Best 3735 quotes in «teaching quotes» category

... there are no chains so galling as the chains of ignorance--no fetters so binding as those that bind the soul, and exclude it from the vast field of useful and scientific knowledge. O, had I received the advantages of early education, my ideas would, ere now, have expanded far and wide; but, alas! I possess nothing but moral capability--no teachings but the teachings of the Holy Spirit.

There are people all around us whose lives are masterpieces of service. One thinks of parents working two or three jobs to serve their families and community. So, too, many in the military or in nursing or teaching. As the needs are endless, so are the possibilities of service. Now, more than ever, empowered by the Internet, more of us can serve in more ways than ever before in history.

There are six stages to knowledge: Firstly: Asking questions in a good manner. Secondly: Remaining quiet and listening attentively. Thirdly: Understanding well. Fourthly: Memorising. Fifthly: Teaching. Sixthly- and it is its fruit: Acting upon the knowledge and keeping to its limits.

There are some people that say I need to be more academic in my teaching, I need to be more disciple developing focus, probably true. But where my heart is, is with people who are just passing through difficult time. I want to put literature in a form that is accessible for people who don't particularly read books.

There are such beings as vampires, some of us have evidence that they exist. Even had we not the proof of our own unhappy experience, the teachings and the records of the past give proof enough for sane peoples.

There are those who ask what authority, what theological qualification, the Council intended to give to its teachings, knowing that it avoided issuing solemn dogmatic definitions backed by the Church's infallible teaching authority. The answer is known by those who remember the conciliar declaration of March 6, 1964, repeated on November 16, 1964. In view of the pastoral nature of the Council, it avoided proclaiming in an extraordinary manner any dogmata carrying the mark of infallibility.

There are three things to remember when teaching: know your stuff; know whom you are stuffing; and then stuff them elegantly.

There are times when you may be overwhelmed by the teachings of the Way. At such moments, it is important to continue with the original spirit of a beginner.

The reason I do workshops is so I can learn, and I am fortunate that I've probably gained more from the whole experience of teaching than any one participant has. It is all about asking.

The reason I love teaching, it's like being a miner. I find all these undiscovered jewels and, with the right motivation, they're amazed at what they can do. I have to show them their capability.

There came a time in my life when I doubted the divinity of the Scriptures, and I resolved as a lawyer and a judge I would try the Book as I would try anything in the courtroom, taking evidence for and against. It was a long, serious and profound study and using the same principles of evidence in this religious matter as I always do in secular matters, I have come to the decision that the Bible is a supernatural Book, that it has come from God, and that the only safety for the human race is to follow its teachings.

There can be no real conflict between the two Books of the Great Author. Both are revelations made by Him to man,-the earlier telling of God-made harmonies coming up from the deep past, and rising to their height when man appeared, the later teaching man's relations to his Maker, and speaking of loftier harmonies in the eternal future.

Therefore, teaching, talk and tale, however lucid or fascinating, effect nothing until self-activity be set up; that is, self-education is the only possible education; the rest is mere veneer laid on the surface of a child's nature.

Therefore, all my adult life, since I began my life as an author, or as a teacher, I always try to listen to the victim.

There has been so much recent talk of progress in the areas of curriculum innovation and textbook revision that few people outside the field of teaching understand how bad most of our elementary school materials still are.

There is a fundamental difference between Jesus and Muhammad and their teachings. When the Jews brought a prostitute to Christ and asked him what to do with her because the law says stone her, Jesus said, let the one who has not committed any sin throw the first stone. This is a great teaching. To be happy as human beings, we don't need lots of laws. All we need are few good teachings and this is one of them.

There is all the difference in the world between teaching children about religion and handing them over to be taught by the religious.

There is a great need for a new approach, new methods and new tools in teaching, man's oldest and most reactionary craft. There is great need for a rapid increase in the productivity of learning. There is, above all, great need for methods that will make the teacher effective and multiply his or her efforts and competence. Teaching is, in fact, the only traditional craft in which we have not yet fashioned the tools that make an ordinary person capable of superior performance. In this respect, teaching is far behind medicine, where the tools first became available a century or more ago.

There is an old saying that the course of civilization is a race between catastrophe and education. In a democracy such as ours, we must make sure that education wins the race.

There is a way to support the art and to allow and encourage the art to flourish while being critical. In fact, I find in teaching that self-critique is one of the best ways to have your art grow, but if you start tearing yourself down then, it's not going to go anywhere. I feel the same about critics. I feel that's happening all too often.

