Reason That Some Students Quotes & Sayings

Despite all the challenges facing higher education in America, from mounting student debt to grade inflation and erratic standards, our system is rightly the world's envy, and not just because our most revered universities remain on the cutting edge of research and attract talent from around the globe. We also have a plenitude and variety of settings for learning that are unrivaled. In light of that, the process of applying to college should and could be about ecstatically rummaging through those possibilities and feeling energized, even elated, by them. But for too many students, it's not, and financial constraints aren't the only reason. Failures of boldness and imagination by both students and parents bear some blame. The information is all out there. You just have to look. — Frank Bruni

When you're a student and you just want some money to feel like you're an adult, you'll pretty much do anything within reason. — Simon Pegg

Let's admit the real reason that we ban cell phones is that, given the opportunity to use them, students would vote with their attention, just as adults would 'vote with their feet' by leaving the room when a presentation is not compelling. — Marc Prensky

I want students to understand specific technologies, but the real goal is that they should be able to reason about how systems work and be intelligently skeptical about technology so that, when they're running the world in a few years, they'll do a good job. — Brian Kernighan

...but that very thought, that she might become his wife, had for some reason entered his head the very first time she sat in his study at a little round table, diligently taking down in shorthand the words he dictated in his muffled voice - and he had been purposely dry and sharp with her that day, so she would not feel the power she had already gained over him, but when, as he dictated to her, he imagined himself kneeling before her beneath the flickering light of a nearly spent candle and kissing her feet, with her unable to leave because she was his wife, and about to blow out the candle so they could plunge into the passionate, exquisite swim, then his voice became hoarse and he shut his eyes to blot out the sight of this little girl, as he purposely tried to picture her to help restrain his imagination, girl students being as untouchable as postulants... — Leonid Tsypkin

It is the well educated who will improve society - and they will improve it, at first, by criticizing it, and we are giving them the tools to criticize it. Naturally, as students, the brighter of them will begin their improvements upon society by criticizing us." To Owen, old Archie Thorndike would sing a slightly different song: "It is your responsibility to find fault with me, it is mine to hear you out. But don't expect me to change. I'm not going to change; I'm going to retire! Get the new headmaster to make the changes; that's when I made changes - when I was new." "WHAT CHANGES DID YOU MAKE?" Owen Meany asked. "That's another reason I'm retiring!" old Thorny told Owen amiably. "My memory's shot! — John Irving

If America's universities are indeed poor value for money, why might that be? The main reason is that the market for higher education, like that for health care, does not work well. The government rewards universities for research, so that is what professors concentrate on. Students are looking for a degree from an institution that will impress employers; employers are interested primarily in the selectivity of the institution a candidate has attended. Since the value of a degree from a selective institution depends on its scarcity, good universities have little incentive to produce more graduates. — Anonymous

There are many in East Asia who simply judge students on the basis of national tests. The top universities in the United States do not do that, and for good reason. We need a careful process for admissions that take all sorts of factors into account: different intellectual strengths, artistic expression, economic standing, social background, ethnicity, regional representation and designs a class as a balanced whole. — Henry Rosovsky

The only thing worse than losing hope is to be the reason someone else loses hope. — Tucker Elliot

The Thai people are pathologically shy. Combine that with a reluctance to lose face by giving a wrong answer, and it makes for a painfully long [ESL] class. Usually I ask the students to work on exercises in small groups, and then I move around and check their progress. But for days like today, when I'm grading on participation, speaking up in public is a necessary evil. "Jao," I say to a man in my class. "You own a pet store, and you want to convince Jaidee to buy a pet." I turn to a second man. "Jaidee, you do not want to buy that pet. Let's hear your conversation."
They stand up, clutching their papers. "This dog is reccommended," Jao begins.
"I have one already," Jaidee replies.
"Good job!" I encourage. "Jao, give him a reason why he should buy your dog."
"This dog is alive," Jao adds.
Jaidee shrugs. "Not everyone wants a pet that is alive."
Well, not all days are successes ... — Jodi Picoult

You can teach students how to work; you can teach them technique - how to use reason; you can even give them a sense of proportions - of order. You can teach them general principles. — Ludwig Mies Van Der Rohe

Most fundamentally, I used to write because I received positive feedback. To a guy who was picked on pretty relentlessly through a lot of his childhood, the respect and affection of students and teachers is addictive. It was a couple years after grad school that I realized that a need for affirmation wasn't a good enough reason to keep writing, especially in the face of rejection after rejection after even personal rejection, and that if I was going to do it, I had to acknowledge that it was going to take my whole life. The decision to do it until I'm dead has made the writing and the writing life so much easier. — Donald Dunbar

A second reason African American students are not excelling is that we have all been affected by our society's deeply ingrained bias of equating blackness with inferiority. — Lisa Delpit

