A Quote by Daniel Drezner
I've often heard academics disparage non-academic writing in terms that suggest it could be a negative in the tenure process, irrespective of the quality of academic work under review.
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Academics act like they are important, but when something is academic it is meaningless. People say, 'It's academic, now let's get work done.
Academics act like they are important, but when something is academic it is meaningless. People say, 'It's academic, now let's get work done.'
To the extent that tenure supports academic freedom, I support tenure. I want no person or system to have any power, real or apparent, to chill academic freedom.
I've tried to make a book that's accessible to the ordinary, intelligent reader. Very often books that cover this kind of subject are written by academics, for academics. But I am not an academic.
It doesn't matter what the income level of your family is, or if English is the first or second language. It makes no difference. The bottom line is that every child can be an academic champion, an academic champion and a superstar in academics.
Freedom of speech is not an academic value. Accuracy of speech is an academic value; completeness of speech is an academic value; relevance of speech is an academic value. Each of these is directly related to the goal of academic inquiry: getting a matter of fact right.
I am thoughtful about introducing terms that tend to be in circulation primarily in academic circles. "Homonormativity" and "homonationalism" are by no means solely academic terms, and in fact circulate in important ways in many activist circles, but in general I find them to be terms that most people I meet are not familiar with.
There's actually a wonderful quote from Stanley Fish, who is sometimes very polemical and with whom I don't always agree. He writes, "Freedom of speech is not an academic value. Accuracy of speech is an academic value; completeness of speech is an academic value; relevance of speech is an academic value. Each of these is directly related to the goal of academic inquiry: getting a matter of fact right."
Designs that have a whiff of complex impenetrability tends to suggest big, complicated ideas. Academic writing tends to work the same way, I understand.
I had no intention of becoming an academic. How could a person who was having trouble reading become an academic?
As a graduate student at Oxford in 1963, I began writing about books in revolutionary France, helping to found the discipline of book history. I was in my academic corner writing about Enlightenment ideals when the Internet exploded the world of academic communication in the 1990s.
The phrase 'academic freedom' is often used carelessly: here is a work that will allow a more careful conversation about those many crucial issues facing the academy, in which a well-worked out understanding of conceptions of academic freedom is, as its authors show, an essential tool.
There was little in my early life to indicate that an interest in biology would become the passion of my academic career. In fact, there was little to suggest I would have an academic career.
I was pretty dead set against ever writing an academic novel. It's always been my view that there are already more than enough academic novels and that most of them aren't any good. Most of them are self-conscious and bitter, the work of people who want to settle grudges.
Universities think people come up with great ideas by closing the door. The academic tenure process, where you have to publish to journals which are very narrow, stands in the way of great research.
Anyone can write an academic piece directed at other academics. To write something that delivers an argument and a gripping storyline to someone's granny or eight-year-old takes the highest quality of your powers.
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