Quotes about academics

A collection of quotes on the topic of academics, other, people, use.

Quotes about academics

“In my opinion, and beyond the different definitions about this literary genre or the absurd academic discrepancies about its constitution or taxonomy, the story is above all an experiential art.”

José Baroja (1983) Chilean author and editor

Source: Grupo Ígneo. Interview. https://grupoigneo.com/blog/jose-baroja-el-cuento-es-un-trago-breve/

Art

“I believe that academics do not flow naturally with this world, since, many times, the Academy, from those all-knowing egos, which are not lacking, turns the literary into a mere object lacking spirit.”

José Baroja (1983) Chilean author and editor

Source: Fuente: https://portal.ucm.cl/noticias/academico-la-ucm-presento-segunda-antologia-hijo-perra-otros-cuentos

World, Time, Nature

“I no longer have patience for certain things, not because I’ve become arrogant, but simply because I reached a point in my life where I do not want to waste more time with what displeases me or hurts me. I have no patience for cynicism, excessive criticism and demands of any nature. I lost the will to please those who do not like me, to love those who do not love me and to smile at those who do not want to smile at me. I no longer spend a single minute on those who lie or want to manipulate. I decided not to coexist anymore with pretense, hypocrisy, dishonesty and cheap praise. I do not tolerate selective erudition nor academic arrogance. I do not adjust either to popular gossiping. I hate conflict and comparisons. I believe in a world of opposites and that’s why I avoid people with rigid and inflexible personalities. In friendship I dislike the lack of loyalty and betrayal. I do not get along with those who do not know how to give a compliment or a word of encouragement. Exaggerations bore me and I have difficulty accepting those who do not like animals. And on top of everything I have no patience for anyone who does not deserve my patience.”

Meryl Streep (1949) American actress

Misattributed to Meryl Streep (and widely disseminated on the Internet as of August/September 2014), this quote is allegedly a translation of a text by the author José Micard Teixeira, the original of which begins (in Portuguese): "Já não tenho paciência para algumas coisas, não porque me tenha tornado arrogante..."
Misattributed

Love, Life, Hate, Friendship

“It may come as a surprise to some academics, but there is a marked relationship between economic power and political power.”

Michael Parenti (1933) American academic

Preface to the Sixth Edition, p. viii
Democracy for the Few (2010 [1974]), sixth edition

“I can better understand the inert blindness & defiant ignorance of the reactionaries from having been one of them. I know how smugly ignorant I was—wrapped up in the arts, the natural (not social) sciences, the externals of history & antiquarianism, the abstract academic phases of philosophy, & so on—all the one-sided standard lore to which, according to the traditions of the dying order, a liberal education was limited. God! the things that were left out—the inside facts of history, the rational interpretation of periodic social crises, the foundations of economics & sociology, the actual state of the world today … & above all, the habit of applying disinterested reason to problems hitherto approached only with traditional genuflections, flag-waving, & callous shoulder-shrugs! All this comes up with humiliating force through an incident of a few days ago—when young Conover, having established contact with Henneberger, the ex-owner of WT, obtained from the latter a long epistle which I wrote Edwin Baird on Feby. 3, 1924, in response to a request for biographical & personal data. Little Willis asked permission to publish the text in his combined SFC-Fantasy, & I began looking the thing over to see what it was like—for I had not the least recollection of ever having penned it. Well …. I managed to get through, after about 10 closely typed pages of egotistical reminiscences & showing-off & expressions of opinion about mankind & the universe. I did not faint—but I looked around for a 1924 photograph of myself to burn, spit on, or stick pins in! Holy Hades—was I that much of a dub at 33 … only 13 years ago? There was no getting out of it—I really had thrown all that haughty, complacent, snobbish, self-centred, intolerant bull, & at a mature age when anybody but a perfect damned fool would have known better! That earlier illness had kept me in seclusion, limited my knowledge of the world, & given me something of the fatuous effusiveness of a belated adolescent when I finally was able to get around more in 1920, is hardly much of an excuse. Well—there was nothing to be done … except to rush a note back to Conover & tell him I'd dismember him & run the fragments through a sausage-grinder if he ever thought of printing such a thing! The only consolation lay in the reflection that I had matured a bit since '24. It's hard to have done all one's growing up since 33—but that's a damn sight better than not growing up at all.”

H.P. Lovecraft (1890–1937) American author

Letter to Catherine L. Moore (7 February 1937), in Selected Letters V, 1934-1937 edited by August Derleth and Donald Wandrei, pp. 407-408
Non-Fiction, Letters

God, Age, World, Education

“If you need to invoke your academic pedigree or job title for people to believe what you say, then you need a better argument.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

People

“Life without music is unthinkable. Life without music is academic. That is why my contact with music is a total embrace.”

Leonard Bernstein (1918–1990) American composer, conductor, author, music lecturer, and pianist

Life, Music

“If a professor thinks what matters most
Is to have gained an academic post
Where he can earn a livelihood, and then
Neglect research, let controversy rest,
He's but a petty tradesman at the best,
Selling retail the work of other men.”

Kālidāsa Mālavikāgnimitram

Mālavikāgnimitram, i.17. In Poems from the Sanskrit, trans. John Brough (London: Penguin, 1968), no. 165; as reported in A Dictionary of Scientific Quotations by Alan L. Mackay (Bristol: IOP Publishing, 1991), p. 136.

Men, Thinking

“From women's eyes this doctrine I derive:
They sparkle still the right Promethean fire;
They are the books, the arts, the academes,
That show, contain and nourish all the world.”

William Shakespeare Love's Labour's Lost

Source: Love's Labour's Lost

Women, Books, World, Art

“Academic training in beauty is a sham. We have been deceived… The beauties of the Parthenon, Venuses, Nymphs, Narcissuses are so many lies. Art is not the application of a canon of beauty but what the instinct and the brain can conceive beyond any canon.”

Pablo Picasso (1881–1973) Spanish painter, sculptor, printmaker, ceramicist, and stage designer

1930s, "Conversations avec Picasso," 1934–35
Source: Herschel Browning Chip (1968, p. 271), quoted in Chipp (1978, 266); As cited in: Constance Milbrath (1998), Patterns of Artistic Development in Children, p. 257.

Beauty, Art, Training

“The academic mind, as we know, is sometimes capable of assuming an aggressive attitude. The official mind, on the contrary, is and has to be, expert in the art of self-defence.”

Ronald Fisher (1890–1962) English statistician, evolutionary biologist, geneticist, and eugenicist

Presidential Address to the First Indian Statistical Congress, 1938. Sankhya 4, 14-17.
1930s

Art

“In my study of the Ayodhya controversy, I noticed that the frequent attempts to conceal or deny inconvenient evidence were an integral part of a larger effort to rewrite India's history and to whitewash Islam. It struck me that this effort to deny the unpleasant facts of Islam's destructive role in Indian history is similar to the attempts by some European writers to deny the Nazi holocaust. Its goal and methods are similar, even though its social position is very different: in Europe, Holocaust negationists are a fringe group shunned by respectable people, but in India, jihad negationists are in control of the academic establishment and of the press.”

