A Quote by David Linley
We are not training crafts people as we used to do. We're not giving people the chance to learn. Education has become very academic. There's nothing wrong with academic for some people, but not all.
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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."
An arts education helps build academic skills and increase academic performance, while also providing alternative opportunities to reward the skills of children who learn differently.
There's a big difference between the role of an academic and the role of someone in government. That's a cliche, but in academic life if you say things that are common sense and people nod their heads, it's not very useful. You're not adding anything.
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.'
Going through these academic programs, your job really is to learn how to be a therapist. They're training you to sit in front of clients and it's a serious matter. You're holding people's psyches.
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.
In a sense these are questions that most people ask themselves to some extent. They become philosophical when asked with a persistence and rigour that pushes past conventional or evasive answers. It's nothing to do with acquiring a technical facility in an academic discipline.
I had no intention of becoming an academic. How could a person who was having trouble reading become an academic?
Because lots of LGBTQ people are really smart, and there's so much really interesting reading that can be done, and so much academic writing that's been done about it, people can end up getting quite academic about it.
I went to a very academic school that actually - when I got to the point of wanting to pursue acting, they just had no idea how to do that, because all of their contacts were very academic.
There's a lot of things to learn, starting with you'd better caution people just as the State Department cautioned people, especially those of Chinese descent, before they decide to engage in academic research in China.
I don't know why people question the academic training of an athlete. Fifty percent of the doctors in this country graduated in the bottom half of their classes.
I began to read [Bible] as a critic, an in-house critic. So I got to a place where when I got to the university, I just couldn't reconcile that book and some of its points of view with stuff I was learning in my academic career. And so then you have a choice: either you give up your academic career and close your mind and become a constant fundamentalist, or you give up your religion and become a citizen of the modern world and get a modern education, or just spend the rest of your life balancing the two things together, forcing them into a dialogue.
To become an academic expert takes years of studying. Academic experts are experts in how and what others have done. They use case studies and observation to understand a subject.
Many faculty retreated into academic specializations and an arcane language that made them irrelevant to the task of defending the university as a public good, except for in some cases a very small audience. This has become more and more clear in the last few years as academics have become so insular, often unwilling or unable to defend the university as a public good, in spite of the widespread attacks on academic freedom, the role of the university as a democratic public sphere, and the increasing reduction of knowledge to a saleable commodity, and students to customers.
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