Students Theory Quotes & Sayings

Like any other science, yoga is applicable by people of every clime and time. The theory advanced by certain ignorant writers that yoga is "dangerous" or "unsuitable" for Westerners is wholly false, and has lamentably deterred many sincere students from seeking its manifold blessings. Yoga is a method for restraining the natural turbulence of thoughts, which otherwise impartially prevents all men, of all lands, from glimpsing their true nature of Spirit. Like the healing light of the sun, yoga is beneficial equally to men of the East and to men of the West. The thoughts of most persons are restless and capricious; a manifest need exists for yoga: the science of mind control. — Paramahansa Yogananda

There is a mathematical underpinning that you must first acquire, mastery of each mathematical subdiscipline leading you to the threshold of the next. In turn you must learn arithmetic, Euclidian geometry, high school algebra, differential and integral calculus, ordinary and partial differential equations, vector calculus, certain special functions of mathematical physics, matrix algebra, and group theory. For most physics students, this might occupy them from, say, third grade to early graduate school - roughly 15 years. Such a course of study does not actually involve learning any quantum mechanics, but merely establishing the mathematical framework required to approach it deeply. — Carl Sagan

[A]s a graduate student at Columbia University, I remember the a priori derision of my distinguished stratigraphy professor toward a visiting Australian drifter [a supporter of the theory of continental drift]. [ ... ] Today [ ... ] my own students would dismiss with even more derision anyone who denied the evident truth of continental drift a prophetic madman is at least amusing; a superannuated fuddy-duddy is merely pitiful. — Stephen Jay Gould

She had read articles over the years about a man's supposed biological craving for young women: it was all about primeval procreation, in theory, the need to plant seed in fertile soil. Maybe ... She thought of a line from Nabokov: "Because you took advantage of my disadvantage." Lolita. In this case, however, Kristin felt that she was at the disadvantage - not the young thing. The truth was, she feared, all men were Humbert Humbert. Maybe they weren't pedophiles lusting after twelve-year-olds, but didn't Lolita look old for her age? Older, anyway? Sure, there were MILFs in porn, but Kristin had a feeling that considerably more men wanted their porn stars to be students at Duke University than moms from the bleachers at a middle-school soccer game. — Chris Bohjalian

Religious creeds are a great obstacle to any full sympathy between the outlook of the scientist and the outlook which religion is so often supposed to require ... The spirit of seeking which animates us refuses to regard any kind of creed as its goal. It would be a shock to come across a university where it was the practice of the students to recite adherence to Newton's laws of motion, to Maxwell's equations and to the electromagnetic theory of light. We should not deplore it the less if our own pet theory happened to be included, or if the list were brought up to date every few years. We should say that the students cannot possibly realise the intention of scientific training if they are taught to look on these results as things to be recited and subscribed to. Science may fall short of its ideal, and although the peril scarcely takes this extreme form, it is not always easy, particularly in popular science, to maintain our stand against creed and dogma. — Arthur Stanley Eddington

According to a 1995 study, a sample of Japanese eighth graders spent 44 percent of their class time inventing, thinking, and actively struggling with underlying concepts. The study's sample of American students, on the other hand, spent less than 1 percent of their time in that state. "The Japanese want their kids to struggle," said Jim Stigler, the UCLA professor who oversaw the study and who cowrote The Teaching Gap with James Hiebert. "Sometimes the [Japanese] teacher will purposely give the wrong answer so the kids can grapple with the theory. American teachers, though, worked like waiters. Whenever there was a struggle, they wanted to move past it, make sure the class kept gliding along. But you don't learn by gliding. — Daniel Coyle

The process of writing 'The Innovator's Dilemma' entailed the developing a new theory. My colleagues, students and I have been improving that theory, and adding others to it, since that time. — Clayton Christensen

The traditional educational theory is to the effect that the way to bring up children is to keep them innocent (i.e., believing in biological, political, and socioeconomic fairy tales) as long as possible ... that students should be given the best possible maps of the territories of experience in order that they may be prepared for life, is not as popular as might be assumed. — S.I. Hayakawa

