Scholarship Motivation Quotes

Wishing to prove oneself right is the usual motive for scholarship.

True scholarship needs neither an origin nor a destination, good master. To seek new knowledge is its own motivation.” This was precisely the sort of lofty non-answer that pleased scholars best.

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

Two motives urge fans to obsession with their sports. One is the need-—through the appeal of vicarious success—-to identify with winners. The other is to sanction, through pedantry, dogmatism, record-keeping, wise secret knowledge, and pseudo-scholarship, a claim to expertise on the subject. Sports give every man his opportunity to perform as a learned bore and to watch innumerable commentators on TV do the same.

Persons seeking to find scholarship herein will be sued; persons motivated to discover meaning will be exiled; persons seeking to find an allegory will be summarily ordained.

The Christian religion, hand in hand with various philosophical outlooks, has motivated, sanctioned, and shaped large portions of the Western scientific heritage. Modern Christians ought to drink deeply at the well of historical precedent. If we do, we will never feel intimidated by positivists and others who deny that religion has any role in genuine scholarship. In the broad scope of history, that claim is itself a temporary aberration-a mere blip on the screen, already beginning to fade.

The key point here is Macaulay’s belief that “knowledge and reflection” on the part of the Hindus, especially the Brahmanas, would cause them to give up their age-old belief in anything Vedic in favor of Christianity. The purpose was to turn the strength of Hindu intellectuals against their own kind by utilizing their commitment to scholarship in uprooting their own tradition, which Macaulay viewed as nothing more than superstitions. His plan was to educate the Hindus to become Christians and turn them into collaborators. He persisted with this idea for fifteen years until he found the money and the right man for turning his utopian idea into reality. He needed someone who would translate and interpret the Vedic texts in such a way that the newly educated Indian elite would see the superiority of the Bible and choose that over everything else. Upon his return to England, after a good deal of effort he found a talented but impoverished young German Vedic scholar by name Friedrich Max Muller who was willing to take on the arduous job. Macaulay used his influence with the East India Company to find funds for Max Muller’s translation of the Rig Veda. Though an ardent German nationalist, Max Muller agreed for the sake of Christianity to work for the East India Company, which in reality meant the British Government of India. He also badly needed a major sponsor for his ambitious plans, which he felt he had at last found. The fact is that Max Muller was paid by the East India Company to further its colonial aims, and worked in cooperation with others who were motivated by the superiority of the German race through the white Aryan race theory. This was the genesis of his great enterprise, translating the Rig Veda with Sayana's commentary and the editing of the fifty-volume Sacred Books of the East. In this way, there can be no doubt regarding Max Muller’s initial aim and commitment to converting Indians to Christianity. Writing to his wife in 1866 he observed: “It [the Rig Veda] is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has sprung from it during the last three thousand years.” Two years later he also wrote the Duke of Argyle, then acting Secretary of State for India: “The ancient religion of India is doomed. And if Christianity does not take its place, whose fault will it be?” This makes it very clear that Max Muller was an agent of the British government paid to advance its colonial interests. Nonetheless, he still remained an ardent German nationalist even while working in England. This helps explain why he used his position as a recognized Vedic and Sanskrit scholar to promote the idea of the “Aryan race” and the “Aryan nation,” a theory amongst a certain class of so-called scholars, which has maintained its influence even until today.