Koenraad Elst (1959) orientalist, writer

1990s, Negationism in India, (1992)

People, History, Effort, Study

“… what is there in the subject of psychology to demand the attention of the manager?
Psychology, in the popular phrase, is " the study of the mind." It has for years been included in the training of all teachers, and has been one of the first steps for the student of philosophy; but it has not, usually, been included among the studies of the young scientific or engineering student, or of any students in other lines than Philosophy and Education. This, not because its value as a " culture subject " was not understood, but because the course of the average student is so crowded with technical preparation necessary to his life work, and because the practical value of psychology has not been recognized. It is well recognized that the teacher must understand the working of the mind in order best to impart his information in that way that will enable the student to grasp it most readily. It was not recognized that every man going out into the world needs all the knowledge that he can get as to the working of the human mind in order not only to give but to receive information with the least waste and expenditure of energy, nor was it recognized that in the industrial, as well as the academic world, almost every man is a teacher.”

Lillian Gilbreth (1878–1972) American psychologist and industrial engineer

Source: Psychology of management, 1914, p. 1-2

Life, World, Education, Way

“In 1974 I nearly got into a fistfight with some early academic feminists in a restaurant when I casually alluded to a hormonal element in sex differences. It was utterly unacceptable at that time to think or say such a thing. … If you have any doubts about the effect of hormones on emotion, libido and aggression, have a chat with a transexual, who must take hormones medically. He or she will set you straight.”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), Junk Bonds and Corporate Raiders : Academe in the Hour of the Wolf, p. 185

Sex, Thinking, Time

“This independence is glorified as "academic freedom," … except that in the background, a discreet distance away, stands the state watching with a certain supervisory look on its face, making sure to remind everybody from time to time that it is the aim, the purpose, the essence of this whole strange process.”

Friedrich Nietzsche (1844–1900) German philosopher, poet, composer, cultural critic, and classical philologist

Diese doppelte Selbständigkeit preist man mit Hochgefühl als ›akademische Freiheit‹: ... nur daß hinter beiden Gruppen in bescheidener Entfernung der Staat mit einer gewissen gespannten Aufsehermiene steht, um von Zeit zu Zeit daran zu erinnern, daß er Zweck, Ziel und Inbegriff der sonderbaren Sprech- und Hörprozedur sei.
Anti-Education (1872)

Freedom, Time

“The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U. S. A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university.”

Saul Bellow (1915–2005) Canadian-born American writer

Source: Introduction to The Closing of the American Mind (1988), p. 18

War, People, Health, Education

“Conditions of misery, suffering, war, and war profiteering were the incentive and inspiration for my work. I was also motivated by the seeming incompetence of governments, the academic world, and a lack of solutions from scientists. Many fail as generalists because of their over-specialization on limited aspects of social problems. Scientists, politicians, and academicians see problems from inside the system they’re in, which is what’s responsible for the problems in the first place. I am disappointed with those who worry about terra-forming other planets while our own is still full of war, poverty, hunger, and environmental neglect.”

Jacque Fresco (1916–2017) American futurist and self-described social engineer

Hunger, War, Suffering, Problem

“A literary academic can no more pass a bookstore than an alcoholic can pass a bar.”

Carolyn G. Heilbrun (1926–2003) Academic, novelist

Alcohol

“The more you learn, the less you fear. "Learn" not in the sense of academic study, but in the practical understanding of life.”

Julian Barnes book The Sense of an Ending

Source: The Sense of an Ending

Life, Fear, Understanding, Sense

“That I was not suited to commerce or academic study in no way proves that I should also be unfit to be a painter.”

Vincent Van Gogh (1853–1890) Dutch post-Impressionist painter (1853-1890)

Way, Study

“i am going to bed. i will have nightmares involving huge monsters in academic robes carrying long bloody butcher knives labeled Excerpt, Selection, Passage, and Abridged.”

Helene Hanff book 84, Charing Cross Road

Source: 84, Charing Cross Road

“The imagination of the genius vastly surpasses his intellect; the intellect of the academic vastly surpasses his imagination”

Nassim Nicholas Taleb book The Bed of Procrustes: Philosophical and Practical Aphorisms

Source: The Bed of Procrustes: Philosophical and Practical Aphorisms

Imagination

“Life among academics had taught me that a well-expressed opinion is usually better than a badly expressed fact, so far as professional advancement goes.”

Diana Gabaldon book Outlander

Source: Outlander

Life

“It's possible this whole "Why do Latinos love Morrisey?" question will haunt us forever. Fortunately, Canadian academics are on the case.”

Chuck Klosterman (1972) Author, Columnist

Love, Question

“The most dangerous thing about an academic education is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what’s going on in front of me.”

David Foster Wallace (1962–2008) American fiction writer and essayist

Source: This Is Water: Some Thoughts, Delivered on a Significant Occasion, about Living a Compassionate Life

Education, Thinking

“To be a writer you have to write -- and no academic degree is going to do the writing for you.”

Michelle Richmond (1970) American writer

“The hope of a secure and livable world lies with disciplined nonconformists, who are dedicated to justice, peace, and brotherhood. The trailblazers in human, academic, scientific, and religious freedom have always been nonconformists. In any cause that concerns the progress of mankind, put your faith in the nonconformist!”

Martin Luther King, Jr. book Strength to Love

Source: 1960s, Strength to Love (1963), Ch. 2 : Transformed nonconformist

World, Peace, Faith, Justice

“Academe, n.: An ancient school where morality and philosophy were taught. Academy, n.: A modern school where football is taught.”

Ambrose Bierce (1842–1914) American editorialist, journalist, short story writer, fabulist, and satirist

Source: The Unabridged Devil's Dictionary

School, Football

“Academics were not intellectuals; they were not curious, they built their stolid tents of specialized knowledge and stayed securely in them.”

Chimamanda Ngozi Adichie book Americanah

Source: Americanah

Knowledge

“Philip Tetlock has just produced a study which suggests we should view expertise in political forecasting--by academics or intelligence analysts, independent pundits, journalists or institutional specialists--with the same skepticism that the well-informed now apply to stockmarket forecasting… It is the scientific spirit with which he tackled his project that is the most notable thing about his book, but the findings of his inquiry are important and, for both reasons, everyone seriously concerned with forecasting, political risk, strategic analysis and public policy debate would do well to read the book.”

Philip E. Tetlock (1954) American political science writer

Paul Monk, Australian Financial Review, cited in: Philip E. Tetlock. Expert Political Judgment: How Good Is It? How Can We Know?, 2015. Back cover.
About

Books, Intelligence, Study, Reading

“Unfortunately, too many academics retreat into narrow specialisms, allow themselves to become adjuncts of the corporation, or align themselves with dominant interests that serve largely to consolidate authority rather than to critique its abuses. Refusing to take positions on controversial issues or to examine the role they might play in lessening human suffering, such academics become models of moral indifference and examples of what it means to disconnect learning from public life. This is a form of education, as Howard Zinn notes, where scholars “publish while others perish.” Even many leftist and liberal academics have retreated into arcane discourses that offer them the safe ground of the professional recluse.”

