Professor Student Relationship Quotes

She licked her parched lips, moistening them, preparing them. "You could lose your job."
"You could be expelled."
"It's unethical."
"Dangerous."
His mouth hovered only millimeters over hers. "We doing this?"
She hooked her arms around his neck. "God yes. ~ Shelly Bell

Have you ever been properly fucked, Angel?" he asked, his voice like a caress she felt all over her body. "Has any man ever made you so crazy you thought you'd die if you didn't get his cock inside of you? If you couldn't feel his fingers digging into your thighs as he spread you open and devoured you whole? Have you ever come over and over, so hard and so many times you couldn't be sure where one ended and the other began?" His thumb plunged into her mouth, sliding over her tongue, before retreating. "Not. Properly. Fucked. ~ Shelly Bell

You want to know what I'm going to do to you if you consent to playing with me tonight?" His hot breath tickled the shell of her ear. "Anything I want. ~ Shelly Bell

It Is Very Easy To Defeat Someone, But It Is Very Hard To Win Someone ~ A. P. J. Abdul Kalam

O truly enjoy ... [a university], the individual-student or faculty-must harbor a well-calibrated sense of annoyance at the institution, entering into a muted adversarial relationship ... both in order to move the institution just that little bit away from what is was to what it could become, and also to assure at least the sense if not the reality of independence. ~ Robin Winks

Unlike other relationships that have a purpose beyond themselves and are clearly delineated as such (dentist-patient, lawyer-client, teacher-student), the writer-subject relationship seems to depend for its life on a kind of fuzziness and murkiness, if not utter covertness, of purpose. If everybody put his cards on the table, the game would be over. The journalist must do his work in a kind of deliberately induced state of moral anarchy. ~ Janet Malcolm

But how shall an Occidental mind ever understand the Orient? Eight
years of study and travel have only made this, too, more evident that not
even a lifetime of devoted scholarship would suffice to initiate a Western
student into the subtle character and secret lore of the East. Every chap-
ter, every paragraph in this book will offend or amuse some patriotic or
esoteric soul: the orthodox Jew will need all his ancient patience to forgive
the pages on Yahveh; the metaphysical Hindu will mourn this superficial
scratching of Indian philosophy; and the Chinese or Japanese sage will
smile indulgently at these brief and inadequate selections from the wealth
of Far Eastern literature and thought. Some of the errors in the chapter on
Judea have been corrected by Professor Harry Wolf son of Harvard; ~ Will Durant

I'm not a stereotypical professor type. I don't smoke a pipe and wear a tweedy jacket. I'm more like a student who stayed at the university for so long that they gave him a job to keep him out of trouble. ~ Patrick Rothfuss

The relationship between teacher and student is based on illusion. The teacher is under the illusion that he is teaching something, and the student is under the illusion that he is being taught. What's important is that this shared illusion makes both teacher and student happy. Nothing good is gained by facing the truth, after all. All we're doing is playing at education. ~ Keigo Higashino

Dr. Y. Hiraiwa, professor of Hiroshima University of Literature and Science, and one of my church members, was buried by the bomb under the two storied house with his son, a student of Tokyo University. Both of them could not move an inch under tremendously heavy pressure. And the house already caught fire. His son said, 'Father, we can do nothing except make our mind up to consecrate our lives for the country. Let us give Banzai to our Emperor.' Then the father followed after his son, 'Tenno-heika, Banzai, Banzai, Banzai!' . . . In thinking of their experience of that time Dr. Hiraiwa repeated, 'What a fortunate that we are Japanese! It was my first time I ever tasted such a beautiful spirit when I decided to die for our Emperor. ~ John Hersey

The universities are an absolute wreck right now, because for decades, any graduate student in the humanities who had independent thinking was driven out. There was no way to survive without memorizing all these stupid bromides with this referential bowing to these over-inflated figures like Lacan, Derrida, Foucault, and so on. Basically, it's been a tyranny in the humanities, because the professors who are now my age – who are the baby boomer professors, who made their careers on the back of Foucault and so on – are determined that that survive. So you have a kind of vampirism going on.

So I've been getting letters for 25 years since Sexual Personae was released in 1990, from refugees from the graduate schools. It's been a terrible loss. One of my favorite letters was early on: a woman wrote to me, she was painting houses in St. Louis, she said that she had wanted a career as a literature professor and had gone into the graduate program in comparative literature at Berkeley. And finally, she was forced to drop out because, she said, every time she would express enthusiasm for a work they were studying in the seminar, everyone would look at her as if she had in some way created a terrible error of taste. I thought, 'Oh my God', see that's what's been going on – a pretentious style of superiority to the text.

[When asked what can change this]: Rebellion! Rebellion by the grad students. This is what I'm trying to foment. We absolutely need someone to stand ~ Camille Paglia

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can.

Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied.

To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation.

While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real.

Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integ ~ Jiddu Krishnamurti

Professor Severus Snape was Harry's least favorite teacher. Harry also happened to be Snape's least favorite student. ~ J.K. Rowling

Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future. ~ Marshall B. Rosenberg

A Yale University management professor in response to student Fred Smith's paper proposing reliable overnight delivery service: The concept is interesting and well-formed, but in order to earn better than a 'C', the idea must be feasible. ~ Frederick W. Smith

When I was in art school, we were looking one day at a slide of some great fifteenth century painting, and one of the students asked 'Why don't artists paint like that now?' The room suddenly got quiet. Though rarely asked out loud, this question lurks uncomfortably in the back of every art student's mind. It was as if someone had brought up the topic of lung cancer in a meeting within Philip Morris.

'Well,' the professor replied, 'we're interested in different questions now.' He was a pretty nice guy, but at the time I couldn't help wishing I could send him back to fifteenth century Florence to explain in person to Leonardo & Co. how we had moved beyond their early, limited concept of art. Just imagine that conversation.

In fact, one of the reasons artists in fifteenth century Florence made such great things was that they believed you could make great things. They were intensely competitive and were always trying to outdo one another, like mathematicians or physicists today - maybe like anyone who has ever done anything really well.

The idea that you could make great things was not just a useful illusion. They were actually right. So the most important consequence of realizing there can be good art is that it frees artists to try to make it. ~ Paul Graham

In order to establish a real teacher-student relationship it is necessary for us to give up all our preconceptions regarding that relationship and the condition of opening and surrender. Surrender means opening oneself completely, trying to get beyond fascination and expectation. ~ Chogyam Trungpa

There is one thing a professor can be absolutely certain of: almost every student entering the university believes, or says he believes, that truth is relative. ~ Allan Bloom

Type II trauma also often occurs within a closed context - such as a family, a religious group, a workplace, a chain of command, or a battle group - usually perpetrated by someone related or known to the victim. As such, it often involves fundamental betrayal of the relationship between the victim and the perpetrator and within the community (Freyd, 1994). It may also involve the betrayal of a particular role and the responsibility associated with the relationship (i.e., parent-child, family member-child, therapist-client, teacher-student, clergy-child/adult congregant, supervisor-employee, military officer-enlisted man or woman). Relational dynamics of this sort have the effect of further complicating the victim's survival adaptations, especially when a superficially caring, loving or seductive relationship is cultivated with the victim (e.g., by an adult mentor such as a priest, coach, or teacher; by an adult who offers a child special favors for compliance; by a superior who acts as a protector or who can offer special favors and career advancement). In a process labelled "selection and grooming", potential abusers seek out as potential victims those who appear insecure, are needy and without resources, and are isolated from others or are obviously neglected by caregivers or those who are in crisis or distress for which they are seeking assistance. This status is then used against the victim to seduce, coerce, and exploit. Such a scenario can lead to trauma bonding between ~ Christine A. Courtois

He tells my parents how I took every class he taught. He tells them, "You have a special boy here." Embarrassed, I look at my feet. Before we leave, I hand my professor a present, a tan briefcase with his initials on the front. I bought this the day before at a shopping mall. I didn't want to forget him. Maybe I didn't want him to forget me.
"Mitch, you are one of the good ones," he says, admiring the briefcase. Then he hugs me. I feel his thin arms around my back. I am taller than he is, and when he holds me, I feel awkward, older, as if I were the parent and he were the child.
He asks if I will stay in touch, and without hesitation I say, "Of course." When he steps back, I see that he is crying. ~ Mitch Albom

Education is not a product but a relationship and a process; a relationship between student and lecturer, and process by which knowledge transforms the individual. ~ Kenan Malik

It is hard to be an apprentice to an unfriendly professor, or even one whose warmth or tolerance wears thin when the going gets hard for the student and help is needed. ~ Robert Audi

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready.

But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division...

Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from. ~ Wendell Berry

I also believe that academic freedom should protect the right of a professor or student to advocate Marxism, socialism, communism, or any other minority viewpoint - no matter how distasteful to the majority, provided ... ~ Richard M. Nixon

The Socratic teacher turns his students away from himself and back onto themselves; he hides in paradoxes, makes himself inaccessible. The intimate relationship between student and teacher here is not one of submission, but of a contest for truth. ~ Karl Jaspers

A Student is the most important person ever in this school ... in person, on the telephone, or by mail.
A Student is not dependent on us ... we are dependent on the Student.
A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student ... the Student is doing us a favor by giving us the opportunity to do so.
A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves. ~ William W. Purkey

The best relationship student -teacher is in knowing who is right for you and who you are right for. ~ Donnie Burns

Truth is no pupil.
Awareness is no professor.
Intuition is no amateur.
Existence is no master.

Proof is no disciple.
Conviction is no graduate.
Certainty is no intellectual.
Reality is no philosopher.

