Academic Quotes
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Once I engage in something, I really engage in it, and I love the process of reading and researching because I come from an academic background.
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Academic writing you have to get right. Fiction you have to get plausible. And there's a world of difference. In a way, if someone says this didn't feel exactly right, I don't care. But that is not okay to do in academia - it's not about feeling. You want to establish a pretty solid case. So did this allow me to express things differently? Absolutely. Another thing I've been thinking about as an academic: our writing style is expository, and in fiction, withholding information matters quite a bit. Withholding things in academia - there's no place for that!
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Not to pick a fight with any post-structuralist critics or anything like that, but a certain frame of mind can only tolerate that kind of academic stuff for [so long].
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It's important to be true to the events, but the most important thing is to get to the essence of the experience. Not to be bogged down in an academic way by a notion of the truth. First of all, the truth is an illusive and spurious concept.
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A literary academic can no more pass a bookstore than an alcoholic can pass a bar.
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I think feminist pedagogy should not simply expose students to a particularized academic scholarship but that it should also envision the possibility of activism and struggle outside the academy.
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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.
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I didn't do so well in the academic world, so I think the only way I could express myself was through visual art - anything I could get my hands on, whether it was glassblowing, sculpture, painting, or photography. I always wanted to be a painter. Or a farmer.
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The argument that the two parties should represent opposed ideals and policies, one, perhaps, of the Right and the other of the Left, is a foolish idea acceptable only to doctrinaire and academic thinkers.
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I knew Id always be a second-rate academic, and I thought, Well, Id rather be a second-rate novelist or even a third-rate one.
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The most important change, and it's been going on for at least three decades, is the increasing "professionalization," if that's a word, of the faculty. By professionalization I mean the tendency of faculty members to have Ph.D.'s in their academic specialties, and for these specialties to be ever more narrowly defined. The higher-rated schools may have chief executives in residence or retired execs on three-year teaching fellowships, but the days when most faculty members had considerable prior experience as businessmen or women - those days are mostly over.
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I decided to become a teacher because I thought it would be a great career where I could wear different hats. You're an academic one moment, and you're a psychologist the next moment, an athlete the next moment... when you are out on the playground or coaching...so it enables you to play different roles.
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But the vast majority of books ever written are not accessible to anyone except the most tenacious researchers at premier academic libraries. Books written after 1923 quickly disappear into a literary black hole.
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I'd come into town from the bush - after 28 years of field work in natural systems - and become an academic. So I turned my attention to humans, much as I had to possums in the forests.
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There are two kinds of experts: academic experts and practical experts. One is not better than the other, but they are very different, and each offers very different value.
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To become an academic expert takes years of studying. Academic experts are experts in how and what others have done. They use case studies and observation to understand a subject.
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Academic experts may not be good at doing what they are experts in themselves, but they are good at explaining the subject matter to others. They write books, teach courses and offer lessons and give steps others can follow.
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We should also give students more flexibility in the courses they take in high school to prepare them for whatever their goals may be, without sacrificing our rigorous academic standards.
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Creating whole departments of ethnic, gender, and other 'studies' was part of the price of academic peace. All too often, these 'studies' are about propaganda rather than serious education.
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I didn't come from any kind of academic background, but I lived in a college town and I knew people who weren't without pretense. There was this idea in the town that if something was European it would be good.
