believe that we can survive, whatever we must survive.

Think outside the square. Think for yourself don't just follow the herd. Think multidisciplinary! Problems by definition, cross many academic disciplines.

We must never forget our teachers, our lecturers and our mentors. In their individual capacities have contributed to our academic, professional and personal development.

We must never forget our teachers and our lecturers. In their individual capacities have contributed to our academic, professional and personal development.

I no longer have patience for certain things, not because I’ve become arrogant, but simply because I reached a point in my life where I do not want to waste more time with what displeases me or hurts me. I have no patience for cynicism, excessive criticism and demands of any nature. I lost the will to please those who do not like me, to love those who do not love me and to smile at those who do not want to smile at me. I no longer spend a single minute on those who lie or want to manipulate. I decided not to coexist anymore with pretense, hypocrisy, dishonesty and cheap praise. I do not tolerate selective erudition nor academic arrogance. I do not adjust either to popular gossiping. I hate conflict and comparisons. I believe in a world of opposites and that’s why I avoid people with rigid and inflexible personalities. In friendship I dislike the lack of loyalty and betrayal. I do not get along with those who do not know how to give a compliment or a word of encouragement. Exaggerations bore me and I have difficulty accepting those who do not like animals. And on top of everything I have no patience for anyone who does not deserve my patience. NOTE: She neither said nor wrote this quote. Just because you saw it on Facebook does not mean it's true. Snopes is your friend. The quote was written by José Micard Teixeira

Have you noticed how the cleverest people at school are not those who make it in life? People who are conventionally clever get jobs on their qualifications (the past), not on their desire to succeed (the future). Very simply, they get overtaken by those who continually strive to be better than they are.

My priority is not about grades. I seek yearn for knowledge, skills and wisdom.

It is absolutely what I think.' He looks deadly serious now. 'These academic guys have to feel important. They give papers and present TV programmes to show they're useful and valuable. But you do useful, valuable work every day. You don't need to prove anything. How many people have you treated? Hundreds. You've reduced their pain. You've made hundreds of people happier. Has Antony Tavish ever made anyone happier?

The teacher should be like the conductor in the orchestra, not the trainer in the circus.

My priority is not about grades. I yearn for knowledge, skills and wisdom.

A university should not be an island where academics attain higher and higher levels of knowledge without sharing any of this knowledge with its neighbours.

...This is a place of learning where very few learn anything of value. That you, who have courage and intelligence, are held in contempt by most of your kind here because you have no sorcery... I have seen you protect others, though they consider you to be weaker than they. I have seen a very few decent people, like the boy we took from the tower. I have seen women trade pleasure for coin to feed their children, and others do the same so that they could ignore their children while making themselves foolish with wines and powders. I have seen men who labor as long as the sun is up go home to wives who hold them in contempt for never being there. I have seen men beat and use those whom they should protect, even their own children. I have seen your kind place others of their own in slavery. I have seen them fighting to be free of the same. I have seen men of the law betray it, men who hate the law be kind. I have seen gentle defenders, sadistic healers, creators of beauty scorned while craftsmen of destruction are worshiped. Your Kind, Aleran, are the most vicious and gentle, most savage and noble, most treacherous and loyal, most terrifying and fascinating creatures I have ever seen.

Teaching by example, radical obedience, justice, mercy, activism, and sacrifice wholly inspires me. I'm at that place where "well done" trumps "well said." When I see kingdom work in the middle of brokenness, when mission transitions from the academic soil of the mind into the sacrificial work of someone's hands, I am utterly affected. Obedience inspires me. Servant leaders inspire me. Humility inspires me. Talking heads dissecting apologetics stopped inspiring me a few years ago.

There’s no logical connection between being smart and having money.

Education makes your maths better, not necessarily your manners.

This is not education my friend. It is a process of manufacturing computation devices that look like Homo sapiens, and thereby falsely labeled as Education.

To be a scholar study math, to be a smart study magic.

A few years back, an American Jewish feminist academic sent me a request for an interview... The professor presented herself as a `gender scholar`, another postmodernist discipline that fails to inspire my intellect. However, I was curious to see what a person who happens to be academically qualified in being a woman might come up with.

The question concerning Jesus: do you want to know the real story, or just the allegory?

No one should stand for nor chant the Pledge of Allegiance because it was the origin of the Nazi salute and Nazi behavior (see the discoveries by the historian Dr. Rex Curry in the many books that cite his academic work)

While humans have the propensity to develop a suite of prosocial behaviors, they are also capable of developing antisocial behavior, engaging in substance abuse, experiencing depression, and bearing children at an early age...Young people who develop aggressive behavior tendencies are likely to develop problems with tobacco, alcohol, and other drug use; to fail academically; to have children at an early age; and to raise children likely to have the same problems.