Henry Giroux (1943) American academic

"Higher Education Under Siege: Implications for Public Intellectuals," Thought and Action (Fall 2006), p. 64

Life, Education, Suffering, Learning

“So, these were the four components of my upbringing -- the academic stuff where I was left to myself, Mahendrabhai, my father's passion for creating Reliance and the last piece was his deep links with the family.”

Mukesh Ambani (1957) Indian business magnate

Always invest in businesses of the future and in talent

Family, Passion

“To know oneself as well as one can; to avoid self-deception and foster no illusions; to learn what one can about the plain natural truth of things, and make one's valuations accordingly; to waste no time in speculating upon vain subtleties, upon "things which are not and work not"; — this perhaps is hardly the aim of an academic philosophy, but it is what a practical philosophy keeps steadily in view. Because the Meditations of Marcus Aurelius so consistently does keep just this in view, it still remains, and for those who can take it will probably always remain, the best of handbooks to the art of living.”

Albert Jay Nock (1870–1945) American journalist

Source: Memoirs of a Superfluous Man (1943), p. 304-305

Truth, Art, Nature, Learning

“If someone were to discover, for instance, that under hitherto unobserved circumstances stones were able to speak, it would take only a few pages to describe and explain so earth-shattering a phenomenon. On the other hand, one can always write yet another book about positive thinking, and this is far from being of only academic interest, since it involves a method that makes it impossible ever to arrive at a clear resolution of life's most important questions. Human activities might be graded by the quantity of words required: the more words, the worse their character. All the knowledge that has led our species from wearing animal skins to people flying, complete with proofs, would fill a handful of reference books, but a bookcase the size of the earth would not suffice to hold all the rest, quite apart from the vast discussions that are conducted not with the pen but with the sword and chains. The thought suggests itself that we carry on our human business in a most irrational manner when we do not use those methods by which the exact sciences have forged ahead in such exemplary fashion.”

Robert Musil book The Man Without Qualities

The Man Without Qualities (1930–1942)

Life, People, Books, Fashion

“There is a striking kinship between our movement and Margaret Sanger's early efforts. She, like we, saw the horrifying conditions of ghetto life. Like we, she knew that all of society is poisoned by cancerous slums. Like we, she was a direct actionist — a nonviolent resister. She was willing to accept scorn and abuse until the truth she saw was revealed to the millions. At the turn of the century she went into the slums and set up a birth control clinic, and for this deed she went to jail because she was violating an unjust law. Yet the years have justified her actions. She launched a movement which is obeying a higher law to preserve human life under humane conditions. Margaret Sanger had to commit what was then called a crime in order to enrich humanity, and today we honor her courage and vision; for without them there would have been no beginning. Our sure beginning in the struggle for equality by nonviolent direct action may not have been so resolute without the tradition established by Margaret Sanger and people like her. Negroes have no mere academic nor ordinary interest in family planning. They have a special and urgent concern.”

Martin Luther King, Jr. (1929–1968) American clergyman, activist, and leader in the American Civil Rights Movement

1960s, Family Planning - A Special and Urgent Concern (1966)

Life, People, Truth, Family

“The tools of the academic designer are a piece of paper and a pencil with an eraser. If a mistake is made, it can always be erased and changed. If the practical-reactor designer errs, he wears the mistake around his neck; it cannot be erased. Everyone sees it.”

Hyman George Rickover (1900–1986) United States admiral

Paper Reactors, Real Reactors (1953)

Change

“Most academic economists know nothing of economy. In fact, they know little of anything.”

Edward Abbey (1927–1989) American author and essayist

Source: A Voice Crying in the Wilderness (Vox Clamantis in Deserto) (1990), Ch. 11 : Money Et Cetera, p. 97

“I want so much for my work to grow forth out of the material, just as in nature the plants grow forth out of the earth, which corresponds to their character. In the print 'Lebensfreude' [Joy of living] I worked for the most part with my finger, and the effect I hoped for was achieved. There is hidden in the print a bit of wantonness, in the representation as well as in the boldness of the technique. If I were to make the "ragged and moving" contours "correctly" in the academic sense, this effect would not nearly be achieved.”

Emil Nolde (1867–1956) German artist

in a letter to his friend Gustav Schiefler, 1906, in 'Gustav Schiefler and Christel Mosel', Emil Nolde: Das graphische Werk, vol. 2.; M. DuMont Schauberg, Cologne, 1966-67, p. 8; as quoted in 'The Revival of Printmaking in Germany', I. K. Rigby; in German Expressionist Prints and Drawings - Essays Vol 1.; published by Museum Associates, Los Angeles County Museum of Art, California & Prestel-Verlag, Germany, 1986, p.50
Nolde described how the exhilarating new sense of collaboration with the medium had freed him from the constraints of traditional etching techniques and encouraged a bolder, freer expression
1900 - 1920

Hope, Nature, Sense, Joy

“This topic is personal for me; it’s not just academic. If someone says that the Bible is a myth and is not true, or that the doctrine of evolution is true, and the Genesis account of creation is false, they are attacking the very foundation of my faith.”

Kent Hovind (1953) American young Earth creationist

Dissertation for doctor of philosophy in christian education (May 25, 1991)

Faith, Personality, Falseness

“We think it’s extremely important to have lots of feedback and input from civil society organizations. Something broad like, Does democracy lead to growth? -- these are very difficult questions to answer. It’s almost academic.”

Jim Yong Kim (1959) Korean-American physician and anthropologist, 12th President of the World Bank

Banker to the Poor, A Conversation With Jim Yong Kim, October, 14

Democracy, Question, Thinking

“The default designation of poetry has become written poetry. That's why we have to prefix the adjective "oral," because the unmodified noun no longer covers anything but written poetry. That's also why we resort to other unwieldy phrases to pigeonhole events and phenomena that our cultural proclivities have silently eliminated from consideration. Thus a "poetry reading" describes a performance (from a published text, of course) before a well-behaved, often academic audience. Thus "spoken-word poetry"—so redundant from a historical perspective—identifies voiced verbal art, verse that is lifted off the page and into the world of presence and experience.”

John Miles Foley (1947–2012) American literary scholar

How to Read an Oral Poem (2002), p. 30

World, Art, Reading

“There is nothing more deplorable than those skeptics and reformers, liberal priests and humanistically-oriented scholars, who moan about “soullessness,” “barren materialism,” what is “unsatisfying in mere science,” and the “cold play of atoms,” and renounce intellectual precision, which is for them only a slight temptation. Then, with the help of some alleged “emotional knowledge” to satisfy the feelings, and with the “necessary” harmony and rounding-out of the world picture, all they invent is some universal spirit: a world-soul, or a God, who is nothing more than the world of the academic petite bourgeoisie which gives rise to him; at best, an oversoul who reads the newspaper and demonstrates a certain appreciation of social questions.”

Robert Musil (1880–1942) Austrian writer

Source: “The Religious Spirit, Modernism, and Metaphysics” (1913), p. 23

God, World, Feeling, Soul

“Herbert Casson was a highly prolific writer on management, with a career as a management guru spanning some four decades. A skilled writer who was also a successful entrepreneur, he used his own experiences and acute observations of the world around him to develop a philosophy of management based on the concept of ‘efficiency’. He published more than seventy books, which by the time of his death had sold more than half a million copies around the world. Something of a maverick, he was never really accepted by the business academic community in either Britain or America. His books were popular and populist, highly entertaining and full of penetrating insight.”