Most of the students, and probably the faculty, were ambivalent about the whole idea of Disciplines. They were socially divisive, the theory behind them was weak, and everybody ended up studying pretty much the same curriculum anyway, so what was the point? But it was traditional for every student to have one, so a Discipline every student would have. Alice called it her magic bat mitzvah. — Lev Grossman

Then, too, I am constantly confronted by students, some of whom have already rejected all ways but the scientific to come to know the world, and who seek only a deeper, more dogmatic indoctrination in that faith (although the world is no longer in their vocabulary). Other students suspect that not even the entire collection of machines and instruments at MIT can significantly give meaning to their lives. They sense the presence of a dilemma in an education polarized around science and technology, an education that implicitly claims to open a privileges access-path to fact, but that cannot tell them how to decide what to count as fact. Even while they recognize the genuine importance of learning their craft, they rebel at working on projects that appear to address themselves neither to answering interesting questions of fact nor to solving problems in theory. — Joseph Weizenbaum

Holmes laid out a continental drift theory that was in its fundamentals the theory that prevails today. It was still a radical proposition for the time and widely criticized, particularly in the United States, where resistance to drift lasted longer than elsewhere. One reviewer there fretted, without any evident sense of irony, that Holmes presented his arguments so clearly and compellingly that students might actually come to believe them. Elsewhere, — Bill Bryson

Students using astrophysical textbooks remain essentially ignorant of even the existence of plasma concepts, despite the fact that some of them have been known for half a century. The conclusion is that astrophysics is too important to be left in the hands of astrophysicists who have gotten their main knowledge from these textbooks. Earthbound and space telescope data must be treated by scientists who are familiar with laboratory and magnetospheric physics and circuit theory, and of course with modern plasma theory. — Hannes Alfven

It is a mistake to think of these men as visionary dreamers, playing around at Philadelphia with abstract conceptions of political theory, pulling a whole scheme of government out of the air like a rabbit out of a hat. True, many of them had read and studied enough about the science of politics to put the average statesman of today to shame. But political science was to them an extremely practical topic of discussion, dealing with the extremely practical business of running a government
not, as today, a branch of higher learning reserved for the use of graduate students. — Fred Rodell

Whew, this might be getting a bit confusing. I hope you are following me so far. This is the point in every Theory of Computation course at which students either throw up their hands and say "I can't get my mind around this stuff!" or clap their hands and say "I love this stuff!"

Needless to say, I was the second kind of student, even though I shared the confusion of the first. — Melanie Mitchell

Law students are famous for busting their buns to make high grades, sometimes at the expense of health and relationships, thinking, 'Later I'll be happy, because the American dream will be mine,' " said Lawrence S. Krieger, a law professor at Florida State University and an author of the study. "Nice, except it doesn't work." The problem with the more prestigious jobs, said Mr. Krieger, is that they do not provide feelings of competence, autonomy or connection to others - three pillars of self-determination theory, the psychological model of human happiness on which the study was based. Public-service jobs do. — Anonymous

My pre-Yamacraw theory of teaching held several sacred tenets, among these being that the teacher must always maintain an air of insanity, or of eccentricity out of control, if he is to catch and hold the attention of his students. The teacher must always be on the attack, looking for new ideas, changing worn-out tactics, and never, ever falling into patterns that lead to student ennui. — Pat Conroy

Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.' — Sol Stern

Do everything you can to learn your craft. Score student films for free, attend conferences, learn music theory - do anything (and everything) you can. — John Keltonic

Tthe first rule is that you can't really know anything if you just remember isolated facts and try and bang 'em back. If the facts don't hang together on a latticework of theory, you don't have them in a usable form ... You may have noticed students who just try to remember and pound back what is remembered. Well, they fail in school and in life. — Charlie Munger

The classroom as a living, breathing place. They chose discussions over lectures, experience over theory. They sent students to the Deep South for civil rights projects and to the inner city for fieldwork. They went — Mitch Albom