Bohr is really doing what the Stoic allegorists did to close the gap between their world and Homer's, or what St. Augustine did when he explained, against the evidence, the concord of the canonical scriptures. The dissonances as well as the harmonies have to be made concordant by means of some ultimate complementarity. Later biblical scholarship has sought different explanations, and more sophisticated concords; but the motive is the same, however the methods may differ. An epoch, as Einstein remarked, is the instruments of its research. Stoic physics, biblical typology, Copenhagen quantum theory, are all different, but all use concord-fictions and assert complementarities. Such fictions meet a need. They seem to do what Bacon said poetry could: 'give some show of satisfaction to the mind, wherein the nature of things doth seem to deny it.' Literary fictions ( Bacon's 'poetry') do likewise. One consequence is that they change, for the same reason that patristic allegory is not the same thing, though it may be essentially the same kind of thing, as the physicists' Principle of Complementarity. The show of satisfaction will only serve when there seems to be a degree of real compliance with reality as we, from time to time, imagine it. Thus we might imagine a constant value for the irreconcileable observations of the reason and the imagination, the one immersed in chronos, the other in kairos; but the proportions vary indeterminably. Or, when we find 'what will suffice,' the element of what I have called the paradigmatic will vary. We measure and order time with our fictions; but time seems, in reality, to be ever more diverse and less and less subject to any uniform system of measurement. Thus we think of the past in very different timescales, according to what we are doing; the time of the art-historian is different from that of the geologist, that of the football coach from the anthropologist's. There is a time of clocks, a time of radioactive carbon, a time even of linguistic change, as in lexicostatics. None of these is the same as the 'structural' or 'family' time of sociology. George Kubler in his book The Shape of Time distinguished between 'absolute' and 'systematic' age, a hierarchy of durations from that of the coral reef to that of the solar year. Our ways of filling the interval between the tick and tock must grow more difficult and more selfcritical, as well as more various; the need we continue to feel is a need of concord, and we supply it by increasingly varied concord-fictions. They change as the reality from which we, in the middest, seek a show of satisfaction, changes; because 'times change.' The fictions by which we seek to find 'what will suffice' change also. They change because we no longer live in a world with an historical tick which will certainly be consummated by a definitive tock. And among all the other changing fictions, literary fictions take their place. They find out about the changing world on our behalf; they arrange our complementarities. They do this, for some of us, perhaps better than history, perhaps better than theology, largely because they are consciously false; but the way to understand their development is to see how they are related to those other fictional systems. It is not that we are connoisseurs of chaos, but that we are surrounded by it, and equipped for coexistence with it only by our fictive powers. This may, in the absence of a supreme fiction-or the possibility of it, be a hard fate; which is why the poet of that fiction is compelled to say From this the poem springs: that we live in a place That is not our own, and much more, nor ourselves And hard it is, in spite of blazoned days.

In Tibet, there were innumerable great scholars and bodhisattvas, but unless a scholar was told by his root guru to compose a commentary on a specific text or received a prediction from his yidam deity, he would not write one. Even when great scholars or bodhisattvas did write something, they would first check themselves to make sure that their intention was not merely to win respect, prove themselves to be a great scholar, gain material wealth, or acquire a good reputation. As every Dharma text is meant to benefit being and guide them on the spiritual path, they would only write if they had a pure, unselfish motivation. Even in the context of the Sutrayana path, though the past great scholars and realized beings wrote many commentaries on the Buddha's teachings, these writings would first be examined by other great scholars to determine whether the text was in exact accord with the Buddha's teachings. If the text did agree with the Buddha's teachings, it would be presented to the Dharma king and discussed with him. If they all agreed that the text was qualified, the writer would be invited to discuss the text and answer questions from the Dharma king and the scholars. If it was perfect and qualified as a text that could benefit beings, the author would be recognized as a good scholar and the text would be respected. If the author claimed to be a scholar but wrote a commentary that the others found not to be in accordance with the Buddha's teachings and therefore not beneficial, they would proclaim that the text had no value. It would be tied to a dog's tail, and after the dog had run around with it for a while, the text would be thrown into a fire. This was because a commentary would be read by many people, and if it was not in accordance with the teachings of the Buddha, readers could develop wrong views, create negative karma, and fall into the lower realms in their next life.

entire project would be kicked back, and he would need to start the submission process again. The proposal had to be perfect this time. If not, he was sure his competitors would swoop in on this opportunity to launch their own devices. He had spent the last two years on this project, and he was so close—only twenty-seven days left to make all the necessary corrections. He could not afford distractions now. Too much was riding on this; his name was riding on this. He remembered what his father always told him: “No one remembers the name of the person who came in second.” These words motivated him all through high school to earn a full scholarship to Boston University, where he earned his BA and master’s degrees in computer science, and then his PhD in robotics engineering at MIT. Those degrees had driven him to start his own business, Vinchi Medical Engineering, and at age thirty-four, he still lived by those words to keep the company on top. The intercom buzzed. “Your conference call is ready on line one, Mr. Vinchi.” “What the hell were you guys thinking?” Jon barked as soon as he got on the line. Not waiting for them to answer, Jon continued, “Whose bright idea was it to submit my name to participate at this event—or any event, for that matter? This type of thing has your name written all over it, Drew. Is this your doing?” As always, Trent said it the way it was. “If you had attended the last meeting, Jon, you would have been brought up to date for this and would have had the chance to voice any opposition to your participation.” It was a moot point, Jon knew he’d missed their last meeting—actually, their last few meetings—due to his own business needs. But this stunt wasn’t solely about the meeting, and he knew it. “Trent, I have always supported the decisions you guys have made in the past, but I am not supporting this one. What makes you think I will even show? I don’t have time for this nonsense.” “Time is valuable to all of us, Jon. We all have our own companies to run besides supporting what is needed for Takes One. Either you’re fully invested in this, or you’re not. There are times when it takes more than