My feelings about Das Kapital are the same as my feelings about the Koran. I know that it is historically important and I know that many people, not all of whom are idiots, find it a sort of Rock of Ages and containing inspiration. Yet when I look into it, it is to me inexplicable that it can have this effect. Its dreary, out-of-date, academic controversialising seems so extraordinarily unsuitable as material for the purpose … How could either of these books carry fire and sword round half the world? It beats me. [writing to George Bernard Shaw]

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

The ideological fantasies of this movement [New Left of the 1960s] … were no more than a nonsensical expression of the whims of spoilt middle-class children, and while the extremists among them were virtually indistinguishable from Fascist thugs, the movement did without doubt express a profound crisis of faith in the values that had inspired democratic societies for many decades.… The New Left explosion of academic youth was an aggressive movement born of frustration, which easily created a vocabulary for itself out of Marxist slogans … : liberation, revolution, alienation, etc. Apart from this, its ideology really has little in common with Marxism. It consists of “revolution” without the working class; hatred of modern technology as such; …the cult of primitive societies … as the source of progress; hatred of education and specialized knowledge.

I asked Hillary why she had chosen Yale Law School over Harvard. She laughed and said, "Harvard didn't want me." I said I was sorry that Harvard turned her down. She replied, "No, I received letters of acceptance from both schools." She explained that a boyfriend had then invited her to the Harvard Law School Christmas Dance, at which several Harvard Law School professors were in attendance. She asked one for advice about which law school to attend. The professor looked at her and said, "We have about as many woen as we need here. You should go to Yale. The teaching there is more suited to women." I asked who the professor was, and she told me she couldn't remember his name but that she thought it started with a B. A few days later, we met the Clintons at a party. I came prepared with yearbook photos of all the professors from that year whose name began with B. She immediately identified the culprit. He was the same professor who had given my A student a D, because she didn't "think like a lawyer." It turned out, of course, that it was this professor -- and not the two (and no doubt more) brilliant women he was prejudiced against - who didn't think like a lawyer. Lawyers are supposed to act on the evidence, rather than on their prejudgments. The sexist professor ultimately became a judge on the International Court of Justice. I told Hillary that it was too bad I wasn't at that Christmas dance, because I would have urged her to come to Harvard. She laughed, turned to her husband, and said, "But then I wouldn't have met him... and he wouldn't have become President.

If I want something, it’s more time. The only thing that really is a nuisance is the lack of time.

If we fail to understand the biblical story of Jesus, we will compromise our prophetic interpretations of the end-times. And that's exactly what we've done.

Finally, I have a voice. After years of abuse, harassment, lies, incompetence, and threats, I have a voice. The voice of an American teacher.

Although any help is genuinely welcomed, it is more important to be a supportive, proactive parent than it is to be a supportive parent after academic failure and negative behaviors occur.

Other people can inspire you. They can guide you. But in the end, you have the power to understand yourself—and even understand the human condition—as much as (if not more than) any well-studied academic.

The temporary alliance between the elite and the mob rested largely on this genuine delight with which the former watched the latter destroy respectability. This could be achieved when the German steel barons were forced to deal with and to receive socially Hitler's the housepainter and self-admitted former derelict, as it could be with the crude and vulgar forgeries perpetrated by the totalitarian movements in all fields of intellectual life, insofar as they gathered all the subterranean, nonrespectable elements of European history into one consistent picture. From this viewpoint it was rather gratifying to see that Bolshevism and Nazism began even to eliminate those sources of their own ideologies which had already won some recognition in academic or other official quarters. Not Marx's dialectical materialism, but the conspiracy of 300 families; not the pompous scientificality of Gobineau and Chamberlain, but the "Protocols of the Elders of Zion"; not the traceable influence of the Catholic Church and the role played by anti-clericalism in Latin countries, but the backstairs literature about the Jesuits and the Freemasons became the inspiration for the rewriters of history. The object of the most varied and variable constructions was always to reveal history as a joke, to demonstrate a sphere of secret influences of which the visible, traceable, and known historical reality was only the outward façade erected explicitly to fool the people. To this aversion of the intellectual elite for official historiography, to its conviction that history, which was a forgery anyway, might as well be the playground of crackpots, must be added the terrible, demoralizing fascination in the possibility that gigantic lies and monstrous falsehoods can eventually be established as unquestioned facts, that man may be free to change his own past at will, and that the difference between truth and falsehood may cease to be objective and become a mere matter of power and cleverness, of pressure and infinite repetition. Not Stalin’s and Hitler's skill in the art of lying but the fact that they were able to organize the masses into a collective unit to back up their lies with impressive magnificence, exerted the fascination. Simple forgeries from the viewpoint of scholarship appeared to receive the sanction of history itself when the whole marching reality of the movements stood behind them and pretended to draw from them the necessary inspiration for action.

The theory is that immersion in the history of one's own group will overcome feelings of racial inferiority both by instilling pride in past ethnic accomplishments and by providing ethnic role models to inspire future performance. Telling black children how marvelous old Africa was will make them work harder and do better. But does study of the glory that was Greece and the grandeur that was Rome improve the academic record of Greek-American and Italian-American children? Not so that anyone has noticed. Why is it likely to help black children, who are removed from their geographical origins not by 50 years but by 300?

Dimensions of Personality was Eysenck’s first book, and has a dry, academic style. However, in grounding for the first time in science the concept of introversion/extraversion, it laid the foundation for 50 years’ work in the field of personality difference.