In teaching, the other main problem related to type is the students' interest. Intuitives and sensing types differ greatly in what they find interesting in any subject even if they like, that is, are interested in, the same subjects. Intuitives like the principle, the theory, the why. Sensing types like the practical application, the what and the how. — Isabel Briggs Myers

Most schooling is training for stupidity and conformity, and that's institutional, but occasionally you get a spark, somebody'll challenge your mind, make you think and so on, and that has a tremendous effect you just reach all sorts of people. Of course if you do it you may very have problems, you have to tread the narrow line. There are plenty of people who don't want students to think, they're afraid of the crisis of democracy. If people start thinking you get all these problems that I quoted before. They won't have enough humility to submit to a civil rule or they'll start trying to press their demands in the political arena and have ideas of their own, instead of beleiving what they're told. And privelage and power typically doesn't want that and so they react and the high school teacher that tries to get students to think may find oppression, firing and so on. — Noam Chomsky

The only inexplicable aspect of the process was that economic theory (which is, after all, what economics students were supposed to know) served almost no function in an investment bank. The bankers used economics as a sort of standardized test of general intelligence. — Michael Lewis

I once knew an otherwise excellent teacher who compelled his students to perform all their demonstrations with incorrect figures, on the theory that it was the logical connection of the concepts, not the figure, that was essential. — Ernst Mach

At college, she found the fashion courses "disposable" and more current than the film texts that she studied.[14] Maya told Arthur magazine "[Students there were] exploring apathy, dressing up in some pigeon outfit, or running around conceptualising... It missed the whole point of art representing society. Social reality didn't really exist there; it just stopped at theory. — M.I.A.

No other thinker was so well prepared to give new impetus to the philosophical questions of the younger generation. Though many of his students and successors have attained a higher degree of exactitude and adequacy in their logical analyses of problems in the theory of knowledge, [Moritz] Schlick had an unsurpassed sense for what is essential in philosophical issues. — Albert Blumberg

Our students wanted to know everything: but only the newest theory seemed to them worth bothering with. Knowing nothing of the intellectual achievements of the past, they kept fresh and intact their enthusiasm for 'the latest thing'. Fashion dominated their interest: they valued ideas not for themselves but for the prestige that they could wring from them. — Claude Levi-Strauss

Evolution has long been badly taught. In particular, students - and even professional biologists - acquire theories of evolution without any deep understanding of what problem these theories attempt to solve. They learn but little of the evolution of evolutionary theory. — Gregory Bateson

The meaning of a story should go on expanding for the reader the more he thinks about it, but meaning cannot be captured in an interpretation. If teachers are in the habit of approaching a story as if it were a research problem for which any answer is believable so long as it is not obvious, then I think students will never learn to enjoy fiction. Too much interpretation is certainly worse than too little, and where feeling for a story is absent, theory will not supply it. — Flannery O'Connor

Teachers seeking to 'teach the controversy' over Darwinian evolution in today's climate will likely be met with false warnings that it is unconstitutional to say anything negative about Darwinian evolution. Students who attempt to raise questions about Darwinism, or who try to elicit from the teacher an honest answer about the status of intelligent design theory will trigger administrators' concerns about whether they stand in Constitutional jeopardy. A chilling effect on open inquiry is being felt in several states already, including Ohio. South Carolina, and Pennsylvania. [District Court] Judge Jones's message is clear: give Darwin only praise, or else face the wrath of the judiciary. — David K. DeWolf

Since CWIL's discipline-based practice was grounded not only in process but also in New Genre Theory, their criteria included assigning writing that would enable students to engage in the kinds of thinking typical of the discipline, as well as in writing in the genres typical of professional practice. The UCITF, however, was trying to draft criteria for the new Q (quantitative reasoning) and B (breadth) courses as well as for the W-courses. They were motivated to define courses in ways that would be comprehensive and meaningful, but would not impose demands likely to alienate faculty. — Wendy Strachan

Einstein, my upset stomach hates your theory [of General Relativity] - it almost hates you yourself! How am I to' provide for my students? What am I to answer to the philosophers?!! — Paul Ehrenfest