Morgen Witzel (1960) Canadian historian, business theorist

Source: Fifty key figures in management, 2004, p. 42

Death, Books, World, Communication

“Can a geology teacher blithely tell his students that the earth is flat, or a European history professor that the Holocaust didn’t happen? That’s not academic freedom, but dereliction of duty.”

Jerry Coyne (1949) American biologist

" More creationism sneaks into public schools http://whyevolutionistrue.wordpress.com/2013/04/29/more-creationism-sneaks-into-public-schools/" April 29, 2013

History, Freedom, Teachers

“…because academics everywhere are forever attacking one another, and I had long since learned that one must never believe what a teacher says of another.”

Gore Vidal (1925–2012) American writer

Source: 1960s, Julian (1964), Chapter 5

Learning, Teachers

“I'd thought that what I'd like to do is to a translation where I don't have to think about academic considerations. Scholarly considerations. I'll just think about how to present – this is Penguins, after all – how to present this book in such a way that I do the whole of it but at the same time it's enjoyable for the English reader, if possible, and they can get some of the pleasure out of it that I got myself.”

David Hawkes (sinologist) (1923–2009) British sinologist

Source: Interview, 1998, p. 148

Pleasure, Books, Way, Thinking

“Academic writing excuses itself from rhetorical care in the selfless service of some precise truth—and then deforms our only means for speaking truth.”

Mark D. Jordan (1953)

Christian Rhetoric: Scraps for a Manifesto

Truth

“I hope that we all agree that the aim is to provide the right education for every child. For some children, that will be an education that is firmly based in learning practical and vocational skills. For others, it will be an education based on academic excellence.”

Theresa May (1956) Prime Minister of the United Kingdom

Maiden speech to Parliament https://www.theyworkforyou.com/debates/?id=1997-06-02a.59.0 (02 June 1997)

Children, Education, Hope, Learning

“You can assume that if a writer's work has survived for centuries, there are reasons why this is so, explanations that have nothing to do with a conspiracy of academics plotting to resuscitate a zombie army of dead white males.”

Francine Prose book Reading Like a Writer

Reading Like a Writer, ch. 2, p. 15 (2006)

Dead

“In Somalia, we know exactly what they had to gain because they told us. The chairman of the Joint Chiefs, Colin Powell, described this as the best public relations operation of the Pentagon that he could imagine. His picture, which I think is plausible, is that there was a problem about raising the Pentagon budget, and they needed something that would be, look like a kind of a cakewalk, which would give a lot of prestige to the Pentagon. Somalia looked easy. Let's look back at the background. For years, the United States had supported a really brutal dictator, who had just devastated the country, and was finally kicked out. After he's kicked out, it was 1990, the country sank into total chaos and disaster, with starvation and warfare and all kind of horrible misery. The United States refused to, certainly to pay reparations, but even to look. By the middle of 1992, it was beginning to ease. The fighting was dying down, food supplies were beginning to get in, the Red Cross was getting in, roughly 80% of their supplies they said. There was a harvest on the way. It looked like it was finally sort of settling down. At that point, all of a sudden, George Bush announced that he had been watching these heartbreaking pictures on television, on Thanksgiving, and we had to do something, we had to send in humanitarian aid. The Marines landed, in a landing which was so comical, that even the media couldn't keep a straight face. Take a look at the reports of the landing of the Marines, it must've been the first week of December 1992. They had planned a night, there was nothing that was going on, but they planned a night landing, so you could show off all the fancy new night vision equipment and so on. Of course they had called the television stations, because what's the point of a PR operation for the Pentagon if there's no one to look for it. So the television stations were all there, with their bright lights and that sort of thing, and as the Marines were coming ashore they were blinded by the television light. So they had to send people out to get the cameramen to turn off the lights, so they could land with their fancy new equipment. As I say, even the media could not keep a straight face on this one, and they reported it pretty accurately. Also reported the PR aspect. Well the idea was, you could get some nice shots of Marine colonels handing out peanut butter sandwiches to starving refugees, and that'd all look great. And so it looked for a couple of weeks, until things started to get unpleasant. As things started to get unpleasant, the United States responded with what's called the Powell Doctrine. The United States has an unusual military doctrine, it's one of the reasons why the U. S. is generally disqualified from peace keeping operations that involve civilians, again, this has to do with sovereignty. U. S. military doctrine is that U. S. soldiers are not permitted to come under any threat. That's not true for other countries. So countries like, say, Canada, the Fiji Islands, Pakistan, Norway, their soldiers are coming under threat all the time. The peace keepers in southern Lebanon for example, are being attacked by Israeli soldiers all the time, and have suffered plenty of casualties, and they don't like it. But U. S. soldiers are not permitted to come under any threat, so when Somali teenagers started shaking fists at them, and more, they came back with massive fire power, and that led to a massacre. According to the U. S., I don't know the actual numbers, but according to U. S. government, about 7 to 10 thousand Somali civilians were killed before this was over. There's a close analysis of all of this by Alex de Waal, who's one of the world's leading specialists on African famine and relief, altogether academic specialist. His estimate is that the number of people saved by the intervention and the number killed by the intervention was approximately in the same ballpark. That's Somalia. That's what's given as a stellar example of the humanitarian intervention.”

Noam Chomsky (1928) american linguist, philosopher and activist

Responding to the question, "what did the United States have to gain by intervening in Somalia?", regarding Operation Provide Relief/Operation Restore Hope/Battle of Mogadishu.
Quotes 1990s, 1995-1999, Sovereignty and World Order, 1999

People, World, Peace, Food

“The devil gave me a look which made me profoundly uneasy. 'Just because I am enjoying your sympathy, don't imagine that I cannot read you like a book,' he said. 'You think you are cleverer than I; it is a very common academic delusion.”

Robertson Davies (1913–1995) Canadian journalist, playwright, professor, critic, and novelist

When Satan Goes Home For Christmas
High Spirits: A Collection of Ghost Stories (1982)

Books, Imagination, Thinking, Reading

“I am basically writing for a general audience rather than an academic audience. So, I explain stuff, I don’t assume knowledge of any of this on the part of the reader. In a kind of general sense I suppose I have, when I am deciding how much needs to be explained, in mind my primary audience.”

William Dalrymple (1965) author and historian

In Amrita Ghosh, Author in Focus: An Interview with Dalrymple http://www.cerebration.org/dalrymple.html, Cerebration.Org.

Knowledge, Sense, Parting

“I shall admit frankly that, among the academic diversions available today, I consider sociology as a sort of 'royal game.”