The idea of solvitur ambulando (in walking it will be solved) has been around since St. Augustine, but well before that Aristotle thought and taught while walking the open-air parapets of the Lyceum. It has long been believed that walking in restorative settings could lead not only to physical vigor but to mental clarity and even bursts of genius, inspiration (with its etymology in breathing) and overall sanity. As French academic Frederic Gros writes in A Philosophy of Walking, it’s simply “the best way to go more slowly than any other method that has ever been found.” Jefferson walked to clear his mind, while Thoreau and Nietzsche, like Aristotle, walked to think. “All truly great thoughts are conceived while walking,” wrote Nietzsche in Twilight of the Idols. And Rousseau wrote in Confessions, “I can only meditate when I am walking. When I stop, I cease to think; my mind only works with my legs.” Scotland

What Matters to Me" 1. What matters to me is my family and close friends. In this way, I am like almost everyone else in the world. 2. What matters to me is my work, no longer as a professor, but as a writer reaching out to readers within and beyond the academic circle, 3. What matters to me is Nature, another form of beauty and truth. Throughout my life the natural world has been a source of enjoyment, comfort, and inspiration. 4. And now I remember...the fourth...It has to do with moral impulse, with the search for meaning and human connection, and with our relation to Nature, that we now lump together under the word "spirituality.

Grothendieck transformed modern mathematics. However, much of the credit for this transformation should go to a lesser-known forerunner of his, Emmy Noether. It was Noether, born in Bavaria in 1882, who largely created the abstract approach that inspired category theory.1 Yet as a woman in a male academic world, she was barred from holding a professorship in Göttingen, and the classicists and historians on the faculty even tried to block her from giving unpaid lectures—leading David Hilbert, the dean of German mathematics, to comment, “I see no reason why her sex should be an impediment to her appointment. After all, we are a university, not a bathhouse.” Noether, who was Jewish, fled to the United States when the Nazis took power, teaching at Bryn Mawr until her death from a sudden infection in 1935.

I was horrified about how to ever put the first line on the paper to tell this story, let alone finish telling it. I confess that I hate finishing stories. Stories should never end. The book is over, but the battle for a decent life and a more tolerable world is not. The book is over, but I hope that the stories of my interlocutors will start a new dialogue, a new language, and a new way of looking at things. I hope this work will make many other works possible. So, now that this work is finished, I hope that its life shall begin.

With a start that I realized the paranoid fantasies I’d been hearing the men around me tell my entire life had found purchase in the zeitgeist. Just as we’d all stood around a truck full of guns years earlier, here we were, out in public, discussing international conspiracies meant to inspire racial and societal unrest. Black people were in on it. Immigrants were in on it. Academics like myself were in on it. Even white women were in on it. Everyone, that is, except white men who would either have to stop the plot before it was realized or else die in a blaze of fire defending their homes and families.

As graduate programs are supposed to do, this one stressed excellence: the values that defined it, the quality of work that embodied it. They were inspiring to me. But they came in a package—from my vantage point as a solo black, the package of an all-white program. Thus some of the incidental features of being white academics—the preference for dressing down, the love of seemingly all things European, a preference for dry wines, little knowledge of black life or popular culture—got implicitly associated with excellence. Excellence seemed to have an identity, which I didn’t entirely have and worried that I couldn’t get.

Clearly historical events have varying degrees of intensity. Some may almost fail to impinge on true reality, that is, on the central, most personal part of a person's life. Others can wreak such havoc there that nothing is left standing. The usual way in which history is written fails to reveal this. '1890: Wilhelm II dismisses Bismark.' Certainly a key event in German history, but scarcely an event at all in the biography of any German outside its small circle of protagonists. Life went on as before. No family was torn apart, no friendship broke up, no one fled their country. Not even a rendezvous was missed or an opera performance cancelled. Those in love, whether happily or not, remained so; the poor remained poor and the rich rich. Now compare that with '1933: Hindenburg sends for Hitler.' An earthquake shatters sixty - six million lives. Official academic history has nothing to tell us about the differences in intensity of historical occurrences. To learn about that, you must read biographies, not those of statesmen but the all too rare ones of unknown individuals. There you will see that one historical event passes over the private (real) lives of people like a cloud over a lake. Nothing stirs, there is only a fleeting shadow. Another event whips up the lake as if in a thunderstorm. For a while it is scarcely recognisable. A third may, perhaps, drain the lake completely. I believe history is misunderstood if this aspect is forgotton (and it is usually forgotton).

In a longitudinal study of college students, freshmen were evaluated for fixed mindsets or growth mindsets and then followed across their four years of enrollment. When the students with fixed mindsets encountered academic challenges such as daunting projects or low grades, they gave up, while the students with growth mindsets responded by working harder or trying new strategies. Rather than strengthening their skills and toughening their resolve, four years of college left the students with fixed mindsets feeling less confident. The feelings they most associated with school were distress, shame, and upset. Those with growth mindsets performed better in school overall and, at graduation time, they reported feeling confident, determined, enthusiastic, inspired, and strong.