As the reach of the 1619 Project grew, so did the backlash. A small group of historians publicly attempted to discredit the project by challenging its historical interpretations and pointing to what they said were historical errors. They did not agree with our framing, which treated slavery and anti-Blackness as foundational to America. They did not like our assertion that Black Americans have served as this nation’s most ardent freedom fighters and have waged their battles mostly alone, or the idea that so much of modern American life has been shaped not by the majestic ideals of our founding but by its grave hypocrisy. And they especially did not like a paragraph I wrote about the motivations of the colonists who declared independence from Britain. “Conveniently left out of our founding mythology,” that paragraph began, “is the fact that one of the primary reasons the colonists decided to declare their independence from Britain was because they wanted to protect the institution of slavery.” Later, in response to other scholars who believed we hadn’t been specific enough and to clarify that this sentence had never been meant to imply that every single colonist shared this motivation, we changed the sentence to read “some of the colonists.” But that mattered little to some of our critics. The linking of slavery and the American Revolution directly challenged the cornerstone of national identity embedded in our public history, the narratives taught to us in elementary schools, museums and memorials, Hollywood movies, and in many scholarly works as well.16 The assertions about the role slavery played in the American Revolution shocked many of our readers. But these assertions came directly from academic historians who had been making this argument for decades. Plainly, the historical ideas and arguments in the 1619 Project were not new.17 We based them on the wealth of scholarship that has redefined the field of American history since at least the 1960s, including Benjamin Quarles’s landmark book The Negro in the American Revolution, first published in 1961; Eric Foner’s Reconstruction: America’s Unfinished Revolution, 1863–1877; Annette Gordon-Reed’s The Hemingses of Monticello: An American Family; and Alan Taylor’s The Internal Enemy: Slavery and War in Virginia, 1772–1832. What seemed to provoke so much ire was that we had breached the wall between academic history and popular understanding, and we had done so in The New York Times, the paper of record, in a major multimedia project led by a Black

The joy of God equips us with knowledge, freedom, and strength. . . . Our identities and motivations are invested in loving others rather than serving ourselves. And we have the power of the Spirit to help us carry that love through in action. Shame on us if we’re not experts in making the world a better place! This—and nothing else—is what can create a real encounter with the holistic joy of God for people outside the church. If they encounter Christianity through our efforts to leverage secondary assets (politics, scholarship, worldview, evangelism, emotions, causes), they will not encounter the joy of God. But when they see that the total Christian life makes a radical difference in homes, workplaces, and communities, they will want to know why. Then they will know that the joy of God is a real thing. Then they will know that there is a real supernatural power working in the lives of Christians.30

Communism is a great example of the human tendency to fail to appreciate how our best theories can fail catastrophically in practice, l even if their adherents are motivated by an idealistic vision of "the greater good".

I had long despised the Word of God and repressed the God of that Word. I came to Jesus Christ because the God of Scripture was merciful. He understood my motives, circumstances, thinking, behavior, emotions, and relationships better than all the psychologies put together. They saw only the surface of things, for all their pretension to “depth.” He cut to the heart. They described and treated symptoms (in great detail, with scholarship and genuine concern), but they could never really get to causes. He exposed causes. They misconstrued what they saw most clearly and cared about most deeply. He got it right. They could never really love adequately, and they could never really reorient the inner gyroscope. God is love, with power. They—we—finally misled people, blind guides leading blind travelers in hopeful circles, whistling in the dark valley of the shadow of death, unable to escape the self-centeredness of our own hearts and society, unable to find the fresh air and bright sun of a Christ-centered universe. Scripture took my life apart and put it back together new. The Spirit of sonship began the lifelong reorientation course called “making disciples.” The God of all comfort gave truth, love, and power. Christ exposed the pretensions of the systems and methods in which I had placed my trust. Even better, Jesus gave me himself to trust and follow.

Standards-based grading is grounded in several key principles: grades must accurately describe a student’s progress and current level of achievement; habits of scholarship should be assessed and reported separately; grades are for communication, not motivation or punishment; grades must be specific enough in what they measure that it is clear what students need to work on to improve; and student engagement is key to the grading process.

