A Quote by Andrew Weil

As an undergraduate at Harvard in the 1960s, I was fascinated by my visits to psychologist B.F. Skinner's laboratory. — © Andrew Weil
As an undergraduate at Harvard in the 1960s, I was fascinated by my visits to psychologist B.F. Skinner's laboratory.
From him [Wilard Bennett] I learned how different a working laboratory is from a student laboratory. The answers are not known! [While an undergraduate, doing experimental measurements in the laboratory of his professor, at Ohio State University.]
I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.
It's like the little rat in the Skinner box who says, "I've got this psychologist under my control. Every time I press the bar, he gives me a food pellet."
As an experimental psychologist, I have been trained not to believe anything unless it can be demonstrated in the laboratory on rats or sophomores.
My undergraduate studies at Brown and graduate degrees from Harvard prepared me for a multifaceted career as an actor, entrepreneur and philanthropist.
If you take a look at places like Harvard, it's striking. In the early ,50s, I think there were a handful of Jewish professors, three or four. But by the 1960s, there were Jewish deans and administrators. In fact, one of the reasons why MIT became a great university was because they admitted Jews whereas Harvard did not.
If I had done everything I'm credited with, I'd be speaking to you from a laboratory jar at Harvard.
My father used to say, "Superior people never make long visits, have to be shown Longfellows grave, or the glass flowers at Harvard."
At the undergraduate level, SNU has a unique 'Opportunities for Undergraduate Research' programme. Students are encouraged to undertake research programmes at the undergraduate level and get trained in the interdisciplinary research.
As Harvard University psychologist Daniel Gilbert argues, 'You can't adapt to commuting, because it's entirely unpredictable. Driving in traffic is a different kind of hell every day.'
Growing up in the 1960s, I can't remember a time when I wasn't fascinated by airplanes and rockets.
There's a picture of my dorm room in the college yearbook as the most messy, most disgusting room on the Harvard campus, where I was an undergraduate.
Economics in college was very poor; I was not very impressed with it. I actually wanted to study statistics. I discovered mathematical statistics as an undergraduate and was fascinated with it.
God is my psychologist. And my dad is probably the best sport psychologist in the world.
I was first exposed to the idea of macro-molecular sequences while I was a postdoctoral fellow with Jack Strominger at Harvard. During that time, I briefly visited Fred Sanger's laboratory in Cambridge, England, to learn the methodology of RNA fingerprinting and sequencing.
Humor, a good sense of it, is to Americans what manhood is to Spaniards, and we will go to great lengths to prove it. Experiments with laboratory rats have shown that, if one psychologist in the room laughs at something a rat does, all of the other psychologists will laugh equally. Nobody wants to be left holding the joke.
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