The fully qualified Indian marine archaeologists who had dived on the structure in 1993 had not hesitated in their official report to pronounce it to be man-made with 'courses of masonry' plainly visible -- surely a momentous finding 5 kilometers from the shore at a depth of 23 metres? But far from exciting attention, or ruffling any academic feathers, or attracting funds for an extension of the diving survey to the other apparently man-made mounds that had been spotted bear by on the sea-bed -- and very far indeed from inspiring any Tamil expert to re-evaluate the derided possibility of a factual basis to the Kumari Kandam myth -- the NIO's discovery at Poompuhur had simply been ignored by scholarship, not even reacted to or dismissed, but just widely and generally ignored.

By all indications, Mike has made his parents proud. His e-mail username is “A-student,” and he’s just won a coveted spot in Stanford University’s freshman class. He’s the kind of thoughtful, dedicated student that any community would be proud to call its own. And yet, according to an article called “The New White Flight” that ran in the Wall Street Journal just six months previously, white families are leaving Cupertino in droves, precisely because of kids like Mike. They are fleeing the sky-high test scores and awe-inspiring study habits of many Asian-American students. The article said that white parents feared that their kids couldn’t keep up academically. It quoted a student from a local high school: “If you were Asian, you had to confirm you were smart. If you were white, you had to prove it.

Her later work on adolescent girls and their “silenced” voices shows us a different Gilligan. Her ideas were successful in the sense that they inspired activists in organizations like the AAUW and the Ms. Foundation to go on red alert in an effort to save the nation’s “drowning and disappearing” daughters. But all their activism was based on a false premise: that girls were subdued, neglected, and diminished. In fact, the opposite was true: girls were moving ahead of boys in most of the ways that count. Gilligan’s powerful myth of the incredible shrinking girl did more harm than good. It patronized girls, portraying them as victims of the culture. It diverted attention from the academic deficits of boys. It also gave urgency and credibility to a specious self-esteem movement that wasted everybody’s time.

What did Strauss mean by philosophy? Not what it was commonly understood to be. Philosophers were not to be found teaching in colleges and universities around the country because instructors in philosophy departments were no more likely to be true philosophers than instructors in art departments were to be true artists. Philosophy wasn’t an academic discipline or the stepping-stone to a career defined by the structures and customs of higher education. It was a personal commitment, a way of life, inspired by a sense of wonder, much like a religion though without the dogma. Philosophers were devoted to wisdom but didn’t propound doctrines or claim to have discovered the Truth. Their wisdom, like that of the prototype Socrates, consisted of an awareness that they knew nothing. Insofar as they could be said to possess knowledge, it was of the questions, not the answers, and philosophers ceased to be philosophers, Strauss said, when certainty replaced Socratic doubt. Monk-like, they pursued a contemplative life of reasoned discussion and disputation about that which they did not know, far from the meaningless bustle of the everyday world. Their advantage over the ignorant masses was their intellectual humility. All

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)

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

In his book, Nothing Ever Dies: Vietnam and the Memory of War, Viet Thanh Nguyen writes that immigrant communities like San Jose or Little Saigon in Orange County are examples of purposeful forgetting through the promise of capitalism: “The more wealth minorities amass, the more property they buy, the more clout they accumulate, and the more visible they become, the more other Americans will positively recognize and remember them. Belonging would substitute for longing; membership would make up for disremembering.” One literal example of this lies in the very existence of San Francisco’s Chinatown. Chinese immigrants in California had battled severe anti-Chinese sentiment in the late 1800s. In 1871, eighteen Chinese immigrants were murdered and lynched in Los Angeles. In 1877, an “anti-Coolie” mob burned and ransacked San Francisco’s Chinatown, and murdered four Chinese men. SF’s Chinatown was dealt its final blow during the 1906 earthquake, when San Francisco fire departments dedicated their resources to wealthier areas and dynamited Chinatown in order to stop the fire’s spread. When it came time to rebuild, a local businessman named Look Tin Eli hired T. Paterson Ross, a Scottish architect who had never been to China, to rebuild the neighborhood. Ross drew inspiration from centuries-old photographs of China and ancient religious motifs. Fancy restaurants were built with elaborate teak furniture and ivory carvings, complete with burlesque shows with beautiful Asian women that were later depicted in the musical Flower Drum Song. The idea was to create an exoticized “Oriental Disneyland” which would draw in tourists, elevating the image of Chinese people in America. It worked. Celebrities like Humphrey Bogart, Lauren Bacall, Ronald Reagan and Bing Crosby started frequenting Chinatown’s restaurants and nightclubs. People went from seeing Chinese people as coolies who stole jobs to fetishizing them as alluring, mysterious foreigners. We paid a price for this safety, though—somewhere along the way, Chinese Americans’ self-identity was colored by this fetishized view. San Francisco’s Chinatown was the only image of China I had growing up. I was surprised to learn, in my early twenties, that roofs in China were not, in fact, covered with thick green tiles and dragons. I felt betrayed—as if I was tricked into forgetting myself. Which is why Do asks his students to collect family histories from their parents, in an effort to remember. His methodology is a clever one. “I encourage them and say, look, if you tell your parents that this is an academic project, you have to do it or you’re going to fail my class—then they’re more likely to cooperate. But simultaneously, also know that there are certain things they won’t talk about. But nevertheless, you can fill in the gaps.” He’ll even teach his students to ask distanced questions such as “How many people were on your boat when you left Vietnam? How many made it?” If there were one hundred and fifty at the beginning of the journey and fifty at the end, students may never fully know the specifics of their parents’ trauma but they can infer shadows of the grief they must hold.