Peter L. Berger (1929–2017) Austrian-born American sociologist

Preface
Invitation to Sociology (1963)

Game

“I come here to your beautiful country -’ Mr Raj saw through the window bare branches, coil after coil of dirty clouds, washing on neighbour lines, forlorn pecking birds, a distant brace of gasometers. ‘- your beautiful country, I say,’ he said defiantly. ‘…So far I have had mixed career. Fights and insults, complete lack of sexual sustenance - most necessary to men in prime of life - and inability to find accommodation commensurate with social position and academic attainments…”

Anthony Burgess (1917–1993) English writer

Fiction, The Right to an Answer (1960)

Life, Men, Beauty, Bird

“The clerical work is par for the course. "Keep on file in numerical order" means throw in wastebasket. You'll soon learn the language. "Let it be a challenge to you" means you're stuck with it; "interpersonal relationships" is a fight between kids; "ancillary civic agencies for supportive discipline" means call the cops; "Language Arts Dept." is the English office; "literature based on child's reading level and experiential background" means that's all they've got in the Book Room; "non-academic-minded" is a delinquent; and "It has come to my attention" means you're in trouble.”

Bel Kaufmanová book Up the Down Staircase

Part I, ch. 2 (Bea Schachter)
Up the Down Staircase (1965)

Books, Art, Literature, Support

“So long as the figures 'now superseded' and the academic projections based upon them held sway, it was possible for politicians to shrug their shoulders. With so much of immediate and indisputable importance on their hands, why should they attend to what was forecast for the end of the century, when most of them would be not only out of office but dead and gone? … It was not for them to heed the cries of anguish from those of their own people who already saw their towns being changed, their native places turned into foreign lands, and themselves displaced as if by a systematic colonisation. For these the much vaunted compassion of the parties and politicians was not available: the parties and the politicians preferred to be busy making speeches on race relations; and if any of their number dared to tell them the truth, even less than the whole truth, about what was happening and what would happen here in England, they denounced them as racialist and turned them out of doors. They could feel safe; for they said in their hearts: 'If trouble comes, it will not be in our time; let the next generation see to it!' … The explosive which will blow us asunder is there and the fuse is burning, but the fuse is shorter than had been supposed. The transformation which I referred to earlier as being without even a remote parallel in our history, the occupation of the hearts of this metropolis and of towns and cities across England by a coloured population amounting to millions, this before long will be past denying. It is possible that the people of this country will, with good or ill grace, accept what they did not ask for, did not want and were not told of. My own judgment— it is a judgment which the politician has a duty to form to the best of his ability— I have not feared to give: it is— to use words I used two years and a half ago— that 'the people of England will not endure it'.”

Enoch Powell (1912–1998) British politician

Speech to the Carshalton and Banstead Young Conservatives at Carshalton Hall (15 February 1971), from Still to Decide (Eliot Right Way Books, 1972), pp. 202-203.
1970s

People, Truth, Fear, Feeling

“Marx, however imperfectly he worked out the details, set himself the task of discovering the law of motion of capitalism, and if there is any hope of progress in economics at all, it must be in using academic methods to solve the problems posed by Marx.”

Joan Robinson book An Essay on Marxian Economics

Source: An Essay on Marxian Economics (Second Edition) (1966), Chapter XI, Dynamic Analysis, p. 95

Law, Hope, Problem

“There is a certain category of fool—the overeducated, the academic, the journalist, the newspaper reader, the mechanistic "scientist", the pseudo-empiricist, those endowed with what I call "epistemic arrogance", this wonderful ability to discount what they did not see, the unobserved.”

Nassim Nicholas Taleb book The Bed of Procrustes: Philosophical and Practical Aphorisms

Source: The Bed of Procrustes: Philosophical and Practical Aphorisms (2010), p. 106

Fools

“Once this was a nation of farmers, builders, inventors, creators, explorers, and thinkers. Now we are a nation of bubblehead academic poseurs, race-guilt hucksters, and keening middle-class "victims" of imaginary wrongs.”

John Derbyshire (1945) writer

Source: We Are Doomed: Reclaiming Conservative Pessimism (2009)

“In academia much bogus knowledge is tolerated in the name of academic freedom – which is like allowing for the sale of contaminated food in the name of free enterprise. I submit that such tolerance is suicidal: that the serious students must be protected against the “anything goes” crowd.”

Mario Bunge (1919) Argentine philosopher and physicist

Matter and Mind (2010), p. 264.
2010s

Food, Knowledge, Suicide, Freedom

“Edwin Fischer was, on the concert platform, a short, leonine, resilient figure, whose every fiber seemed to vibrate with elemental musical power. Wildness and gentleness were never far from each other in his piano-playing, and demonic outbursts would magically give way to inner peace. It was as little trouble to him (as Alfred Polgar once said of an actor) to lose himself as to find himself.
His playing of slow movements was full of an unselfconsciousness beside which the music-making of others, famous names included, seemed academic or insincere. With Fischer, one was in more immediate contact with the music: there was no curtain before the soul when he communicated with the audience. One other musician, Furtwangler, conveyed to the same degree this sensation of music not being played, but rather happening by itself.”

Alfred Brendel (1931) Austrian pianist, poet, and author

As cited in: Ruth Hanna Sachs, ‎D. E. Heap, ‎Joyce Light (2005). White Rose History, Volume II (Academic Version). p. 366

Peace, Music, Way, Soul

“Truth be told, I'm not an easy man. I can be an entertaining one, though it's been my experience that most people don't want to be entertained. They want to be comforted. And, of course, my idea of entertaining might not be yours. I'm in complete agreement with all those people who say, regarding movies, "I just want to be entertained." This populist position is much derided by my academic colleagues as simpleminded and unsophisticated, evidence of questionable analytical and critical acuity. But I agree with the premise, and I too just want to be entertained. That I am almost never entertained by what entertains other people who just want to be entertained doesn't make us philosophically incompatible. It just means we shouldn't go to movies together.”

Richard Russo book Straight Man

Prologue.
Straight Man (1997)

People, Truth, Idea, Question

“I had felt compelled to report everything important that I had found out, as if I were writing an academic paper. Instead of submitting a formal report, I could have simply informed the IR authorities that I had some ideas and information on the IR program that I wanted to discuss with them. In that case, the IR people might have given my criticisms some attention. In any event, they would have been more likely to let me know whether any of the recommendations in my other reports had been acted on—and with what results.”

William Foote Whyte (1914–2000) American sociologist

Source: Participant observer, 1994, p. 196; As cited in: Ickis (2014)

People, Idea

“My starting point is as an academic who always thought nuclear was the answer, but who then looked at the figures and came to an inescapable conclusion that solar-hydrogen is the long-term future. I did not come at this as a green evangelist. I am a reluctant convert.”

Derek Abbott (1960) Physicist, engineer

On energy supply and solar power

Future

“Too often secondary school counselors seem to press academically talented students toward an early vocational choice. We believe more mistakes are made by an early vocational decision than a delayed decision, especially by students who are intellectually gifted and who possess wide interests.”

Eugene S. Wilson (1905)

"We're Pushing Out Kids Too Hard", Kiplinger's Personal Finance, March 1968, p. 27 http://books.google.com/books?id=fgAEAAAAMBAJ&pg=PA27 <br class="br">Attributed

School, Decision

“The further development of the open system thinking propounded by von Bertalanffy and Prigogine requires us to characterize the environments within which open systems are functioning. Four levels of environmental organization can be distinguished in terms of their causal texturing…
Coming out from an academic cocoon to work at the Tavistock Institute in London I found myself trying to comprehend the behavior of very large organizations in the face of very devastating winds of change… The conceptual developments in that paper have continued to play a considerable role in my subsequent thinking.”

