A Quote by John Edensor Littlewood
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.
Related Quotes
I firmly believe people have hitherto been a great deal too much taken up about doctrine and far too little about practice. The word "doctrine," as used in the Bible, means teaching of duty, not theory.
The national research effort, upon which so much depends, will remain healthy only so long as there is sound core of disinterested search for new knowledge and an adequate number of men and women trained for carrying on such research and for teaching young scientists.
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 needs an ecosystem that supports evidence-based practice. It will need better systems to disseminate the results of research more widely, but also a better understanding of research, so that teachers can be critical consumers of evidence.
Teaching is learning. When you're teaching full-time you have to do research, stay current.
The model of the teaching hospital, which links research to teaching and service is what's missing in global health.
However, I should perhaps add that during the 20 years I have been back in Cambridge, I have been actively involved in the teaching of undergraduates, as well as of course supervising research students.
Since universities are funded in large parts by grants that depend on costly research, they have every incentive to free professors from their teaching duties as much as possible - as do the professors themselves, who tend to be recruited and promoted primarily based on research output.
When you write a business fable, people get caught up in the story and don't get judgmental about what you're teaching them. If you're teaching a bunch of concepts, people get skeptical and say, 'Where'd you get that research?' But if you tell them a story, they get caught up in it while they learn.
Critics of American colleges typically attribute the failings of undergraduate education to a tendency on the part of professors to neglect their teaching to concentrate on research. In fact, the evidence does not support this thesis, except perhaps in major research universities.
My teaching is not a philosophy. It is the result of direct experience...
My teaching is a means of practice, not something to hold onto or worship.
My teaching is like a raft used to cross the river.
Only a fool would carry the raft around after he had already reached the other shore of liberation.
I think that my research is valuable to my teaching. I think that the two complement each other and I'm able to present somewhat more stimulating lectures because of what's happening in research, so it's a good complement.
Too many years away from academia renders you pretty incompetent at research and teaching. So I had to go back.
As a fiction writer, all I need is a laptop, and when I'm not teaching, I travel as much as I can, applying for every research grant and overseas gig I hear of, then trying to extend those trips as far as the stipends will go. I love to travel alone.
I had left teaching, which I enjoyed, because I realized I couldn't get tenure at a research university.
Shared governance is often the critical element that is missing in Asian universities, no matter how talented the faculty may be. Either it is ministries of education that are trying to run things, or in private institutions - those who control the funds. Neither group knows much about teaching and research.
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