Hardy reinforces his narrative with stories of heroes who didn’t have the right education, the right connections, and who could have been counted out early as not having the DNA for success: “Richard Branson has dyslexia and had poor academic performance as a student. Steve Jobs was born to two college students who didn’t want to raise him and gave him up for adoption. Mark Cuban was born to an automobile upholsterer. He started as a bartender, then got a job in software sales from which he was fired.”8 The list goes on. Hardy reminds his readers that “Suze Orman’s dad was a chicken farmer. Retired General Colin Powell was a solid C student. Howard Schultz, the CEO of Starbucks, was born in a housing authority in the Bronx … Barbara Corcoran started as a waitress and admits to being fired from more jobs than most people hold in a lifetime. Pete Cashmore, the CEO of Mashable, was sickly as a child and finished high school two years late due to medical complications. He never went to college.” What do each of these inspiring leaders and storytellers have in common? They rewrote their own internal narratives and found great success. “The biographies of all heroes contain common elements. Becoming one is the most important,”9 writes Chris Matthews in Jack Kennedy, Elusive Hero. Matthews reminds his readers that young John F. Kennedy was a sickly child and bedridden for much of his youth. And what did he do while setting school records for being in the infirmary? He read voraciously. He read the stories of heroes in the pages of books by Sir Walter Scott and the tales of King Arthur. He read, and dreamed of playing the hero in the story of his life. When the time came to take the stage, Jack was ready.

DISCUSSING FAILURE AND all its ripple effects is not merely an academic exercise. We face it because by seeking better understanding, we remove barriers to full creative engagement. One of the biggest barriers is fear, and while failure comes with the territory, fear shouldn’t have to. The goal, then, is to uncouple fear and failure—to create an environment in which making mistakes doesn’t strike terror into your employees’ hearts.

In my view, the gospels are true, not historically, but theologically, or, as I would argue, prophetically! What we have is, the Messiah’s history written in advance in story form.

What is the difference between my view and the classical Christian perspective? I am convinced that there are not multiple comings and multiple returns of Christ, but only one decisive coming at the end of the world, which includes the resurrection, the rapture, and his appearance in the sky!

Sports programs are an important part of young people’s lives but should never over-shadow the true purpose of high school and that is to earn a diploma. So often today sports have become more important than an education. This must be remedied because the true focus must always be toward the student’s academic development.

Never judge a student's skill on the bases of his academic success; you may never know that he could be tomorrow's Einstein.

We must not allow the academic prejudices bred by Hegelian ideology, anti-clericalism, anti-Semitism and nineteenth-century intellectual fashions to distort our view of these texts. All the internal evidence shows that those who set down and conflated these writings, and the scribes who copied them when the canon was assembled after the return from Exile, believed absolutely in the divine inspiration of the ancient texts and transcribed them with veneration and the highest possible standards of accuracy, including many passages which they manifestly did not understand. Indeed, the Pentateuch text twice gives solemn admonitions, from God himself, against tampering: ‘Ye shall not add unto the word which I command you, neither shall you diminish aught from it.’25

Academic failure contributes to poverty and poor health and undermines workforce productivity in ways that harm the entire society.

Concentration is the key to success in anything in life. You need concentration to carry on a conversation, to raise children, to stay positive, to be able to communicate effectively, to succeed academically, to meditate, to succeed in business, to become good at sports, to achieve the goals you set for yourself, and the list can go on and on.

A person with less knowledge and more self-confidence (which is primarily a way of thinking and acting) will often run circles around a person with more knowledge and less self-confidence; which means that self-confidence has the upper hand to knowledge when it comes to acting in the world. It has been interesting to see many of my star academic students struggle with teaching in the real world, while others who were less qualified in the academic field but had more self-confidence have gone out and positively affected many more people through their teaching.

editor and edited my first book in a wonderful way. For this book, however, time devoted to bringing up the children made a renewed editorial collaboration impossible. I hope the reader will not suffer unduly as a consequence! My children Christiana Dagmar and Eric James have watched me work on the book—indeed they could not avoid it as I often write at home. I hope they have been drawing the lesson that academic research can be really fun. Certainly, that is the lesson I drew from my father, Arthur von Hippel. He wrote his books in his study upstairs when I was a child and would often come down to the kitchen for a cup of coffee. In transit, he would throw up his hands and say, to no one in particular, “Why do I choose to work on such difficult problems?” And then he would look deeply happy. Dad, I noticed the smile! Finally my warmest thanks to my MIT colleagues and students and also to MIT as an institution. MIT is a really inspiring place to work and learn from others. We all understand the requirements for good research and learning, and we all strive to contribute to a very supportive academic environment. And, of course, new people are always showing up with new and interesting ideas, so fun and learning are always being renewed! Democratizing Innovation 1  Introduction and Overview When I say that innovation is being democratized, I mean that users of products and services—both firms and individual consumers—are increasingly able to innovate for themselves. User-centered innovation processes offer great advantages over the manufacturer-centric innovation development systems that have been the mainstay of commerce for hundreds of years. Users that innovate can develop exactly what they want, rather than relying on manufacturers to act as their (often very imperfect) agents. Moreover, individual

Life is not only about acquiring knowledge, it is about applying knowledge.

