Quotes About Academic

I was a real unfocused academic student, always fiddling around in class, or doing something silly and thinking of something else that had nothing to do with school.

As a graduate student at Oxford in 1963, I began writing about books in revolutionary France, helping to found the discipline of book history. I was in my academic corner writing about Enlightenment ideals when the Internet exploded the world of academic communication in the 1990s.

At university level, I had an economics lecturer who used to joke that I was the only student who handed in essays on British Airways notepaper.

I would love for a regular student to have a student-athlete's schedule during the season for just one quarter or one semester and show me how you balance that. Show me how you would schedule your classes when you can't schedule classes from 2-to-6 o'clock on any given day.

I don't think in terms of that bizarre tautology 'value for money' in my literary and journalistic work - and nor will I in my academic role. However, if I don't believe I'm helping my students towards a fuller and more empowering relationship with the world, then I'll resign.

People question what I thought of Oxford. Students used to talk about the 'Oxford bubble' because the place can make you feel cut off from the rest of the world. I would forget there were places like London that were not centred round libraries and essays.

During my McGill years, I took a number of math courses, more than other students in chemistry.

But I would much prefer students going to college to learn and be prepared for the rigors of the new economic order, rather than dumping fees on them to subsidize football programs that, far from enhancing the academic mission instead make a mockery of it.

I studied in Kerala, so learnt to read and write Malayalam.

In October 1920 I went to Leeds as Reader in English Language, with a free commission to develop the linguistic side of a large and growing School of English Studies, in which no regular provision had as yet been made for the linguistic specialist.

The close of my studies with a degree of a Dr. Ing. in 1929 coincided with the great economic crisis, and I was not able to find an academic position. I was therefore very grateful for a position in the newly created laboratory of G.J. Driza in Prague where rare chemicals were produced on small scale.

The advice I would give to girls from Eastern backgrounds who are interested in the arts is that it is always beneficial to get your academic studies out of the way before going into the competitive world of the arts.

I have been a Professor Emeritus since 1958, and have continued my scientific studies.

As a kid, I was overly studious, overly serious, very academically driven. It was important to me on a cellular level to do well. And then I went to college at Harvard, and I relaxed a little bit.

Education never really interested me, to be fair. I mean, education does interest me, but academic school study is a different thing. I can't quite grasp that.

First I went to the Sorbonne to do my licence en lettres, but I also started to study law.

If I can't find a project that I'm really interested in, I'll just go back to college where I've been studying art history and French. I'm also going to study English and philosophy - the whole curriculum!

I took a two-year break in college where I was just studying politics - I did political studies and became obsessed with comparative politics.

I read kind of serious books about fairly arcane subjects.

Perhaps more than English or history, STEM subjects require an enormous amount of foundational learning before students can become competent.

A preoccupation with theory has been a defensive response by academic biographers in this country, I submit, to the condescension of traditional humanists and social scientists pervading higher education for many years.

The information you get from social media is not a substitute for academic discipline at all.

There's no substitute for an in-classroom experience.

Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.