A Quote by Claude Levi-Strauss

Teaching and research are not to be confused with training for a profession. Their greatness and their misfortune is that they are a refuge or a mission. — © Claude Levi-Strauss
Teaching and research are not to be confused with training for a profession. Their greatness and their misfortune is that they are a refuge or a mission.
Teaching is an art and a profession requiring years of training.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
In passing, I firmly believe that research should be offset by a certain amount of teaching, if only as a change from the agony of research. The trouble, however, I freely admit, is that in practice you get either no teaching, or else far too much.
I think teaching should be an exalted profession, not a picked-on profession.
I think the teaching profession contributes more to the future of our society than any other single profession.
If I were not a writer, I would spend more time doing the things that I am already doing, which include doing research in physics, teaching, and running a nonprofit organization with a mission to empower women in Cambodia.
Teaching is a sacred profession. And art is a form of teaching.
Life is a mission, not a career. A career is a profession, a mission is a cause. A career asks, What's in it for me? A mission asks, How can I make a difference?
Doctoral training is devoted almost entirely to learning to do research, even though most Ph.Ds who enter academic life spend far more time teaching than they do conducting experiments or writing books.
Teaching is learning. When you're teaching full-time you have to do research, stay current.
Teaching sometimes seems like not one profession, but every profession. We ask them to be doctor and diplomat, calf-herder, map-maker, wizard and watchman, electricians of the mind.
The model of the teaching hospital, which links research to teaching and service is what's missing in global health.
There are some vile and contemptible men who, allowing themselves to be conquered by misfortune, seek a refuge in death.
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.
I desire to assist in attracting to this profession young men of character and ability, also to help those already engaged in the profession to acquire the highest moral and intellectual training
I desire to assist in attracting to this profession young men of character and ability, also to help those already engaged in the profession to acquire the highest moral and intellectual training.
This site uses cookies to ensure you get the best experience. More info...
Got it!