Because knowledge does not need an academic greenhouse. It can bloom, anywhere.

Knowledge was scattered treasure, education organized it into art, commerce and science.

... parents naturally want their children to excel in every area of academics and extra-curricular activities, but the reality is- God made each child differently for His purpose. He never intended for our children to excel in everything.

Imagine this: you log onto Everycharity.org, and the site is as visually seductive as iTunes. It most definitely does not look as if it was designed by a Ph.D. candidate in accounting. The icons look so good you want to lick them, as Steve Jobs once remarked about the icons in the Mac operating system. Instead of reading like it was written by a committee of academics, it’s as easy to understand as Mr. Rogers. Instead of being filled with acronyms and social service jargon, it contains words that anyone can understand. The words actually inspire you instead of confusing you. Instead of intimidating, it invites.

Always lend a helping hand, for one day- YOU might be the one reaching for it!

Respected academic Jonathan Jansen, the inspirational rector and vice chancellor of the University of the Free State, once said that not a single minister in our Cabinet takes their child to a public school.11 He is correct. Why? All those politicians know that most government schools in South Africa – except for a handful – are nothing short of dire.

The application of academic knowledge to the socioeconomic development of an industry, is empowered by the acquired intellectual capacity to understand the principles that define the functionality of a given concept at hand.

Some people get everything in legacy, while some work hard to build the legacy

She asked me if I would visit the music class sometime and speak to the kids about the viability of a music career. A few months later I found myself there in that same music room, talking to the kids and jamming out for them. The kids were beautiful, the jamming and talking was cool, but I walked away from the experience shaken. The last time I had been in that room was twenty years before, and it had been packed full of kids playing French horns, clarinets, violins, basses, trombones, flutes, tympani, and saxophones, all under the capable instruction of orchestra teacher Mr. Brodsky. It was a room alive with sound and learning! Any instrument a kid wanted to play was there to be learned and loved. But on this day, there were no instruments, no rustling of sheet music, no trumpet spit muddying the floor, no ungodly cacophony of squeaks and wails driving Mr. Brodsky up a fucking wall. There was a volunteer teacher, a group of interested kids, and a boom box. A music appreciation class. All the arts funding had been cut the year after I left Fairfax, under the auspices of a ridiculous law called Proposition 13, a symptom of the Reaganomics trickle-down theory. I was shocked to realize that these kids didn’t get an opportunity to study an instrument and blow in an orchestra. I thought back to the dazed days when I would show up to school after one of Walter’s violent episodes, and the peace I found blowing my horn in the sanctuary of that room. I thought of the dreams Tree and I shared there of being professional musicians, before going over to his house to be inspired by the great jazzers. Because I loved playing in the orchestra I’d be there instead of out doing dumb petty crimes. I constantly ditched school, but the one thing that kept me showing up was music class. FUCK REAGANOMICS. Man, kids have different types of intelligences, some arts, some athletics, some academics, but all deserve to be nurtured, all deserve a chance to shine their light.

Bonhoeffer, D. Discipleship. Dietrich Bonhoeffer Works 4. Minneapolis: Fortress, 1996. Allison, D. C. J. The Sermon on the Mount: Inspiring the Moral Imagination. New York: Herder, 1999. Talbert, C. H. Reading the Sermon on the Mount: Character Formation and Decision Making in Matthew 5–7. Grand Rapids: Baker Academic, 2004. Guelich, R. A. The Sermon on the Mount: A Foundation for Understanding. Waco, TX: Word, 1982. Lapide, P. The Sermon on the Mount: Utopia or Program for Action? Maryknoll, NY: Orbis, 1986. Greenman, J. P., T. Larsen, and S. R. Spencer, eds. The Sermon on the Mount through the Centuries: From the Early Church to John Paul II. Grand Rapids: Brazos, 2007.

Life had taught me that it is possible that things, ideas, concepts, and feelings can mean the opposite of what might seem apparent. It was possible for people to be the opposite of what they claimed. It was possible for 'home' to signify 'exile' and vice versa. Laughter may be tears in disguise. Revolutions could be about oppressive powers pulling the carpet from under the feet of other oppressors. Climbing to the top might not really mean 'going up,' it could in fact be a harsh form of falling; reaching the pinnacle of fame, surrounded by camera flashes has led to the demise of countless souls on this planet. In brief, it was possible that everything we are told and taught is the opposite of what we think, or that it might be outright false.

