I do worry a lot about the time it takes for people to get a PhD, about the difficulty of finding employment, about the difficulty of getting tenure, and generally about the perception that undergraduates have, that this is a very high-risk career to get started.

I don't think the same curriculum fits every student body.

Getting faculties to come to a consensus about something that they've never really thought about or had to worry about in their careers before can be a rather slow process and a long process, it certainly was the case at Harvard, and it's the case with most of the general education curricula that I know of, it takes four or five years just to get everybody on board with one idea.

We have much wisdom to gain by learning to understand other people's cultures and permitting ourselves to accept that there is more than one version of reality.

When I was young, I went to college, had a teacher who was, had been a student of Trilling's at Columbia, this was in California. And he, I started reading him around that time, and then I went to Columbia as well, Trilling was still teaching there, I took a course with him. He was not a great teacher, but he was, when I was younger, he was a good model for the kind of criticism I wanted to do, because he thought very dialectically.

Just in higher education alone, more people go to college now, by enormous amounts, than went to college in the '50's and '60's. So that represents a whole new literate public that's a consumer of literature, of news, of print, of, you know, opinion. And that's a bigger audience and much more diverse audience than it used to be.

One of the good things about the profession of being a professor, is that you also have time to do what interests you and what you care about or what you're good at.