Quotes About Discovery

I was never a good student. I had to be dragged into kindergarten. It was hard to sit and listen to somebody talk. I wanted to be out, educated by experience and adventure, and I didn't know how to express that.

We want to take AI and CIFAR to wonderful new places, where no person, no student, no program has gone before.

I was a student at SF State, and I honestly didn't know where I was headed. I thought maybe something in the social sciences. But I happened to be living with a group of people, and one person was a film student. I was always keen on and aware of what she was doing.

Occasionally a student writer comes up with something really beautiful and moving, and you won't know for years if it was an accident or the first burst of something wonderful.

When I was a student, the laws of physics were regarded as completely off limits. The job of the scientist, we were told, is to discover the laws and apply them, not inquire into their provenance.

I am permanently a student of people who make great songs, but besides sort of learning by absorption, I just love listening to music, hearing what's going on, hearing new things or new old things.

'Breathe In' was such a big deal for me. It was my first anything. Before that, I was going through 'Backstage Magazine' and applying for student films.

The move to creating stories was a natural progression for me, but the most pivotal time was probably in 6th grade: That year, a friend introduced me to the stories of Ray Bradbury, and a student teacher introduced me to creative writing.

At 21, I discovered repression and injustice. The army would shoot students with real bullets.

My whole life has been basically trying to find intelligent students or, you know, highly motivated students and giving them an opportunity to do good science.

I always tell my students that, in fiction, the opening is a clue to the work's DNA: not only what it is, but what it will become, where it will lead you.

I wasn't really into body piercings until I found that about half my female students had them.

I encourage students to pursue an idea far enough so they can see what the cliches and stereotypes are. Only then do they begin to hit pay dirt.

One works in one's laboratory - one's chaotic laboratory - with students and colleagues, doing what one most wants to do - then all this happens! It is overwhelming.

Math proficiency is the gateway to a number of incredible careers that students may never have considered.

I had many moments of disappointment, despondency, and exhaustion, but I always found that by reading the literature and showing up at my lab looking at the data as they emerged day by day and discussing them with my students and postdoctoral fellows, I would gain a notion of what to do next.

At school, we'd studied the Romans and the Saxons, and I was fascinated by it all. So I made my dad take me to the British Museum as often as possible.

America's space program has been the envy and inspiration of the world. It has made landmark scientific discoveries that are a lasting legacy of this nation's greatness. It has studied Earth in ways no other nation can match.

I studied archaeology.

I feel like I studied anthropology in college for a reason.

I went to the Technion and studied with Avram Hershko. I found it more exciting than practicing medicine.

Ideas emerge when a part of the real or imagined world is studied for its own sake.

Then when I reached college I realized that many people had thought about the problem during the 18th and 19th centuries and so I studied those methods.

I wasn't the kind of kid like Spielberg or Lucas who knew to go to film school. I didn't know at 12 what I was going to do; it took me until I was about 23. I studied journalism in college, but after school, I got a job in public television and I never worked as a journalist for one moment.