Time is no student.
Life is no scholar.
Fate is no saint.
Eternity is no sage. ~ Matshona Dhliwayo

Dear Mama,
I hope this letter finds you well. It contains all my love and affection. (It also contains all my questions about how you could ever have loved a man like Professor Miller.)
You asked about where I live. I cannot believe I haven't mentioned it, but I suppose I'm so used to it now I don't think of it. The dorms are small and plain, but as a student I don't need much more. (I cannot afford the dorms. I do not live in them.) The food is dreadful, all heavy meat and sauce. I miss fruit! (I am always hungry; a supper with a strange man was the fullest my stomach has been since I got here.)
As I have mentioned in every letter, my professors are all interesting and I take copious notes during lectures. (If you do not bring up my father, I am certainly not going to offer you information on that louse of a man.) The course work is challenging but I am excelling. (I have to be perfect so they can find no excuse to dock my grades.)
I have delivered Aunt Nani's package to Jacabo. He was so happy to receive it, and I take tea with him once a week. It is a great comfort to speak Melenese with someone. (I live in the hotel where Jacabo works. He saved me when I realized I could not afford room and board at the school. I work long, hard hours in the evenings to earn a tiny hole of a servant's room and whatever scraps of food are left over.)
Please give everyone my love and tell them how much I am learning to bring back to the island as a teacher. (I will ~ Kiersten White

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal. ~ Richard P. Feynman

I've always been a writer because I've always been a student. My mom's a retired professor, so I come from a very academic background. I love writing, you know? ~ Kerry Washington

Temporal experience is neither completely recurrent (in which case it would be wholly knowable) nor completely variable (in which case it would be wholly inscrutable). In effect, it is more like a piece of complex music, a Bach fugue heard for the first time. In one sense, we are excited and surprised by the novel disposition of tones and rhythms and by the uncanny variety of the treatment. In another sense, we realize that recurring ideas and cycles are what give the work its native character, and that the variations, however stunning, have significance only in terms of their relationship to these underlying themes. Conversely, the recurrent themes are realizable in their fullest sense only through the variations upon them. The careful student of time is thus as sure that certain things will recur as he is sure that they will recur in dazzling new forms. ~ Robert Grudin

Having a brain does not make you a thinker.
Having a student does not make you a teacher.
Having a class does not make you a scholar.
Having a degree does not make you a master.
Having a sword does not make you a warrior.
Having a following does not make you a leader.
Having a position does not make you a ruler.
Having an army does not make you a conqueror.

Having a job does not mean you have a career.
Having a servant does not mean you have a helper.
Having a mom does not mean you have a nurturer.
Having a girlfriend does not mean you have comforter.
Having a coach does not mean you have a trainer.
Having a class does not mean you have a teacher.
Having a son does not mean you have a successor.
Having a daughter does not mean you have an inheritor.

Having a wife does not mean you have a lover.
Having a spouse does not mean you have an admirer.
Having a friend does not mean you have a partner.
Having a dad does not mean you have a father.
Having a professor does not mean you have a teacher.
Having a teammate does not mean you have a collaborator.
Having an ally does not mean you have a protector.
Having a dependent does not mean you have a supporter. ~ Matshona Dhliwayo

In a personal way, to do with family and the father-son relationship, in a kind of artistic way with regard to him being an art student. I also studied the visual arts at Lancaster University. I then decided to become an actor as he was becoming a musician. And then as an actor/performer, we have similar sort of interests - music hall and that whole world. So, there's a lot that I felt connected with. ~ Andy Serkis

It had to be that Americans were taught, from elementary school, to always "say something" in class, no matter what. [...] They never said "I don't know". They said, instead, "I'm not sure," which did not give any information but still suggested the possibility of knowledge. And they ambled, these Americans, they walked without rhythm. They avoided giving direct instructions: they did not say "Ask somebody upstairs"; they said "You might want to ask somebody upstairs". When you tripped and fell, when you choked, when misfortune befell you, they did not say "Sorry". They said "Are you OK?" when it was obvious that you were not. And when you said "Sorry" to them when they choked or tripped or encountered misfortune, they replied, eyes wide with surprise, "Oh, it's not your fault". And they overused the world "excited", a professor excited about a new book, a student excited about a class, a politician on TV excited about a law; it was altogether too much excitement. ~ Chimamanda Ngozi Adichie

Professor Brown: 'Since this slide was made,' he opined, 'My students have re-examined the errant points and I am happy to report that all fall close to the [straight] line.' Questioner: 'Professor Brown, I am delighted that the points which fell off the line proved, on reinvestigation, to be in compliance. I wonder, however, if you have had your students reinvestigate all these points that previously fell on the line to find out how many no longer do so? ~ Herbert C. Brown

Clearly, once the student is no longer a student the possibilities of relationship are enlarged. ~ Marilyn Hacker