Fred Emery (1925–1997) Australian psychologist

F. E. Emery (1980) in " This Week’s Citation Classic http://garfield.library.upenn.edu/classics1980/A1980KT80900001.pdf" in: CC. Nr. 52. Dec 29, 1980. p. 292: Emery reflecting on his 1963 article "The Causal Texture of Organizational Environments" with Eric Trist.

Behavior, Thinking, Change

“There is no room for the scream in academic discourse. More than that: academic study provides us with a language and a way of thinking that makes it very difficult for us to express our scream. The scream, if it appears at all, appears as something to be explained, not as something to be articulated. The scream, from being the subject of our questions about society, becomes the object of analysis.”

John Holloway book Change the World Without Taking Power

Change the World Without Taking Power (2002)

Way, Question, Thinking, Study

“During the 1980s, widespread dissatisfaction with America’s schools gave rise to a powerful movement for educational change, and the nation’s political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.”

Terry M. Moe (1949) American political scientist

John E. Chubb, and Terry M. Moe (1990). Politics, markets, and America's schools. Brookings Institution Press; Book abstract

Education, School, Problem, Parent

“It is a widely accepted notion among painters that it does not matter what one paints as long as it is well painted. This is the essence of academism. There is no such thing as good painting about nothing. We assert that only that subject matter is valid which is tragic and timeless. That is why we profess spiritual kinship with primitive and archaic art.”

Mark Rothko (1903–1970) American painter

Joint statement with Adolph Gottlieb, to Edwin A. Jewell, often referred to as a Manifesto. (written 7 June 1943; published 13 June 1943)
1940's

Art, Painting

“Politicians of all stripes are always in danger at looking at every problem from an abstract point of view or being briefed by officials, academics, or economists who know every science but the science of human nature.”

Jean Chrétien (1934) 20th Prime Minister of Canada

Source: My Years As Prime Minister (2007), Chapter Ten, Power behind the Throne, p. 238

Nature, Problem, Science

“I held it imperative to evolve an instrument of thought which would aid in cutting through all cultural opiates, past and present, so that a direct, immediate, and truly free vision could be achieved, and an idea be revealed with clarity. To acquire such an instrument, however… demanded full resolution of the past, and present through it. No shouting about individualism, no capering before an expanse of canvas, no manipulation of academic conceits or technical fetishes can truly liberate..”

Clyfford Still (1904–1980) American artist

Letter to Gordon Smith, January 1, 1959, as quoted in Abstract Expressionism Creators and Critics, edited by Clifford Ross, Abrams Publishers New York 1990, p. 194
1950s

Idea, Past

“I do not know whether to be delighted or outraged by the fact that Literary Theory: An Introduction was the subject of a study by a well known U. S. business school, which was intrigued to discover how an academic text could become a best-seller.”

Terry Eagleton (1943) British writer, academic and educator

New Preface to Literary Theory: An Introduction, Anniversary Edition, (2008)
2000s

School, Business, Study

“Political science, by which I mean nothing more abstruse or academic than consideration of a foreign country as a country in its own right, seems to have been almost completely supplanted by a preoccupation with international relations. What is thought irrelevant to that side of things (often wrongly) is considered beneath notice. This can be seen by the reflexiveness with which journalists now contact I. R. professors or nuclear specialists for comment on North Korea’s motivations, party conferences, personality cult, etc — and the perfect confidence with which that comment is supplied.This is not to say that discussion of the current crisis does justice to international relations as a discipline. Usually it is conducted in a very simplistic, moralizing, America-centric fashion, with no apparent sense of history. Much of the stuff on Twitter or in op-ed pieces is all the more embarrassing for having been written from a presumed position of great intellectual superiority to Donald Trump. For all his unsuitedness to be president, the fellow is no more ignorant of North Korea’s political nature than most of his critics are.”

Brian Reynolds Myers (1963) American professor of international studies

2010s, And Then What? (June 2018)

Justice, Confidence, History, Motivation

“In universities and intellectual circles, academics can guarantee themselves popularity — or, which is just as satisfying, unpopularity — by being opinionated rather than by being learned.”

A. N. Wilson (1950) English writer

A. N. Wilson, as quoted in The Guardian (30 September 1989); also in The Columbia Dictionary of Quotations (1993) by Robert Andrews, p. 6.

Learning, Universe

“It is with considerable reluctance that I criticize the monetarists, because, though I consider their proposed monetary policy unfeasible, they are after all much more nearly right in their assumptions and prescriptions than the majority of present academic economists. The simplistic form of the quantity theory of money that they hold is not tenable; but they are overwhelmingly right in insisting on how much "money matters," and they are right in insisting that in most circumstances, and over the long run, it is the quantity of money that is most influential in determining the purchasing power of the monetary unit. Other things being equal, the more dollars that are issued, the smaller becomes the value of each individual dollar. So at the moment the monetarists are more effective opponents of further inflation than the great bulk of politicians and even putative economists who still fail to recognize this basic truth.”

Henry Hazlitt (1894–1993) American journalist

Where the Monetarists Go Wrong (1976)

Money, Truth

“There is no mask that temptation cannot wear, and the idea that Satan is purely a logician is an illusion held by not a few naive people. Many a shifty old man sees him as an opponent in an academic argument, but if he does the observer is still at the stage of games and trifles. Sometimes, though not often, the black desire to harm wins out over quicker and less bitter delights. When that happens, evil shows itself for what it truly is, not a way of life, but an attack on life itself.”

Georges Bernanos (1888–1948) French writer

Source: L'imposture (The Impostor), 1927, pp.74–75

Life, People, Way, Game

“There must be other leaps in life - as momentous as the "mirror stage" - that Lacan didn't mention. Some are universal; others, culturally particular. To understand that your parents are human (and not an element of the natural world), that they're separate from you, that they were children once, that they were born and came into the world, is another leap. It's as if you hadn't seen who they were earlier - just as, before you were ten months old, you didn't know it was you in the mirror. This happens when you're sixteen or seventeen. Not long after - maybe a year - you find out your parents will die. It's not as if you haven't encountered death already. But, before now, your precocious mind can't accommodate your parents' death except as an academic nicety - to be dismissed gently as too literary and sentimental. After that day, your parents' dying suddenly becomes simple. It grows clear that you're alone and always have been, though certain convergences start to look miraculous - for instance, between your father, mother, and yourself. Though your parents don't die immediately - what you've had is a realisation, not a premonition - you'll carry around this knowledge for their remaining decades or years. You won't think, looking at them, "You're going to die". It'll be an unspoken fact of existence. Nothing about them will surprise you anymore.”

Amit Chaudhuri (1962) contemporary Indian-English novelist

Friend of My Youth (2017)

Life, Death, Children, World

“The main contemporary obstacle facing African Americans is neither white racism, as many liberals claim, nor black genetic deficiency, as Charles Murray and others imply. Rather it involves destructive and pathological cultural patterns of behavior: excessive reliance on government, conspiratorial paranoia about racism, a resistance to academic achievement as "acting white," a celebration of the criminal and outlaw as authentically black, and the normalization of illegitimacy and dependency.”