The funniest novel you've never read ... Afternoon Men is a revelation to sophisticated readers of every stripe, but especially to a certain kind of artist manqu on the brink of discovering that life is a more difficult business than he ever had reason to expect ... The subject matter is 'relatable,' as my students like to say. Better still, though, is what you can learn about the craft of writing from this marvelous book ... Indeed, if you're looking for a funny, nonportentous Hemingway, then the early Powell is your man. — Blake Bailey

Memorization has gotten a bad rap recently. Lots of students, and even some educators, say that being able to reason is more important than knowing facts; and besides, why bother committing things to memory when you've got Google? My response to this - after I've finished inwardly groaning - is that of course reasoning is important, but that doesn't mean you shouldn't know facts as well. It's not like you have to choose between one or the other. Besides, facts give you a foundation on which to reason about things. — Stefanie Weisman

Highly esteemed dear Professor Franck,
In these days in which by your magnanimous decision you show the world where the insane oppression of the Jews leads to, I as one of your students would not like to be missing among those who declare their sincere thanks and unlimited veneration to you, and who especially now are filled with the highest admiration by your present step and the reason given by you, and who at the same time are filled with horror that such a thing is necessary.
I am at a loss for words to express what both my wife and I always and especially now feel for you. Please remember us to your wife and chidlren and accept our sincere greetings. — Gerhard Herzberg

A young professor I watched in action at one of our large eastern colleges used to stand with his back to the class and mumble explanations of blackboard problems. He was "let out" at the end of two years because students refused to attend his classes. He was given an evasive reason for his dismissal and he left with justifiable bitterness toward the administration. If someone had told him the truth he could have avoided this denouement. Sometimes professors go on for years without any conception of remediable faults which irritate their listeners. — Mary Barnett Gilson

Is it too much to expect from the schools that they train their students not only to interpret but to criticize; that is, to discriminate what is sound from error and falsehood, to suspend judgement if they are not convinced, or to judge with reason if they agree or disagree? — Mortimer J. Adler

Later, I would realize that the position of most black students in predominantly white colleges was already too tenuous, our identities too scrambled, to admit to ourselves that our black pride remained incomplete. And to admit our doubt and confusion to whites, to open up our psyches to general examination by those who had caused so much of the damage in the first place, seemed ludicrous, itself an expression of self-hatred - for there seemed no reason to expect that whites would look at our private struggles as a mirror into their own souls, rather than yet more evidence of black pathology. — Barack Obama

Sixty-three percent of our university students are female. But you still see violations of women's rights in Iran. A Muslim man can have up to four wives. He can divorce his wife without offering any reason, while it is quite difficult for a woman to get a divorce. — Shirin Ebadi

As you work to become a better student, remember that learning is far more important than the numbers on your transcript. I know it can be hard sometimes to remember what you're in school for. In some places, students go crazy over a tenth of a point - but this is an unhealthy and unsustainable way to manage your education. The real reason you're in school is to grow as a person and fulfill your potential. — Stefanie Weisman

The reason why students do not progress even after receiving priceless teachings and spiritual techniques from the teacher is because they do not have a schedule; the sattvic energy is missing. Sattvic people establish the rhythm, they preserve the movement, and they preserve the organization. — Choa Kok Sui

The Rights Revolutions too have given us ideals that educated people today take for granted but that are virtually unprecedented in human history, such as that people of all races and creeds have equal rights, that women should be free from all forms of coercion, that children should never, ever be spanked, that students should be protected from bullying, and that there's nothing wrong with being gay. I don't find it at all implausible that these are gifts, in part, of a refined and widening application of reason. — Steven Pinker

It's more common than not that bipolar illness will start in the teens. One of the reasons I spend a lot of time on college campuses is exactly that reason. It's terribly important to talk to students about knowing these things in advance. — Kay Redfield Jamison

Why do we speak of memory and speed reading? Why is there this need to learn how to learn? The reason is simple. Because at none of us, at school, taught us to learn quickly; they have given us only the contents, making us understand that the content is everything, but they don't have told how to study them. They haven't ever taught to speak in public, but in the school days it happened to do this, just think of the classic query where the audience had as a teacher and class of 20-30 students. — Robert James

A laboratory analogy to repression can be found in an experiment by A.F. Zeller.
Zeller arranged a situation so that one group of students underwent an unhappy "failure" experience right after they had successfully learned a list of nonsense syllables. When tested later, these subjects showed much poorer recall of the nonsense syllables compared to a control group, who had not experienced failure. When this same "failure" group was later allowed to succeed on the same task that they had earlier failed, their recall showed tremendous improvement. This experiment indicates that when the reason for the repression is removed, when material to be remembered is no longer associated with negative effects, a person no longer experiences retrieval failure. — Elizabeth F. Loftus

Our teachers were firm believers in the corporal punishment that Americans had given up, which was probably one reason they could no longer win wars. For us, violence began at home and continued in school, parents and teachers beating children and students like Persian rugs to shake the dust of complacency and stupidity out of them, and in that way make them more beautiful. — Viet Thanh Nguyen

Hey, ass-hats!"

