A Quote by Nicholas Lemann
I think serious research tends to be associated with higher academic quality, more prestige, more resources, and even, heaven help us, better teaching, to a greater extent than you might think. Folks who don't have an active intellectual life become, though the long years of just teaching, less intellectually alive and exciting.
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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.
We need more concept-development and active involvement, less tuning forks, pulleys, and friction formulas - students know they'll never use those. They need more study of outer space and DNA. They need more exciting teaching, more fair-minded encouragement, more career guidance, more mentorship. Both students and teachers need more feedback. It would help if we stopped protecting bad teachers - It's very difficult to get rid of even sexual perverts let alone just bad teachers.
I love teaching I think more than anything. It's the opportunity to just teach young people and teach the game. You teach more than basketball. You teach life skills. The teaching part of it is something that I am passionate about. I look forward to every practice. A lot of people say well, I enjoy coaching, but I see myself as more as a teacher.
We can do better in higher education. And it is more than just technology. It's also an attitude on the part of faculty. We need to think through how we can produce a better quality product at less cost.
I started teaching yoga in 1974 in Colorado, I was living in Winter Park, and I started teaching skiers. At that point I was teaching more of the Sivananda system and just pushing it up a little bit to make it a little more rajasic a little more active, a little more physical. People would come, and feel great, and by the time I left Colorado in 1980 I'd taught pretty much everyone in town - the ski patrol, ski instructors, the bar owners.
The world can use more light and less noise. More solvers and fewer blamers. More folks showing a better way and fewer folks complaining about how much better things used to be. More folks offering help and fewer folks wringing their hands about the problems. More hope bringers and fewer hope killers.
I just think of interesting roles to play. I guess that I have matured, I guess growing up and becoming a man, your taste in characters changes and I think I have become more interested in active characters as I have become less contemplative in my personal life. Things have become a little bit more interesting in the doing these days and less interesting in the thinking about the doing.
We are apt to think that everything that happens to us is to be turned into useful teaching; it is to be turned into something better than teaching, into character. We shall find that the spheres God brings us into are not meant to teach us something but to make us something.
There is a long list of psychology research demonstrating that appearances matter more than most us would care to admit. As shallow as it may be, better-looking people have been shown in various studies to have higher self-esteem and more charisma, are considered more trustworthy and are better negotiators.
Teaching regularly has made me an even more adept reader, I think. The kind of teaching I do is more like editing than anything else. The kind of editing book editors used to do before lunch. The kind of editing I used to do as a radio documentary maker.
Acting is something I love. It's a great craft that I have a lot of respect for. But I don't think it's any greater challenge than teaching 8-year-olds or any other career. In my life, I try not to make it more important than it is and I just hope that rubs off on the people around me.
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.
I think more of the little kids from a school in a little village in Niger who get teaching two hours a day, sharing one chair for three of them, and who are very keen to get an education. I have them in my mind all the time. Because I think they need even more help than the people in Athens.
Your Heavenly body is going to be an awful lot like it is now, only better. And if you enjoy its pleasures now, think how marvelous they're going to be when your body is supernatural, really super, with more power and more beauty and more grace and greater thrills and more marvelous exciting experiences and love than ever!-All the pleasures of this life and Heaven too, and their continuation on the other side!
Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.
Even though over the last years I've had more and more success and I've been getting better on the tour, I think I've lived this kind of life as an athlete for many years already.
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