Best 3735 quotes in «teaching quotes» category

Our children, our grandchildren, our students, our young athletes. We need to be pouring leadership principles into them constantly, and teaching, and instructing them how to become good leaders in the future.

Our families may be corrupted by worldly trends and teachings unless we know how to use the [Book of Mormon] to expose and combat the falsehoods in socialism, organic evolution, rationalism, humanism, and so forth.…And our nation will continue to degenerate unless we read and heed the words of the God of this land, Jesus Christ, and quit building up and upholding the secret combinations which the Book of Mormon tells us proved the downfall of both previous American civilizations.

Our knowledge of the historical worth of certain religious doctrines increases our respect for them, but does not invalidate our proposal that they should cease to be put forward as the reasons for the precepts of civilization. On the contrary! Those historical residues have helped us to view religious teachings, as it were, as neurotic relics, and we may now argue that the time has probably come, as it does in an analytic treatment, for replacing the effects of repression by the results of the rational operation of the intellect.

Our laws and our institutions must necessarily be based upon and embody the teachings of the Redeemer of mankind. It is impossible that it should be otherwise, and in this sense and to this extent our civilization and our institutions are emphatically Christian.

Our Lord's miracles were all essential parts of His one consistent life. They were wrought as evidences not only of His power, but of His mercy. They were throughout moral in their character, and spiritual in the ends contemplated by them. They were in fact embodiments of His whole character; exemplars of His whole teaching, emblems of His whole mission.

Our Lord’s teaching is always anti-self-realization. His purpose is not the development of a man; His purpose is to make a man exactly like Himself, and the characteristic of the Son of God is self-expenditure.

Our schools offer no conception of the scientific process of discovery. They do not encourage creative thought, in fact, they stifle it through too much rigidity in teaching. If we set out to give as little help as possible to originality in science, we could hardly devise a better plan than our education system. Youngsters ought to be told what is unknown about ourselves and our universe as well as what is known.

Our school systems teach our children that they are nothing but glorified apes who have evolutionized out of some primordial soup of mud, by teaching evolution as fact.

Ours may become the first civilization destroyed, not by the power of our enemies, but by the ignorance of our teachers and the dangerous nonsense they are teaching our children. In an age of artificial intelligence, they are creating artificial stupidity.

Our teaching may contain nothing impious, nothing diluted.

Our souls are evolving towards becoming the one. That's what we're doing and we're using our incarnations as teaching devices.This is quotes copyright © By Pumpkin Limited

Our tradition of political thought had its definite beginning in the teachings of Plato and Aristotle. I believe it came to a no less definite end in the theories of Karl Marx.

Our teaching of mathematics revolves around a fundamental conflict. Rightly or wrongly, students are required to master a series of mathematical concepts and techniques, and anything that might divert them from doing so is deemed unnecessary. Putting mathematics into its cultural context, explaining what is has done for humanity, telling the story of its historical development, or pointing out the wealth of unsolved problems or even the existence of topics that do not make it into school textbooks leaves less time to prepare for the exam. So most of these things aren't discussed.

O ye! who teach the ingenious youth of nations, Holland, France, England, Germany or Spain, I pray ye flog them upon all occasions, It mends their morals, never mind the pain.

Over time I learned that there are two very different satisfactions that you can have in your life. One is the satisfaction of becoming skilled at something. It almost doesn't matter what the terrain is. There is a deep, soul-feeding resonance in mastery itself, whether in teaching, writing a complicated software program, coaching a baseball team, or marshalling a group of people to start a new business.

Over time, I started becoming more aware of the vastness and complexity of the universe, which led me away from any sort of conventional Christianity. I still love the teachings of Christ, but I also believe that the human condition prevents us from having any true objective knowledge of the universe. All human belief systems are inherently flawed. If I had to label myself now, I'd call myself a Taoist-Christian-agnostic quantum mechanic. Also, there's nothing in the actual Bible that limits a Christian in their interest in science. Anti-science is a function of ignorant fundamentalism.

Owing to the identification of religion with virtue, together with the fact that the most religious men are not the most intelligent, a religious education gives courage to the stupid to resist the authority of educated men, as has happened, for example, where the teaching of evolution has been made illegal. So far as I can remember, there is not one word in the Gospels in praise of intelligence; and in this respect ministers of religion follow gospel authority more closely than in some others.

Pain is a teacher from whom we can learn much.

Parents and educators need to establish a culture in which security and clarity of expectations are balanced with the encouragement of playfulness, inquisitiveness and self reliance.

Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable.

Part of teaching is helping people create themselves.

Part of the fun of writing, touring, teaching, is engaging with real people about all of it: what to do now, how to build a movement, of approaches to teaching, of parenting - it's exciting to be in that dialogue.

Part of the notion in Shambhala teachings is that everybody can live their lives so they get weaker and more stressed out as they go along, or so they get more fortitude and strength.

Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.

