A Quote by Jack Steinberger

I feel I learned as much from fellow students as from the professors. — © Jack Steinberger
I feel I learned as much from fellow students as from the professors.
The work that I wanted to create wasn't being done then. I was too much concerned about fellow students, professors, institutional style [in Yale].
And then there is Pythagoras. The legend is that the founder of theoretical mathematics was so outraged when one of his students, the haplessly gifted Hippasus, discovered irrational numbers that he sent the poor fellow out on a raft to drown, initiating a venerable tradition of professors mistreating their graduate students.
The resources at Harvard - its professors, our fellow students, the libraries, its alumni - created for me the opportunity to pursue my passions in finance.
There's something melancholy about professors because they're chronically abandoned. They form these lovely relationships with students and then the students leave and the professors stay the same. It's like they're chronically abandoned.
In some of the classes, especially the introductory religion courses I took, the professors can veer into a particular strain of religious anti-intellectualism. Professors typically aren't given tenure at Liberty, so there's pressure to hew to the party line on religious and social issues. I didn't see a whole lot of my professors encouraging critical thinking among their students. Which isn't to say that students don't engage critical thinking skills at Liberty - just that it wasn't part of my classroom experience there.
Some conservatives have expressed outrage that the views of professors are at odds with the views of students, as if ideas were entitled to be represented in proportion to their popularity and students were entitled to professors who share their political or social values. One of the more important functions of college that it exposes young people to ideas and arguments they have not encountered at home is redefined as a problem.
Efforts to develop critical thinking falter in practice because too many professors still lecture to passive audiences instead of challenging students to apply what they have learned to new questions.
The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.
To avoid being mistaken for a sellout, I chose my friends carefully. The more politically active black students. The foreign students. The Chicanos. The Marxist professors and structural feminists and punk-rock performance poets.
The experience I had all those 40 years of working on Broadway and working on television, I bring it to students and I let them kind of drain me dry but they all feel at the end of the class that they are getting so much out of it. The students grow in my classroom because they feel safe. They don't feel like they're going to be yelled at.
I established relationships with so many of those Iran students that went on for years.And they were so different from American students. They seemed to worship their teachers. The professors were major to them. They wanted to give gifts, and you'd have to say, oh, no, no, you can't do that.
The possibility that stock value in aggregate can become irrationally high is contrary to the hard-form "efficient market" theory that many of you once learned as gospel from your mistaken professors of yore. Your mistaken professors were too much influenced by "rational man" models of human behavior from economics and too little by "foolish man" models from psychology and real-world experience.
To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.
I've learned so much from my professors and have been fortunate to have had so many good ones, including Frederick and Steven Barthelme, Edward Carey, Jim Magnuson, and Elizabeth McCracken.
Instead of educating students, these professors are trying to indoctrinate them.
In an undergraduate business environment, the best learning experience is the interaction students have with each other. They need to learn from each other as much as from professors and lectures and other teaching tools.
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