The facts of physics do not oblige us to accept one philosophy rather than the other...the laws of physics in any one reference frame account for all physical phenomena, including the observations of moving observers. And it is often simplest to work in a single frame, rather than to hurry after each moving object in turn...You can pretend that whatever inertial frame you have chosen is the ether of the 19th century physicists, and in that frame you can confidently apply the ideas of the FitzGerald contraction....It is a great pity that students don't understand this. Very often they are led to believe that Einstein somehow swept away all that went before. This is not true. Much of what went before survived the theory of relativity, with the added freedom that you can choose any inertial frame of reference in which to apply all those ideas. — John S. Bell

The original and brilliant idea of an MBA was the opportunity for students to study the theory and application of business and management principles. — Warren Bennis

To develop judgment, you need to not only read theory but also apply it, and discussion-based or case-based teaching is a way to simulate business situations and have students ask themselves, "What would I do if I were in this specific situation? — Espen Anderson

I wrote my first textbook in 1970. It was called 'The Theory and Practice of Group Psychotherapy,' and over the years, many students told me that they enjoyed reading it because there were so many stories in there; often just a paragraph or a page of something that happened in a group session. — Irvin D. Yalom

Some say it's wrong to profit from the misfortune of others. I ask my students whether they'd support a law against doing so. But I caution them with some examples. An orthopedist profits from your misfortune of having broken your leg skiing. When there's news of a pending ice storm, I doubt whether it saddens the hearts of those in the collision repair business. I also tell my students that I profit from their misfortune - their ignorance of economic theory. — Walter E. Williams

I try to tell student writers to read as much as possible, not only literature but philosophy, theory, and to form obsessions. There's a big taboo in fiction creative writing workshops against using the self at all, and I think I try to encourage students to write the self, but to connect the self to something larger, which is to be this thinking, seeing, searching, eternally curious person, and that writing can come out of investigating and trying to understand confusion, and doubts, and obsessions. — Kate Zambreno

All students need to know about color is the basic color wheel and complimentary colors. There are many books on color theory; do not waste your time and money. — Sergei Bongart

An exceedingly confident student would in theory make a terrible student. Why would he take school seriously when he feels that he can outwit his teachers? — Criss Jami

Business students are very oriented to playing a role in the real world and accomplishing something, not training themselves to be scholars and contribute to the literature. Teaching in that kind of environment has focused me much more on the real world, how pieces of the theory I know can be applied to real-world situations. — Janet Yellen

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several 'live' lectures and this in secondary education alone. These are high ratings! — Robbert Dijkgraaf

These forays into the real world sharpened his view that scientists needed the widest possible education. He used to say, "How can you design for people if you don't know history and psychology? You can't. Because your mathematical formulas may be perfect, but the people will screw it up. And if that happens, it means you screwed it up." He peppered his lectures with quotations from Plato, Chaka Zulu, Emerson, and Chang-tzu.

But as a professor who was popular with his students - and who advocated general education - Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon. In this climate, being liked by your students was a sign of shallowness; and interest in real-world problems was proof of intellectual poverty and a distressing indifference to theory. — Michael Crichton

The real scientific study of the distribution of wealth has, we must confess, scarcely begun. The conventional academic study of the so-called theory of distribution into rent, interest, wages, and profits is only remotely related to the subject. This subject, the causes and cures for the actual distribution of capital and income among real persons, is one of the many now in need of our best efforts as scientific students of society. — Irving Fisher

Sanabalis never seemed to eat, and he deflected most of her questions about Dragon cuisine. Then again, he deflected most of her questions about Dragons, period. Which was annoying because he was one, and could in theory be authorative. — Michelle Sagara West

Maxwell's theory of electromagnetism is generally studied only by advanced students of physics, but Albert had mastered it by the time he was sixteen years old. — Robert Cwiklik

Feminist education - the feminist classroom - is and should be a place where there is a sense of struggle, where there is visible acknowledgment of the union of theory and practice, where we work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university. — Bell Hooks