Dinesh D'Souza (1961) Indian-American political commentator, filmmaker, author

Source: Books, The End of Racism (1995), Ch. 1

Behavior, Dependency

“Robert Caserio recently said to me, “The whole profession has become a vast mimicry. The idea that there is open debate is an absolute fiction. There is only the Foucault monologue, the Lacan monologue, the Derrida monologue. There is no room for creative disagreement. No deviation from what is approved is tolerated.” These monologues are really one, the monotonous drone of the School of Saussure, which has cast its delusional inky cloud over modern academic thought. Never have so many been wrong about so much. It is positively idiotic to imagine that there is no experience outside of language. … It has been a truism of basic science courses for decades in America that the brain has multiple areas of function and that language belongs only to specific areas, injured by trauma and restored by surgery or speech therapy.”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), Junk Bonds and Corporate Raiders : Academe in the Hour of the Wolf, p. 214

School, Imagination, Idea, Science

“In the life of the academic mind, the owl of Minerva seldom flies as early as the dusk.”

John Gray (1948) British philosopher

'Definition of the Political Thought of Tlön' (p.91)
Gray's Anatomy: Selected Writings (2009)

Life

“In India also, for century, education imparted through the medium of a foreign language has unduly dominated its academic life and it has now produced a class of men who are unconsciously so denationalised that any far reaching proposal for the recognition of the Indian languages as the vehicle of teaching and examination up to the highest University stage is either ridiculed as impossible or branded as reactionary. But I plead earnestly for the acceptance of this fundamental principle not on account of any blind adherence to things that I claim as my own but out of a firm conviction that the fullest development of the mind of a learner is possible only by this natural approach and also that by this process alone can there be a great revival of the glory and richness of the Indian languages.”

Syama Prasad Mookerjee (1901–1953) Indian politician

Speech delivered at Agra University Convocation on 23rd November 1940.

Life, Men, Education, Nature

“That accounts for a truly crazy cycle in which students repeat the worst stylistic excesses the journals contain, learn that those very excesses are what makes their work different from what every damn fool knows and says, write more articles like those they learned from, submit them to journals whose editors publish them because nothing better is available (and because academic journals cannot afford expensive copy editing) and thus provide the raw material for another generation to learn bad habits from.”

Howard S. Becker (1928) American sociologist

Source: Writing for Social Scientists (1986), p. 41.

Fools, Learning

“In movies, the balance between art and business has always been precarious, with business outweighing art, but the business was, at least, in the hands of businessmen who loved movies. As popular entertainment, movies need something of what the vulgarian moguls had — zest, a belief in their own instincts, a sentimental dedication to producing pictures that would make their country proud of their contribution, a respect for quality, and the biggest thing: a willingness to take chances. The cool managerial sharks don’t have that; neither do the academics. But the vulgarians also did more than their share of damage, and they’re gone forever anyway. They were part of a different America. They were, more often than not, men who paid only lip service to high ideals, while gouging everyone for profits. The big change in the country is reflected in the fact that people in the movie business no longer feel it necessary to talk about principles at all.”

Pauline Kael (1919–2001) American film critic

Taking It All In (1983), Why Are Movies So Bad? Or, The Numbers (1980-06-23)

Love, Men, People, Art

“According to the academic world view that markets are efficient, only the revelation of a dramatic piece of information can cause a crash, yet in reality even the most thorough post-mortem analyses are typically inconclusive as to what this piece of information might have been. For traders and investors, the fear of a crash is a perpetual source of stress, and the onset of the event itself always ruins the lives of some of them.”

Didier Sornette (1957) French scientist

Source: Why Stock Markets Crash - Critical Events in Complex Systems (2003), Chapter 1, Financial Crashes: What, How, Why, And When?, p. 3.

World, Fear, Reality

“I taught at a school in Cincinnati with a 0% graduation rate and that was also interesting so I updated from thinking school was beneficial for other people but not beneficial to me, to thinking school was beneficial for maybe some people around the middle – at least some of the better schools – but not beneficial for the vast majority of people, to then actually reading the literature on education and on intelligence and academic accomplishment and symbolic manipulation and concluding "no, school isn't good for anyone". There might be a few schools that are good for people, like there's Blair and there's Stuyvesant and these schools may actually teach people, but school can better be seen as a vaccination program against knowledge than a process for instilling knowledge in people, and of course when a vaccination program messes up, occasionally people get sick and die of the mumps or smallpox or whatever. And when school messes up occasionally people get sick and educated and they lose biological fitness. And in either case the people in charge revise the program and try to make sure that doesn't happen again, but in the case of school they also use that as part of their positive branding and you know maintain a not-very-plausible story about it being intended to cause that effect while also working hard to make sure that doesn't happen again.”

Michael Vassar (1979) President of the Singularity Institute

In an interview https://www.youtube.com/watch?v=6cSG0p-uflA with Adam Ford, December 2012

People, Education, School, Intelligence

“A third track running at that time, apart from academics and the fun stuff, was that my father shared with me his passion for business and entrepreneurship from very early on. Even when I was in high school, I used to spend long hours at office on weekends.”

Mukesh Ambani (1957) Indian business magnate

Always invest in businesses of the future and in talent

School, Business, Passion, Time

“Anyone who has actually had to take responsibility for consequences by running any kind of enterprise — whether economic or academic, or even just managing a sports team — is likely at some point to be chastened by either the setbacks brought on by his own mistakes or by seeing his successes followed by negative consequences that he never anticipated.”

Thomas Sowell (1930) American economist, social theorist, political philosopher and author

Real Clear Politics Nov 2008 http://www.realclearpolitics.com/articles/2008/11/ego_and_mouth.html <br class="br">2000s

Sport, Success

“We do not, of course, write literary criticism at all now. Academe has won the battle in which Wilson fought so fiercely on the other side. Ambitious English teachers now invent systems that have nothing to do with literature or life but everything to do with those games that must be played in order for them to rise in the academic bureaucracy. Their works are empty indeed. But then, their works are not meant to be full. They are to be taught, not read. The long dialogue has broken down. Fortunately, as Flaubert pointed out, the worst thing about the present is the future. One day there will be no… But I have been asked not to give the game away. Meanwhile, I shall drop a single hint: Only construct!”

Gore Vidal (1925–2012) American writer

"Edmund Wilson: This Critic and This Gin and These Shoes", closing lines
1990s, United States - Essays 1952-1992 (1992)

Life, Game, Literature, Teachers

“Until quite recently poetry was taught badly—at least according to current academic standards. Poetry was used to teach grammar, elocution, and rhetoric. It was employed to convey history, both secular and sacred, often to instill patriotic sentiment and religious morality. Poetry was chanted in chorus at female academies. It was copied to teach cursive handwriting and calligraphy. It was memorized by wayward schoolboys as punishment. It was recited by children at public events and family gatherings. Being able to write verse was considered a social grace in both domestic and public life. Going to school meant becoming well versed.”

