I will begin with the self-styled "Christian" party, who profess to base their morality on the New Testament. But whether it is really more Christian to follow or to ignore the teachings of the Gospels I shall not discuss.
What you are is a question only you can answer.
Religious teachings and teachers have conditioned us to think of faith as a magic catalyst that makes God work for us. In no way does faith make God work nor does it release some kind of miracle power. Faith simply tunes into and turns on the divine flow that has always been present
We had two grand antique professors who had been teaching at Lombard since before I was born.
I’ve always thought that very few people grow old as admirably as academics. At least books never let them down.
World War II put feminism on hold for a long time; the men went away to fight, a lot of women in those years got jobs both in teaching and in factories – at all social levels – which they enjoyed very much. A lot of them were quite happy during the war.
The processes of teaching the child that everything cannot be as he wills it are apt to be painful both to him and to his teacher.
My heart is singing for joy this morning! A miracle has happened! The light of understanding has shone upon my little pupil’s mind, and behold, all things are changed!
I am beginning to suspect all elaborate and special systems of education. They seem to me to be built upon the supposition that every child is a kind of idiot who must be taught to think. Whereas if the child is left to himself, he will think more and better , if less "showily." Let him come and go freely, let him touch real things and combine his impressions for himself… Teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences.
I never taught language for the purpose of teaching it; but invariably used language as a medium for the communication of thought; thus the learning of language was coincident with the acquisition of knowledge.
Ninety percent of what most yoga teachers do is teach asana practice. While asana discharges stress and so forth, it was never intended to be a standalone practice. The true intent of yoga is personal transformation. What we get out of the privilege of teaching prisoners is the opportunity to focus on our own personal development. You can be of service, and, while helping others transform their lives, you have the deeper opportunity to transform your own. What we teach in prison is how we live our lives.
It has been universally recognized, in all authentic teachings of mankind, that every being born into this world has to work, not merely to keep himself alive, but to strive towards perfection.
I learned a lot about working with children, and about myself, and it reinforced my decision to pursue a career in teaching.
We’re good at taking care of little kids, and spend a lot of energy teaching them things like how to read. But when kids get as tall as their parents and can look them in the eyes, we tend to drop the ball – at a time they most need a loving consistent community of adults, be it parents, aunts, uncles, or others.
To make your people understand what righteousness is, this must be the basis of all your teaching.
No man is so foolish but may give another good counsel sometimes; and no man is so wise, but may easily err, if he will take no others counsel but his own. But very few men are wise by their own counsel; or learned by their own teaching. For he that was only taught by himself had a fool to his master.
Very few men are wise by their own council, or learned by their own teaching. For he that was only taught by himself, had a fool for a master.
Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask – indeed, to be unconscious of – others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society’s tacit agreement about what it has decided it does not and cannot know?
Teaching literature is teaching how to read. How to notice things in a text that a speed-reading culture is trained to disregard, overcome, edit out, or explain away; how to read what the language is doing, not guess what the author was thinking; how to take evidence from a page, not seek a reality to substitute for it.
I have discovered the value of psychology and psychiatry, that their teachings can undo knots in us and permit life to flow again and aid us in becoming more truly human.
Educarers demonstrate love by showing and teaching respect.
Wouldn’t life be easier for both parents and infants if parents would observe, relax and enjoy what their child is doing, rather than keep teaching what the child is not yet capable of?
I preferred the weapons of dialectic to all the other teachings of philosophy, and armed with these, I chose the conflicts of disputation rather than the trophies of war.
Teachers and learners are correlates, one of which was never intended to be without the other.
Solutions come through evolution. They come through asking the right questions, because the answers pre-exist. It is the questions that we must define and discover. You don’t invent the answer-you reveal the answer.
I don’t know who had the bright idea of teaching pneumonia how to walk, but I’d like to find that dunderhead before he decides he wants to teach it how to drive.
Dharma has several connotations in South Asian religions, but in Buddhism it has two basic, interrelated meanings: dharma as ‘teaching’ as found in the expression Buddha Dharma, and dharma as ‘reality-as-is’ (abhigama-dharma). The teaching is a verbal expression of reality-as-is that consists of two aspects-the subject that realizes and the object that is realized. Together they constitute ‘reality-as-is;’ if either aspect is lacking, it is not reality-as-is. This sense of dharma or reality-as-is is also called suchness (tathata) or thatness (tattva) in Buddhism.
It is impossible to follow the teachings of Jesus Christ and be a Republican. It’s philosophically absolutely opposed – if they could only think about what they were saying for a minute. That’s when you get caught up in the webs of what people call themselves and how they behave.
We teach what we like to learn and the reason many people go into teaching is vicariously to reexperience the primary joy experienced the first time they learned something they loved.
I enrolled at a local college, but this time paid attention to myself – took only courses that really interested me, even if they weren’t in sequence; kept out of classes with people I knew from high school, because I tended to act like the class clown around them; selected teachers by their teaching style – until I could build up my study habits. I ended up graduating with a 3.97 GPA and got into Harvard for my doctorate.
We are not naïve enough to ask for pure men; we ask merely for men whose impurity does not conflict with the obligations of their job.