The late philosopher Morris R. Cohen of CCNY was asked by a student in the metaphysics course, Professor Cohen, how do I know that I exist? The keen old prof replied, And who is asking?
States should not balance their budgets on the backs of students.
One of the most difficult problems of our age is that leaders, and perhaps academics as well, cannot readily admit that things are out of control and that we do not know what to do. We have too much information, limited cognitive abilities to think in systemic terms and an unwillingness to appear to be in control and to have solutions for our problems. We are afraid that if we admit to our confusion, we will make our followers and students anxious and disillusioned. We know we must learn how to learn, but we are afraid to admit it.
Look, don't just stare at the pages," I used to tell my students. "Become the characters. Live inside the book.
Medical education does not exist to provide students with a way of making a living, but to ensure the health of the community.
It looks like the thing that separates out the capable students from the really successful ones is not so much their knowledge. . . but their persistence at something.
You can walk with the Shintoist through his sacred groves, or chant an affirmation with the Hindu on the banks of the Ganges. . . and still be a student of Unity. . . . As the Christ becomes greater to you in Unity, the Buddha also becomes greater, and the greater the Buddha becomes, the greater the Christ becomes.
People are under the illusion that it's easy. . . Technically, it is complex. You have a million options with equipment to distract you. I tell my students to simplify their equipment.
I couldn't even speak in front of a group of students when I was in high school. I could barely do that sort of thing. But once I started doing the "YES!" chant down to the ring and people would do it with me, it allowed me to feel more comfortable.
Instead of bailing out Wall Street for the fourth time. . let's bail out the students.
When I was teaching I often said to students that you are trying to be too creative, don't be too creative, because there is so much already in what you are making, you don't need to do very much. You just need to do a little bit, and that is a lot.
The Jews have always been students, and their greatest study is themselves.
Economics is primarily useful, both to the student and to the political leader, as a prophylactic against popular fallacies.
I suspect most likely that more Nazis came to America. I was a student at Harvard during the early 1950s. There was practically no Jewish faculty there.
The idea of celibate vampires is ridiculous. To me, vampires are sex. I don't get a vampire story about abstinence. I don't care about high school students. I find them irritating and uninformed.
The only thing that happens when I'm teaching is that I hope there are some students out there in the class who will ask questions.
If you could distill this down to a single principle its that the best marketers in the world know MARKETS first and foremost, and secondly they're students of MARKETING. It's more important to know a MARKET than to know MARKETING, and I teach people MARKETING! And so, as far as this seminar is concerned, it's all about knowing a market, and it's so thorough that even if you don't have personal experience in that market you can still go into it and find out, what are the things that people will pay money for!
I advise students on the subject of color as follows: If it looks good enough to eat, use it.
I always feel a bit trapped when a painting goes for millions of pounds and only one person can have it. If you can have that as well as a poster on every student's wall, then you're in a very enviable position. I'd like to do a Damien Hirst for £500 at some point.
I wasn't a great student. Just give me a school with no grades, and I'll be happy.