Best 3735 quotes in «teaching quotes» category

And this is also what he takes Christian doctrine, in all its complexity, to be centrally about, that is, teaching an attitude rather than a set of propositions. Call it joyous openness to life. What's not relevant about that?

And what is true education? It is awakening a love for truth; giving a just sense of duty; opening the eyes of the soul to the great purpose and end of life. It is not so much giving words, as thoughts; or mere maxims, as living principles. It is not teaching to be honest, because 'honesty is the best policy'; but because it is right. It is teaching the individual to love the good, for the sake of the good; to be virtuous in action because one is so in heart; to love and serve God supremely, not from fear, but from delight in his perfect character.

And when I am forgotten, as I shall be, And asleep in dull cold marble, where no mention Of me must be heard of, say, I taught thee.

"And when you had made sure of the poor little fool," said my aunt - "God forgive me that I should call her so, and she gone where YOU won't go in a hurry - because you had not done wrong enough to her and hers, you must begin to train her, must you? begin to break her, like a poor caged bird, and wear her deluded life away, in teaching her to sing YOUR notes?

An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know, and it's knowing how to use the information once you get it.

An educator never says what he himself thinks, but only that which he thinks it is good for those whom he is educating to hear.

An Englishman teaching an American about food is like the blind leading the one-eyed.

An educator should think of a child as a gardener thinks of a plant, as something to be made to grow by having the right soil and the right amount of water. If your roses fail to bloom, it does not occur to you to whip them, but you try to find out what has been amiss in your treatment of them. ... The important thing is what the children do, and not what they do not do. And what they do, if it is to have value, must be a spontaneous expression of their own vital energy.

As a kid, you're starting to grow up and want more freedoms. But if you have people who are absorbing and adopting religious principles and teachings, they start drawing these lines and creating confines in their life to live within certain lines.

As a kid, I succumbed to peer pressure; I created an image of myself that was not true. But that belief system ended with the death of a close friend. It was then that I reached out for help from my father. It wasn't the teachings of The Four Agreements exactly, it was just my father's teachings in general. And because of this, I am grateful to continue my family's legacy. In this way, I say "thank you" to my family and teachers before me.

As a matter of fact since Barack Obama has been president it is more overt - I believe - than it's been since the 1940's and 50's and so I am not surprised by it. I think it's an excellent teaching tool, particular for my sons and our people to understand that we still have to build within our community. We still have to work with one another. We still have to connect even with people outside of this country.

As another has well said, to handicap a student by teaching him that his black face is a curse and that his struggle to change his condition is hopeless is the worst sort of lynching.

As a student I learned from wonderful teachers and ever since then I've thought everyone is a teacher.

As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.

As a writer, the ideal job is the one that allows you time and mental space away from it. Teaching seemed to me like the obvious choice - those summers off, you know - but my experience may serve as a cautionary tale.

As a teacher, it's a great help to be teaching philosophical systems you don't believe. You can actually do a better job of presenting them if you leave your beliefs at the door.

A school is a place through which you have to pass before entering life, but where the teaching proper does not prepare you for life.

A schoolmaster should have an atmosphere of awe, and walk wonderingly, as if he was amazed at being himself.

A schoolteacher or professor cannot educate individuals, he educates only species.

As children's inquiries are not to be slighted, so also great care is to be taken, that they never receive deceitful and illuding answers. They easily perceive when they are slighted or deceived, and quickly learn the trick of neglect, dissimulation, and falsehood, which they observe others to make use of. We are not to intrench upon truth in any conversation, but least of all with children; since, if we play false with them, we not only deceive their expectation, and hinder their knowledge, but corrupt their innocence, and teach them the worst of vices.

As far as men go, it is not what they are that interests me, but what they can become.

As followers of Christ, we are to be careful not to remain victims of the many cultural presuppositions of who he is, and what he teaches, insofar as taking for granted our own caricatures of him. Let it boil in both mind and heart the question, 'If Jesus were to appear today, how many of us would actually recognize him and his teachings (or would it simply be a recount of his first visit)?

As for journalism education, there are some terrifically exciting things going on in some schools. Others are struggling to adapt. Curriculum changes can be slow, by design. Yet there are arguably more dynamic minds, old and young, gravitating to teaching than ever before, both on the research and scholarly side and on the side of what is called "professional practice," a term that usually refers to experienced journalists without Ph.D's moving to the academy.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

As for what's the most challenging aspect of teaching, it's convincing younger writers of the importance of reading widely and passionately.