We bolt to our feet when Coach Jensen's commanding voice snaps toward the bleachers. Our fearless leader - the only Briar faculty member who can get away with calling students "ass-hats" - glares at us from the ice.

"Is there a reason your lazy asses are up in those seats when you should all be in the weight room?" he booms. "Quit stalking my practice!" Then he turns to scowl at the trio of freshmen who are snickering behind their gloves. "What're you ladies laughing at? Hustle!"

The players speed forward as if the ice behind them is cracking to pieces.

Up in the stands, the guys and I hustle just as fast. — Elle Kennedy

Hawkeye: ...Remember when Magneto brain-zapped the X-Men into fightin' us? There's mind control goin' on here. That or Cyclops is-
Hank: I appreciate your concern, Hank, but I consulted Wolverine. He vouched for both Magneto and Ms Frost. And we, of all people, can't begrudge someone a second chance.
Hawkeye: Second chance? Magneto's had, like, THIRTY! How many times're we gonna get burned before we stop cookin' naked?
[...]
Hank: Listen, why don't you stay here and supervise the students? Things are tense enough with Pietro in there.
Hawkeye: Okay, kids, huddle up! We're gonna work on resisting mind control today. No particular reason. — Christos Gage

The only reason psychology students don't have to do more and harder mathematics than physics students is because the mathematicians haven't yet discovered ways of dealing with problems as hard as those in psychology. — John G. Kemeny

Student loan debt is the reason I don't advise students who want to become entrepreneurs to apply to elite, expensive colleges. They can be as successful if they go to a relatively inexpensive public college. — Vivek Wadhwa

There's a reason that students don't grade their own papers. There's a reason defendants don't sentence themselves. And there's the reason the State Department doesn't get to investigate itself, determine whether or not it made errors in Benghazi. That is Congress's job. — Trey Gowdy

Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should. Many students graduate without being able to write well enough to satisfy their employers ... reason clearly or perform competently in analyzing complex, non-technical problems. — Derek Bok

When I speak to students and they ask how much money you can make in art, as if that is a reason to persue it, I tell them to do something else. — Joe Murray

Do we talk about the dignity of work? Do we give our students any reason for believing it is worthwhile to sacrifice for their work because such sacrifices improve the psychological and mental health of the person who makes them? — Sargent Shriver

Donald Saari uses a combination of stories and questions to challenge students to think critically about calculus. "When I finish this process," he explained, "I want the students to feel like they have invented calculus and that only some accident of birth kept them from beating Newton to the punch." In essence, he provokes them into inventing ways to find the area under the curve, breaking the process into the smallest concepts (not steps) and raising the questions that will Socratically pull them through the most difficult moments. Unlike so many in his discipline, he does not simply perform calculus in front of the students; rather, he raises the questions that will help them reason through the process, to see the nature of the questions and to think about how to answer them. "I want my students to construct their own understanding," he explains, "so they can tell a story about how to solve the problem. — Ken Bain

Christina Hoff Sommers quotes one professor's compliant about "students who have been trained to take a 'feminist perspective'": "For them reason itself is patriarchal, linear, and oppressive." In other words, Women's Studies agrees with the Victorians that women are the less intellectual sex; the difference is that in the view of Women's Studies this doesn't make them inferior but superior. — Bruce Bawer

But for some reason the Department believed all students should learn the exact same way and at the exact same time, demonstrating that no one in Instruction knew the first thing about children. — Trish Mercer

As per this course, students use to learn necessary driving skills that can help them further in defending themselves on the road against a possible crash that can be caused due to drunk drivers, bad drivers or poor weather condition. All you need to look ahead in order to detect possible dangers. Your eyes should move in order to trace and avoid any possible collision. Once a potential threat is detected on the road while driving, you need to take the decision right away and act on it instantly. Defensive drivers are lessoned up with the safe and secure driving practices. Due to this reason they are always good at avoiding dangers while driving on the road. — Gary Hensley

We all know that the real reason universities have students is in order to educate the professors. — John Archibald Wheeler

Student loans have been helpful to many. But they offer neither incentive nor assistance to those students who, by reason of family or other obligations, are unable or unwilling to go deeper into debt ... It is, moreover, only prudent economic and social policy for the public to share part of the costs of the long period of higher education for those whose development is essential to our national economic and social well-being. All of us share in the benefits - all should share in the costs. — John F. Kennedy

The very first thing I tell my new students on the first day of a workshop is that good writing is about telling the truth. We are a species that needs and wants to understand who we are. Sheep lice do not seem to share this longing, which is one reason they write so very little. But we do. We have so much we want to say and figure out. — Anne Lamott