There was once a time when most students in college whose parents could afford it, or who qualified for scholarships or assistance, received a stipend. It was considered a good thing that there might be a few years in a young man’s or woman’s life where money was not the primary motivation; where he or she could thus be free to pursue other forms of value: say, philosophy, poetry, athletics, sexual experimentation, altered states of consciousness, politics, or the history of Western art. Nowadays it is considered important they should work. However, it is not considered important they should work at anything useful.

It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. Academics were incentivized...by knowing that other scholars could - and would - point out evidence of bias or motivating reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were.

For those of us who care to do biblical scholarship deliberately informed by our social location, the concepts of apartheid and/or post-apartheid thus become critical concepts in shaping the discourse at a specific point in time. The preceding interested stance is motivated by my persuasion that there is no value free interpretation of texts, be they legal, religious, economic, or political texts, among others. Our experiences form a critical part of the meaning-making processes of our disciplines. (from "Navigating a Foreign Terrain")

2:32. six hundred three thousand five hundred fifty. Add to this the underage and elderly men, the women of all ages, and the Levites, and the total number of Israelites must approach two million. It has been calculated that by these numbers, marching eight across, when the first Israelites reach Mount Sinai, half of them would still be in Egypt! The extraordinary size of this population is a famous old problem in traditional and critical biblical scholarship. The numbers appear far too high; but they do not appear to be entirely invented either, because what would be the motive for contriving them in all of this tribe-by-tribe detail for the first four chapters of Numbers? Some suggest that the word for "thousand" here means rather a "clan," but that is not correct (see the comment on Num 3:43). One possibility is that these are the numbers from the census that is attributed to King David (2 Samuel 24; see the comment in Exod 30:12). (There are just three censuses in the Tanak, the two censuses of Moses and the census of David.) Coming centuries later, in a period in which Israel is settled in the land, the numbers are more understandable in the Davidic era (though they are questionably high even for that period). In this scenario, the records here would have come from old documents among the archives which would have come to be mixed in with documents that were used as sources for the Torah.

80 percent of people chose to award a scholarship to a member of their favored political party, even when another applicant had better grades. In fact, this political favoritism was stronger than racial favoritism.

Scholarship especially runs scared of fervent quests for glory. If we acknowledge the existence of such feelings, we tend to diminish them: the fearless knight becomes illiterate and ignorant, the passionate lady becomes a woman frustrated by male-dominated society. We cynically explain the motives of the man who goes on campaign, or fights to the death for his lord. Perhaps only the anonymous men at the bottom of the social spectrum-the landless laborers, who lifted their spades in the years following the Black Death and started to conform to the modern stereotype of the downtrodden peasant, resentful of his servitude-gain widespread and genuine modern sympathy.

Persons seeking to find scholarship herein will be sued; persons motivated to discover meaning will be exiled; persons hoping to unearth an allegory will be summarily ordained.” — The Author

These changes have been steadily eroding the barrier between scholarship and activism. It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. The teacher or scholar was expected to set aside her own biases and beliefs in order to approach her subject as objectively as possible. Academics were incentivized to do so by knowing that other scholars could—and would—point out evidence of bias or motivated reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were. This is not how Social Justice scholarship works or is applied to education. Teaching is now supposed to be a political act, and only one type of politics is acceptable—identity politics, as defined by Social Justice and Theory. In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical or ideological position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.38 One particularly infamous 2016 paper in Géneros: Multidisciplinary Journal of Gender Studies even favorably likened women’s studies to HIV and Ebola, advocating that it spread its version of feminism like an immune-suppressing virus, using students-turned-activists as carriers.39

Many nineteenth-century writers and thinkers, it seems, were impelled by a profound need to walk or climb, the fulfillment of which was closely connected to their intellectual formation and sense of self. Yet the significance of this phenomenon remains insufficiently recognized in historical scholarship ... In the case of ... public figures for whom walking was of resonant personal importance, this oversight may reflect an assumption that what might seem to be merely recreational activities can tell us little enough about the larger stories, themes, motivations and concerns associated with the lives of such figures. But if so, it is a mistaken assumption ... walking was an activity of existential significance, of influence on their thought and ideas, social experience, politics and sense of identity. Further examination of this significance is overdue.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

advocate that people self-identify as disabled for the purposes of gaining a group identity (postmodern theme), to engage in postmodern disruption of the knowledge-production capacity of medical science (postmodern knowledge principle), or as a politically motivated disruption of the dominant belief that disability is a thing to be avoided or treated (postmodern political principle). It is unclear how any of this can be helpful to disabled people.