Patriotism and loyalty in defense of the Constitution of the United States is constantly enjoined upon us. President McKay again this morning has made reference to the cause of liberty in his remarks. To be effective in such teaching, we must begin by inspiring in each heart the faith that the Constitution of the United States was written by inspired men whom God raised up for that very purpose.

People always form images of who others are, and they can be inflated images. People may not realize that the enormous energy and spiritual power that comes through a teacher, especially in a teaching situation, has nothing to do with that person.

People are often very frightened of their anger. They feel it will cause them to do something harmful. If you have this fear, create a safe situation where you can express your anger, alone or with a trusted therapist or friend. Allow yourself to talk angrily, shout, hit pillows, whatever you feel like. Once you've done this in a safe environment, you will have released some of the charge, and you can look underneath the anger to find what you need to do to take better care of yourself. Like any emotion, anger is a valuable tool, teaching us who we are and how we feel.

People are generally resistant to teaching and training because it requires effort. This clashes with the natural wiring of human adults: We are fundamentally lazy.

People need fewer 'ought-to' sermons, and more 'how-to' sermons. The deepest kind of teaching is that which makes a difference in people's day-to-day lives. Jesus spoke to the crowd with an interesting style. When God's Word is taught in an uninteresting way, people don't just think the pastor is boring, they think God is boring!

People are what you make them. A scornful look turns into a complete fool a man of average intelligence. A contemptuous indifference turns into an enemy a woman who, well treated, might have been an angel.

People are searching for reasons for believing, searching for answers to the big existential questions of "Why am I here?" and "What is life all about?" I find that people are able to accept the teaching of the Gospel when it's presented to them in both a rational and positive way.

People continued regardless of all that leads man forward to try to unite the incompatibles:;: the virtue of love, and what is opposed to love, namely, the restraining of evil by violence. And such a teaching, despite its inner contradiction, was so firmly established that the very people who recognize love as a virtue accept as lawful at the same time an order of life based on violence and allowing men not merely to torture but even to kill one another.

People of different religions and cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what – and who – we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings.

People that pay for things never complain. It's the guy you give something to that you can't please.

Perhaps teachers must be good actors where lessons are concerned, but in life outside the class, we mustn't hide from our pupils our individual spirits.

People use the word "natural" ... What is natural to me is these botanical species which interact directly with the nervous system. What I consider artificial is 4 years at Harvard, and the Bible, and Saint Patrick's cathedral, and the Sunday school teachings.

Perhaps our teachings seem less religious and more technical, like psychology, so they are easier for secular people to use.

Philosophy is the history of philosophy.

Personally, I don't teach practices as such. The power of the teaching is sufficient without needing to go for any practice.

Personally I would like to have pupils, a studio, pass on my love to them, work with them, without teaching them anything.. ..A convent, a monastery, a phalanstery of painting where one could train together.. ..but no programme, no instruction in painting.. ..drawing is still alright, it doesn't count, but painting - the way to learn is to look at the masters, above all at nature, and to watch other people painting.

Personally, I don't choose any particular religion or symbol or group of words or teachings to define me. That's between me and the most high. You know, my higher self. The Creator.

Poetry is related to philosophy as experience is related to empirical science. Experience makes us acquainted with the phenomenon in the particular and by means of examples, science embraces the whole of phenomena by means of general conceptions. So poetry seeks to make us acquainted with the Platonic Ideas through the particular and by means of examples. Philosophy aims at teaching, as a whole and in general, the inner nature of things which expresses itself in these. One sees even here that poetry bears more the character of youth, philosophy that of old age.

Please DO waste art materials. Use paper. Empty paint jars. Deplete pens. if it's teaching you stuff, it's not being wasted.

Plus, teaching brings home to you very fast that you actually know nothing. I didn't realize that before.

Plato used the dialogue format because the exchange of views, the posing and answering of questions, showed that understanding is a living, dynamic process. He distrusted writing because the settled character of the written word makes it look as if truth can be fixed and made to stand still. It is worth remembering that this greatest advocate of the objective reality of truth also believed that our access to that truth was sustained in reasoned discussion.

Please stop teaching my children that everyone gets a trophy just for participating. What is this, the Nobel Prize? Not everybody gets a trophy.

Police and firefighters are great, but they don't create wealth. They protect it. That's crucial. Teaching is a wonderful profession. Teachers help educate people to become good citizens so that citizens can then go create wealth. But they don't create the wealth themselves.

Poverty can't be an excuse for bad teaching, but teaching can't be the only thing we do to combat poverty.

Poor teaching leads to the inevitable idea that the subject (mathematics) is only adapted to peculiar minds, when it is the one universal science and the one whose four ground-rules are taught us almost in infancy and reappear in the motions to the universe.

Poverty is a weapon of mass destruction. Joblessness is a weapon of mass destruction, homelessness, a weapon of mass destruction... racism, a weapon of mass destruction, fear, a weapon of mass destruction. We must disarm these weapons and renew our commitment to quality public schools and dedicated teachers and good housing and quality health care and decent jobs and stronger neighborhoods.