A Quote by Jimmy Heath
Teaching is learning. When you're teaching full-time you have to do research, stay current.
Related Quotes
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 served as Dean until 1974, when I stepped down to return to full time teaching and research.
The model of the teaching hospital, which links research to teaching and service is what's missing in global health.
I love teaching online at my website and soon I'll be writing a math book. I love to teach math. I just don't have time for a full-time teaching gig. Acting is way too time-consuming.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
My recent retirement from full-time teaching to the status of research professor at University of California-Santa Barbara (UCSB) encouraged me to come out, so to speak.
When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.
I believe sanity and realism can be restored to the teaching of Mathematical Statistics most easily and directly by entrusting such teaching largely to men and women who have had personal experience of research in the Natural Sciences.
Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.
I have written more than 100 novels and novellas since 1983 - I was first published in 1985. There was an overlap of three years with my teaching career, but finally I felt good enough about my writing career to quit teaching and write full time.
In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.
The goal of teaching is learning, not teaching.
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.
While a significant part of learning certain comes from teaching - but good teaching and by good teachers - a major measure comes from exploration, from reinventing the wheel and finding out for oneself.
Psychologists would say that the only two important forms of social learning are imitation and teaching, and they will spend time trying to figure out if animals imitate or teach. Sometimes they find they do; sometimes they find they don't. And so that's kind of the level of controversy there. Biologists would include imitation and teaching and a range of other kinds of social learning. So we would call that culture, whereas the psychologist wouldn't.
A significant contribution to science pedagogy and to the scholarship of teaching and learning. ... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching.
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