I thought how artists, writers, and thinkers who are genuinely and strongly connected to their time, place, and peoples always sense disasters before they befall. They are not magicians with crystal balls. They simply use their other well-trained senses, beyond the five senses, to feel the upcoming earthquake, to sense the eruption of the upcoming volcanos, the approaching hurricanes. They signal what they sense in their works, while many people don’t take their warnings seriously.

We need to plant fields of flowers not mines for each other...

While an extreme and violent case, Bullets in Envelopes shows that the conditions of Iraqi academics in exile are part and parcel of global trends marked by the commercialization and corporatization of higher education adversely affecting academic, social, and political freedoms of writing, thinking, and speaking truth to power. As such, countries and societies are being totally reshaped (and destroyed) in alarming ways. Bullets in Envelopes is about academics, but it’s not written for academics only. The stories in the book prove that the Iraq war is far from over. Instead, it has been happening over and over in other countries too.

As the taxi moved, I started checking out all the new buildings and streets. It was clear that whereas some people had gotten better off, others were worse off or had simply stagnated. Infrastructure reveals so much about a place and its culture, politics, and people. The disparities between the poor and the rich neighborhoods…show that ‘time’ was not ticking at the same pace for everyone. Time was not moving favorably for everyone. Even time is like power in that it moves some people forward, some backward, and some to the sides and the margins. Time also buries some people under the ground.

The letter from Daniels inspired a further attack by the professors, who accused him of misunderstanding not only “academic freedom and the work of a university” but also “Zinn’s brilliant critique of whether scholarship can be objective and disinterested.

A lot of young people are not doing well in their studies today not because they are not "academically bright", but because they lack a good role model who they can identify with. Be that role model by becoming the success that your youth needs.

The idealist constructs of strictly logical dichotomies, such as rationalism and empiricism, ignore how much everything is so deeply connected to the point that they are reflective and ultimately separate us from everything else, including the divine, the universe, nature, each other, and from ourselves.

Alexandre Dumas, also in the audience, wrote that Shakespeare arrived in France with the “freshness of Adam’s first sight of Eden.” Fellow attendees Eugène Delacroix, Victor Hugo, and Théophile Gautier, along with Berlioz and Dumas, would create works inspired by those seminal evenings. The Bard’s electrifying combination of profound human insight and linguistic glory would continue catapulting across national borders to influence poets, painters, and composers the world over, as no other writer has done. Yet the UCLA English department—like so many others—was more concerned that its students encounter race, gender, and disability studies than that they plunge headlong into the overflowing riches of actual English literature—whether Milton, Wordsworth, Thackeray, George Eliot, or dozens of other great artists closer to our own day. How is this possible? The UCLA coup represents the characteristic academic traits of our time: narcissism, an obsession with victimhood, and a relentless determination to reduce the stunning complexity of the past to the shallow categories of identity and class politics.

I had become irritated about my first language, my second language, my third language, and all the languages I speak. Words increasingly don’t mean what they are supposed to mean in all these languages. Languages are increasingly becoming tools for disguising ideas and reality rather than disclosing them. It suddenly crossed my mind that perhaps one day I will be forced to put every single word I write inside quotation marks. Nothing means what it’s supposed to mean. I dreamt of a world in which everyone means what they say and say what they mean.

It occurred to me that there are some striking similarities between God and exiled people. Like these people, God has often been a political and a politicized figure in history. Like exiled people, God’s power lies in his existence everywhere and nowhere. That is how many exiled people feel. They have a multiple existence, but multiple existence can also be akin to nonexistence. God, therefore, is the ultimate expression of exile. God, if exists, should understand the meaning of exile more than anyone else.

It's an image that we're given. People have told us "No, these are the things that aren't for you." So one of the most empowering things as a young person was to go to one of the top schools and realize that there are all kinds of affirmative action. You know, there's legacy.. there's the college athlete. And colleges and universities have a right and an interest in diversifying. The problem is that when it comes to students of color, poor kids, all of a sudden that's affirmative action and that's a problem. And they're lesser than. I have been at probably every powerful table there is in the world. I've been at G-summits, I've been in castles and palaces, in boardrooms and academic universities, and I'm coming down from the mountaintop to tell every young person that is poor and working class and has been told regardless of the color of your skin that you don't belong, don't listen to them. They don't even know how they got at those seats.

Irinistic motivation can help people attain academic success and possess themselves with great depth of knowledge.

As a nation we must understand that the future of our country depends on education. It has to be right up front and cannot be an afterthought. It is so important that it has to be available for everyone, not just available to those that can afford it. Our country never fared better than when the GI Bill paid for the education of our veterans. I’m not necessarily advocating a free lunch; however it should be affordable for everyone! For politicians to start handing out vouchers is just a gimmick that shifts funding from Public Schools to Charter Schools. The first thing that should be considered is “Equal Opportunity for All!” I recognize that not everyone is academically gifted or inspired to seek a degree, so a Vocational Technical education may be a viable option for some.