Dana Gioia (1950) American writer

24
Essays, Can Poetry Matter? (1991), Poetry as Enchantment (2015)

Life, Children, School, Family

“Philosophy … lost its prestige to the extent that it lost its evident advantage in cleverness to "normal life." In the transition from archaic teachings of wisdom to philosophy based on argument, it itself was engulfed in the twilight of alienation from life. It had to accept that the independent cleverness theories of pragmatics, economics, strategy, and politics proved themselves to be its better, until, with its logical niceties, it became infantile and academic, and stood there as the Utopian idiot with its reminiscences about great ideals. Today philosophy is surrounded on all sides by maliciously clever empiricisms and realistic disciplines that "know better."”

Peter Sloterdijk (1947) German philosopher

Source: Kritik der zynischen Vernunft [Critique of Cynical Reason] (1983), p. 536

Life, Wisdom

“The nice thing about an -ism, someone once observed, is how quickly it becomes a wasm. Some musical wasms—academic-wasm, for example, and its dependent varieties of modern-wasm and Serial-wasm—continue to linger on artifical life support, thought, and continue to threaten the increasingly fragile classical ecosystem.”

Richard Taruskin (1945) American writer

New York Times, March 10, 1996. Quoted in Ashby, Arved, ed. (2004). The Pleasure of Modernist Music. ISBN 1580461433.

Life, Music, Support, Dependency

“I was at Notre Dame just a few years ago, and one of the professors there said to me, “You don’t know what effect In Defense of Ignorance had. It ripped the whole academic community in half!” I’m glad I wrote the book. I like it, and I still stand by my observations, although I wouldn’t write it so violently now. I guess I really am in the Whitman tradition.”

Karl Shapiro (1913–2000) Poet, essayist

Paris Review interview (1986)

Books, Communication

“How is it possible that today's academic Left has supported rather than protested campus speech codes as well as the grotesque surveillance and over-regulation of student life? American colleges have abandoned their educational mission and become government colonies, ruled by officious bureaucrats enforcing federal dictates. This despotic imperialism has no place in a modern democracy.”

Camille Paglia book Free Women, Free Men

From the Introduction http://archive.is/4luev to Free Women, Free Men https://en.wikiquote.org/wiki/Special:BookSources/1101871814, Paglia, Knopf Doubleday Publishing Group (2017) <br class="br">Free Women, Free Men (2017)

Life, Education, Democracy, Support

“One thing which keeps on astonishing me in the present debate is the complete lack of doubt in both camps. Personally, I don’t think that either theory, of Aryan invasion and of Aryan indigenousness, can claim to have been "proven" by prevalent standards of proof; even though one of the contenders is getting closer. Indeed, while I have enjoyed pointing out the flaws in the AIT statements of the politicized Indian academic establishment and its American amplifiers, I cannot rule out the possibility that the theory which they are defending may still have its merits."”

Koenraad Elst book Update on the Aryan Invasion Debate

1990s, Update on the Aryan Invasion Debate, (1999)

Thinking, Personality

“In the summer of 1930 my academic future, however, was not uppermost in my mind. I had been stricken by an acute attack of a disease which at regular intervals afflicts all mathematicians and, for that matter, all scientists: I became obsessed by a problem.”

Mark Kac (1914–1984) Polish-American mathematician

Prologue, How I Became a Mathematician, p. 1.
Enigmas Of Chance (1985)

Disease, Problem, Affliction, Future

“Much literary criticism comes from people for whom extreme specialization is a cover for either grave cerebral inadequacy or terminal laziness, the latter being a much cherished aspect of academic freedom.”

John Kenneth Galbraith (1908–2006) American economist and diplomat

"H.L. Mencken," The Washington Post (14 September 1980); reprinted in A View from the Stands (1986)

People, Freedom

“And if you look at other referee professors, they all have LLDs. Therefore, either he hasn’t tried or he is too busy or he doesn’t think it’s important. But if that’s the case, he will be devaluating [sic] … maybe of the lecturers or professors who have got PhDs who have gone through the rigors of academic pursuits. Now can you … can someone be in charge of the promotion of other persons who actually has not gone through same rigors as that other person and give an honest, independent, objective view?”

Arthur Li (1945) Hong Kong politician

Leaked recording: Arthur Li speaks against Johannes Chan, EJ Insight, http://www.webcitation.org/6cfxbjx4k, 30 October 2015 http://www.ejinsight.com/20151028-leaked-recording-arthur-li-speaks-against-johannes-chan/,

Business, Thinking, Personality

“…H. K. Srivastava, made a proposal to attack the problem of communal friction at what he apparently considered its roots. He wanted all press writing about the historical origins of temples and mosques to be banned. And it is true : the discussion of the origins of some mosques is fundamental to this whole issue. For, it reveals the actual workings of an ideology that, more than anything else, has caused countless violent confrontations between the religious communities. However, after the news of this proposal came, nothing was heard of it anymore. I surmise that the proposal was found to be juridically indefensible in that it effectively would prohibit history-writing, a recognized academic discipline of which journalism makes use routinely. And I surmise that it was judged politically undesirable because it would counterproductively draw attention to this explosive topic. The real target of this proposal was the book Hindu Temples : What Happened to Them (A Preliminary Survey) by Arun Shourie and others. In the same period, there has been a proposal in the Rajya Sabha by Congress MP Mrs. Aliya to get this book banned,… The really hard part of the book is a list of some two thousand Muslim buildings that have been built on places of previous Hindu worship (and for which many more than two thousand temples have been demolished). In spite of the threat of a ban on raking up this discussion, on November 18 the U. P. daily Pioneer has published a review of this book, by Vimal Yogi Tiwari,…. "History is not just an exercise in collection of facts though, of course, facts have to be carefully sifted and authenticated as Mr. Sita Ram Goel has done in this case. History is primarily an exercise in self-awareness and reinforcement of that self-awareness. Such a historical assessment has by and large been missing in our country. This at once gives special significance to this book."”

Koenraad Elst (1959) orientalist, writer

1990s, Ayodhya and After: Issues Before Hindu Society (1991)

Books, Exercises, History, Communication

“I see too many academics forgetting what I think our job is in management, and that is to organize available knowledge; develop new knowledge, of course, but organize it in such a way that it can be useful to practicing managers to underpin management. I am surprised as I watch the literature, that some people are discovering what we’ve known for years. For example, some things like this: that technology affects management organization. I found that out when I was in the airline industry a few years ago and I never thought it was anything very surprising. Another, that the actual managing depends on the situation… I thought, my gosh, there must be something new there. Only to find, after spending a lot of time reading, that there wasn’t anything, and I don’t know any practicing manager who doesn’t manage in light of the situation. I think we have to agree that management theory and science should underpin practice, otherwise why develop it?”

Harold Koontz (1909–1984)

Harold Koontz in: Ronald G. Greenwood. Harold Koontz: A Reminiscence Presented at the meetings of the Academy of Management, Boston, August 14, 1984; as cited in Wren & Bedeian (2009;419-420)

People, Way, Literature, Knowledge

“Notwithstanding the predominant role in academic economic theory that Keynes and Keynesian economics achieved during the twentieth century, his basic outlook and policy recommendations were shaped by the particular experiences of the British Empire’s waning years.”

Alan O. Ebenstein (1959) American political scientist, educator and author

Hayek's Journey: The Mind of Friedrich Hayek (2003)