A Quote by Noam Chomsky

The truth is, I have absolutely no professional credentials - literally, which is why I'm teaching at MIT. — © Noam Chomsky
The truth is, I have absolutely no professional credentials - literally, which is why I'm teaching at MIT.
One of the best teaching experiences Ed Schein and I had when we were teaching at MIT in the 1960s was inventing a course on leadership through film.
I went to school at MIT with a whole bunch of engineers. And then I started work one day and asked myself, 'Why do all of these MIT Ph.D.s work for Harvard M.B.A.s?' Why should it be like that? I was one of those engineers who thought, 'Why are these people making those dumb decisions?' So it's fun to be the person making them.
I was at a speaking engagement for MIT... and I said, 'The Professor has all sorts of degrees, including one from this very institution [MIT]! And that's why I can make a radio out of a coconut, and not fix a hole in a boat!'
There are two views of interpreting the Bible in America: that every word is literally the truth without qualification, and then the other view is, it's called plenary inspiration, which holds that all religious truth taught in the Bible is true from God, but each word is not necessarily interpreted literally.
There were people that grabbed you just by talking, and that's what I loved about professional wrestling when I started out. That's why I'm already so good. That's why people literally hang on the edge of their seats when I have a mic because they want to know what I'm going to say.
In my own professional work I have touched on a variety of different fields. I've done work in mathematical linguistics, for example, without any professional credentials in mathematics; in this subject I am completely self-taught, and not very well taught.
I thought, well of course, Kinsey absolutely adored teaching. He was a wonderful teacher. So these kids really inspired me. So that was a clue I hung onto. He loved young people, he absolutely loved them. And he loved teaching them and trying to help them.
I thought of killing myself but soon decided that I could always try MIT and then kill myself later if it was that bad but that I couldn't commit suicide and then try MIT afterwards. The two operations, suicide and going to MIT, don't commute.
I probably learned most at MIT by teaching and working with Peter Diamond, who acted like a big brother to me during my time in the department.
I had spent the summer of 1966 working at MIT in the group that was the MIT component of the Multics effort.
I was a student in the Department of Anthropology. At that time, they were teaching that there was absolutely no difference between anybody. They may be teaching that still.
The governors of the world believe, and have always believed, that virtue can only be taught by teaching falsehood, and that any man who knew the truth would be wicked. I disbelieve this, absolutely and entirely. I believe that love of truth is the basis of all real virtue, and that virtues based upon lies can only do harm.
I moved to MIT from Stanford in 1984 to teach, and became the founding director of MIT's Computer Science and Artificial Intelligence Lab.
The truth is, I should have never done teaching. I did teaching because I didn't have the bottle to have a go at comedy. Whether there's any gain to comedy is not for me to say. But certainly it was no loss to teaching.
In high school, I was the best broad jumper on our team, and I kind of thought that when I got to MIT, I'd probably still be the best broad jumper, 'cause why do broad jumpers come to MIT? But it turned out to actually be the other way around. There was another person in my class who could jump about 3 feet further than I could.
Amherst was pivotal in my broad intellectual development; MIT in my development as a professional economist.
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