As God's followers, we must be ever watchful not to allow diluted teachings or secular philosophies to creep into our doctrine.

As for the excellent little wretches who grow up in what they are taught, with never a scruple or a query, ... they signify nothing in the intellectual life of the race.

A significant contribution to science pedagogy and to the scholarship of teaching and learning. ... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching.

[Asked whether he would like to see an experimental demonstration of conical refraction] No. I have been teaching it all my life, and I do not want to have my ideas upset.

An extraterrestrial being, newly arrived on Earth - scrutinizing what we mainly present to our children in television, radio, movies, newspapers, magazines, the comics, and many books - might easily conclude that we are intent on teaching them murder, rape, cruelty, superstition, credulity, and consumerism. We keep at it, and through constant repetition many of them finally get it.

Anglo-Saxon civilization has taught the individual to protect his own rights; American civilization will teach him to respect the rights of others.

An important mentor for me, in terms of teaching me that there's a right way and a wrong way to do things, was probably my football coach. And playing football was one of the first times in my life that I realized nothing is given to you. You have to work really hard.

An organist who has the sensitivity to quietly play prelude music from the hymnbook tempers our feelings and causes us to go over in our minds the lyrics which teach the peaceable things of the kingdom. If we will listen, they are teaching the gospel, for the hymns of the Restoration are, in fact, a course in doctrine!

Anthropocentrism is simply irrational. And yet this is the thrust of much of our traditional religious thought and teaching, particularly in the West.

Anticipate charity by preventing poverty; assist the reduced fellow man, either by a considerable gift or a sum of money or by teaching him a trade or by putting him in the way of business so that he may earn an honest livelihood and not be forced to the dreadful alternative of holding out his hand for charity. This is the highest step and summit of charity's golden ladder.

Any denomination or church group that forsakes inerrancy will end up shipwrecked. It is impossible to prevent the surrender of other important doctrinal teachings of the Word of God when inerrancy is gone.

Any country that accepts abortion is not teaching its people to love but to use violence to get what they want.

Anybody who knows the public school teacher world knows there's not a lot of money in teaching. You do it because you love what you do.

Anyen Rinpoche is a compassionate embodiment of wisdom. The skillful teachings in The Tibetan Yoga of Breath will be a source of peace and happiness for many in these troubled times, for which I am very grateful.

Anyone attempting to live a Christian lifestyle will always be pressed towards settling for "nominal Christianity." For the believer who lives in the Bible Belt, it can become less about whether one is living his or her life in complete and total sold-out devotion to God, and more about where I'm going to lunch after church. If I live in an area where Christians are in the minority, there is the pressure to take a more a la carte approach to one's belief system. It's safer to take some of God's teachings and apply the parts we like but push aside that which seems too extreme or exclusive.

Anyone who asserted wrong teachings, anyone serving the devil or his demons, earned instead an equally remarkable antagonism. In their official high meetings together, Christians thus could not keep their own disagreements within the bounds of civil language; their continual quarrels required the intervention of the civil authorities; and all this was well known and noted by friends and foes alike.

Anyone who engages in the practice of psychotherapy confronts every day the devastation wrought by the teachings of religion.

Anyone who really wants to coach and have a lot of impact on people's lives, high school's the way to go... To be honest with you, of all the jobs I've ever had, the one I really, truly enjoyed the most was teaching and coaching in high school. It just doesn't pay as well.

Anything Can Happen is also, incidentally, a poem that arose from teaching. I'd talked about the Horace Ode (I, 34) [on which the poem is based] in a lecture I gave at Harvard in the fall of 2000 entitled Bright Boltsand remembered it after the Twin Towers attack.

Any teacher can study books, but books do not necessarily bring wisdom, nor that human insight essential to consummate teaching skills.

Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.

A primary goal of teaching anything is the advantage that learning gives to people over their competitors who haven't been as well taught.

Appreciation is the oil that lubricates life and keeps your wheels turning easily and freely. Without appreciation, your wheels will still spin, but they are apt to become rusted with resentment and exhaustion. Since there is great truth in the well-known statement "We teach people how to treat us," you can start teaching others to shower you with appreciation by showering yourself first.

A practice that is suitable for one person is not necessarily suitable for someone else, and a practice that is appropriate for one person at one time is not necessarily appropriate for that same person at another time. Buddha did not expect us to put all his teachings into practice right away--they are intended for a great variety of practitioners of different levels and dispositions.

A preacher should have the skill to teach the unlearned simply roundly, and plainly; for teaching is of more importance than exhorting.