Throughout my childhood, I often felt that I was living with one foot in each of two very different worlds. One world was about thinking, the other about emotion. One was about what we can see and touch and hear, the other was about the inner life that created that tangible reality. As I sought to weave together these two worlds, I moved between what I'd now call times of playing big and times of playing small. During some periods, I could remember what I truly loved - writing, the arts, spirituality, entrepreneurship, creativity, women's empowerment, and being a part of a community - and I could build a life that was about those things. But during many years, I was lost from all that. My education helped develop my intellect, but the artist in me became lost along the way and I neglected my spiritual life. I became a bit cynical about personal growth work, taking my cues from the academic culture around me rather than listening inward to what I knew to be true. Worst of all, I developed some fabulous "critical thinking" skills but then applied them to my own dreams for my future, playing the skeptic instead of being an ally to myself.

Paints a vivid picture of Jesus’ groundbreaking lessons . . . An impressively concise portrayal of Jesus as a moral philosopher [and] social reformer, just as one might study the teachings of the Buddha or the Reverend Martin Luther King Jr. . . . Thorough and erudite . . . written in an almost conversationally informal style.” —Kirkus Reviews “Thoughtful and well researched, Nordstrom’s book is a welcome perspective on Jesus. [Fountain of Change] documents Jesus’s progressive stances on politics, theology, and women’s rights [and] impart a great deal of practical wisdom allowing for [the] intrinsic meaning to be gleaned by any reader. . . . Nordstrom has a knack for language. Well-crafted, alluring prose . . . Short, concise chapters keep the text clipping along nicely.” —Foreword Reviews “An extraordinary read from cover to cover and very highly recommended . . . Informed and informative, thoughtful and thought-provoking, inspired and inspiring . . . Will prove to be of immense interest for non-Christian readers . . . An enduringly popular addition to church, seminary, community, and academic library Christian History collections.” —Midwest Book Review “Well-written, enjoyable, and informative . . . like a conversation with an intelligent friend . . . Here, we see Jesus not as a god, but as a man who preached love and acceptance. . . . Easy to understand exegesis, commentary, and reflections on Jesus’ public ministry.” —BlueInk

Now the common human perception about the purpose of academic institutions, is that, they are meant to put a stamp of approval on the students, so that later on the students can show off their stamp in order to make a living. The parents invest money to get the stamp, and the child uses that stamp to make more money. Where is the element of education in this whole process!

The beetle, endemic to Africa’s Namib desert—where there is just 1.3 cm of rainfall a year—has inspired a few proof-of-concepts in the academic community, but this is the first time a self-filling water bottle has been proposed. The beetle survives by collecting condensation from the ocean breeze on the hardened shell of its wings. The shell is covered in tiny bumps that are water attracting (hydrophilic) at their tips and water-repelling (hydrophobic) at their sides. The beetle extends and aims the wings at incoming sea breezes to catch humid air; tiny droplets 15 to 20 microns in diameter eventually accumulate on its back and run straight down towards its mouth. NBD

Raise your kids and grand-kids not as strong men or strong women, not as good Christians, Jews, or Muslims, not as responsible Americans, Europeans or anything else, not as efficient professionals or smart academics, but as strong, good, responsible, efficient and wise human beings.

These days, activists who advocate "a world without prisons" are often dismissed as quacks, but only a few decades ago, the notion that our society would be much better off without prisons--and that the end of prisons was more or less inevitable--not only dominated mainstream academic discourse in the field of criminology but also inspired national campaign by reformers demanding a moratorium on prison construction.

The awareness that one was in the presence of such an insurgent came at a pheromonal level. He didn’t have to be brash or intimidating. If he had the right qualities, they carried through the air around him despite his quietude. Some men were fiery and motivational, leading with a barely restrained recklessness and a demeanor of perpetually fresh anger. Others were intellectual warriors, brains in circuit with the matrix in space where vectors flew toward other vectors and the results of battle followed from the nature of their intersections. The fighter’s way was elemental. It was not possible to cultivate it reliably in an academic meritocracy, or to gauge it by class rank. The woodsmen with their squirrel guns who beat the British at New Orleans rallied to Andrew Jackson’s readiness to fury, a scent that inspired fear, his instinct to abandon prudence and seize a sudden opening to kill.

Trees make me believe that we can also renew and reshape our lives, no matter what we face in life.

Unless you become a big picture thinker, you will always stay where you are. ~ Ahmed Omaar

Unless you become a big picture thinker, you will always stay where you are.

Si aad u hesho wax aaney qayrkaa heli doonin mustaqbalka, samee wax ka duwan waxa ay sameeyaan.

Every student must choose one of two pains; the pain of self-discipline or the pain of regret of neglected opportunities.

Being a student is like someone behind the bars, only those who burn the midnight oil will get the certificate of freedom.

From the perspective of academic models, the PTI has cynically operated the wind turbines of accountability to put opposition heads under the water.

Don't be alarmed if this isn't going anywhere. Don't expect theories, reliable facts or conclusions. Don't take any of this too seriously. That's what universities are for, and theses, and academic studies. Personally, I like cafés, bars and living rooms. Not to mention comfortable cushions. So nice and cosy.

Efficiency in allocation and distribution of resources will lead to Economic growth. Efficiency in allocation and distribution of rightful internship, academic and economy lacking programs will drop unemployment rate and improves standard of living." ~ Dr Lloyd Magangeni