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Universities Quotes

Browse 35 quotes about Universities.

Universities Quotes

“You are more likely to find three TVs inside a randomly selected house than you are to find a single book that is or was not read to pass an exam, to please God, or to be a better cook.”

“As long as high schools strive to list the number of Ivy League schools their graduates attend and teachers pile on work without being trained to identify stress-related symptoms, I fear for our children’s health. I am not mollified by the alums of my daughter’s school who return to tell everyone that the rigor of high school prepared them for college, making their first year easier than they’d anticipated. If they make it that far.”

“But a progressive policy needs more than just a bigger break with the economic and moral assumptions of the past 30 years. It needs a return to the conviction that economic growth and the affluence it brings is a means and not an end. The end is what it does to the lives, life-chances and hopes of people. Look at London. Of course it matters to all of us that London's economy flourishes. But the test of the enormous wealth generated in patches of the capital is not that it contributed 20%-30% to Britain's GDP but how it affects the lives of the millions who live and work there. What kind of lives are available to them? Can they afford to live there? If they can't, it is not compensation that London is also a paradise for the ultra-rich. Can they get decently paid jobs or jobs at all? If they can't, don't brag about all those Michelin-starred restaurants and their self-dramatising chefs. Or schooling for children? Inadequate schools are not offset by the fact that London universities could field a football team of Nobel prize winners.”

“Pursuit of desires, divine passions.”

“The loss of political diversity among professor, particularly in fields that deal with politicized content, can undermine the quality and rigor of scholarly research... when a field lacks political diversity, researchers tend to congregate around questions and research methods that generally confirm their shared narrative, while ignoring questions and methods that don't offer such support. The loss of political diversity among the faculty has negative consequences for students, too, in three ways. First, there's the problem that many college students have little or no exposure to professors from half of the political spectrum. Many students graduate with an inaccurate understanding of conservatives, politics, and much of the United States... Second, the loss of viewpoint diversity among the faculty means that what students learn about politically controversial topics will often be "left shifted" from the truth. [The third problem] is the risk that some academic communities- particularly those in the most progressive parts of the country- may attain such high levels of political homogeneity and solidarity that they undergo a phase change, taking on properties of a collective entity that are antithetical to the normal aims of a university... Politically homogenous communities are more susceptible to witch hunts”

“I had all kinds of answers ready for the commissions that called me in and asked me what had made me become a Communist, but what had attracted me to the movement more than anything, dazzled me, was the feeling (real or apparent) of standing near the wheel of history. For in those days we actually did decide the fate of men and events, especially at the universities; in those early years there were very few Communists on the faculty, and the Communists in the student body ran the universities almost single-handed, making decisions on academic staffing, teaching reform, and the curriculum. The intoxication we experienced is commonly known as the intoxication of power, but (with a bit of good will) I could choose less severe words: we were bewitched by history; we were drunk with the thought of jumping on its back and feeling it beneath us; admittedly, in most cases the result was an ugly lust for power, but (as all human affairs are ambiguous) there was still (and especially, perhaps, in us, the young), an altogether idealistic illusion that we were inaugurating a human era in which man (all men) would be neither outside history, nor under the heel of history, but would create and direct it.”

“Imagine if we natives went to the cemeteries in your cities and dug up your beloved relatives, pulled off rings, watches, and clothes, and called them "artifacts," then carried the bones over to the university for study so we could understand you. Consider that there are more bones of native people in universities and museums for study, than there are those of us living.”

“If you keep the distinction between speech and violence clear in your mind, then many more options are available to you. As Marcus Aurelius advised, "Choose not to be harmed- and you won't feel harmed. Don't feel harmed- and you haven't been." The more ways your identity can be threatened by casual daily interactions, the more valuable it will be to cultivate the Stoic (and Buddhist, and CBT) ability to not be emotionally reactive, to not let others control your mind and your cortisol levels... words don't cause stress directly; they can only provoke stress and suffering in a person who has interpreted those words as posing a threat.”

“...Come on let’s see the degree.” Katherine unrolled her scroll displaying a long declaration in Latin affixed with a red seal proclaiming her a Master of Art. “Imagine working for years to obtain a piece of paper we can hardly read ” Katherine joked. “And to officially declare you have talent ” Suzy returned.”

“Japanese universities have a chair system that is a fixed hierarchy. This has its merits when trying to work as a laboratory on one theme. But if you want to do original work you must start young, and young people are limited by the chair system. Even if students cannot become assistant professors at an early age they should be encouraged to do original work. ...Industry is more likely to put its research effort into its daily business. It is very difficult for it to become involved in pure chemistry. There is a need to encourage long-range research, even if we don't know its goal and if its application is unknown.”

“Perhaps the greatest obstacle to systemic reform was that it required numerous stakeholders - textbook publishers, test publishers, schools of education, and so on - to change, which turned out to be an insurmountable political obstacle.”

“the dominance of state or empire over personal relationships; child-rearing and educational practices characterized by hard physical training and harsh discipline; the extraordinary role of military symbols in songs, rituals, and art; a cult of masculinity; and absorption of the family unit into the warfare state. It is worth considering the degree to which militarization has shaped our own society ...”

“Extreme specialization has been the greatest disaster of the modern academic world. It has created narrow Mandarins, ignorant of the universal nature of reality, incapable of connecting concepts from different fields to bring everything together in one ultimate, unified subject. The AC is everything the academic world is not. It’s about connecting everything. It demands that people be generalists, not the most narrow, blinkered specialists.”

“No one else can be blamed for the failure of the education system than the education system itself, and in particular the education establishment, the Mandarin Elite. These people have made education painful and monstrous, not joyous and transformative. They have killed joy. They have turned education into the most boring undertaking possible rather than the most exciting. They should be fired en masse. Not a single one of them should be left to go on poisoning minds. There should be a total clearing out of the Mandarin class, and their total replacement by people who actually care about educating the people, rather than spouting tedious nonsense”

“Do not dwell on the past. Focus on the precious moments and gracious future.”

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“As long as museums and universities send out expeditions to bring to light new forms of living and extinct animals and new data illustrating the interrelations of organisms and their environments, as long as anatomists desire a broad comparative basis human for anatomy, as long as even a few students feel a strong curiosity to learn about the course of evolution and relationships of animals, the old problems of taxonomy, phylogeny and evolution will gradually reassert themselves even in competition with brilliant and highly fruitful laboratory studies in cytology, genetics and physiological chemistry.”