There is no accountability in the public school system - except for coaches. You know what happens to a losing coach. You fire him. A losing teacher can go on losing for 30 years and then go to glory.

There is no form of conviction more intimate and irresistible than that which arises from the inward teaching of the Spirit.

There is no ground whatever for the claim, so often made by religious apologists, that these ideals are specifically Christian and originated with Jesus. What were specifically Christian were some of the less enlightened teachings, which have done untold harm. Christians claim that organised Christianity has been a great force for good, but this view can be maintained on one assumption only: that everything good in the Christian era is a result of Christianity and everything bad happened in spite of it.

There is no part of the country where in the summer you cannot get a sufficient supply of the best specimens. Teach your children to bring them in for themselves. Take your text from the brooks, not from the booksellers.

There is no long-range effective teaching of the Bible that is not accompanied by long hours of ongoing study of the Bible.

The religious geniuses of all ages have been distinguished by this kind of religious feeling, which knows no dogma and no God conceived in man's image; so that there can be no church whose central teachings are based on it. Hence it is precisely among the heretics of every age that we find men who were filled with this highest kind of religious feeling and were in many cases regarded by their contemporaries as atheists, sometimes also as saints. Looked at in this light, men like Democritus, Francis of Assisi, and Spinoza are closely akin to one another.

There is no real teacher who in practise does not believe in the existence of the soul, or in a magic that acts on it through speech.

There is nothing more frightful than for a teacher to know only what his scholars are intended to know.

There is one solution to all of our problems: Teaching our kids clarity of thought and political representation in democracy. That's it.

There is something particularly appealing about teaching a subject that seems to deal with the lowest kind of relationships-accidents, ambulance chasing-because you can show students that these raise the most fundamental questions about the structure of society.

The relation between parents and children is essentially based on teaching.

There is no place for [the Bantu] in the European community above the level of certain forms of labour ... What is the use of teaching the Bantu child mathematics when it cannot use it in practice? That is quite absurd. Education must train people in accordance with their opportunities in life, according to the sphere in which they live.

There is nothing in my teachings to the Church or in those of my associates, during the time specified, which can be reasonably construed to inculate or encourage polygamy... And I now publicly declare that my advice to the Latter-day Saints is to refrain from contracting any marriage forbidden by the law of the land.

... there is no valid teaching from which there does not emerge something learned and through which the learner does not become capable of recreating and remaking what has been taught.

There is too much ideological conformity in gender studies. The true-believers fashion the theories, write the textbooks and teach the students. When journalists, policymakers, and legislators address topics such as the wage gap, gender and education, or women's health, they turn to these experts for enlightenment. For the most part, they peddle misinformation, victim politics, and sophistry. They claim that their teachings represent the academic consensus, but that is only because they have excluded all dissenters.

The religious need of the human mind remains alive, never more so, but it demands a teaching which can be understood. Slowly an apprehension of the intimate, usable power of God is growing among us, and a growing recognition of the only worth-while application of that power-in the improvement of the world.

There must be something here for me to get or to share or to do. So I have the duty that I do, the dharma that I do - which I love - with my teaching, with my family, my son, my students, my girlfriend.

There's a deceptive sin that can keep us from walking in love: pride. It's deceptive because when you have pride, you're usually too proud to admit it. I know this because I used to have teachings on pride and they didn't sell well.

There's a lot wrong [with American universities]. I'd remove 3/4 of the faculty - everything but the hard sciences. But nobody's going to do that, so we'll have to live with the defects. It's amazing how wrongheaded [the teaching is]. There is fatal disconnectedness. You have these squirrelly people in each department who don't see the big picture.

There's an intuition learned through our work. Teaching others doesn't mean they can just go out and replicate it.

There's a lot of Republicans who may have in the past been critical of fellow Catholics who they call 'cafeteria Catholics' who don't follow the church's teachings - say, on abortion. But now, are they going to become 'cafeteria Catholics' themselves and not follow the church's teachings on climate change?

There's all kinds of people teaching who don't do anything worth a nickel. Likewise in advertising.

There's definitely a tension between the way teaching is talked about and understood at the political level and how everyday average Americans think about teachers.

There's a way in which all of these grazers at the spirituality buffet are performing a service, because you could argue that grazing leads to a kind of tolerance. People who incorporate teachings from a lot of different traditions into their own belief systems are going to be more tolerant than people who confine themselves within the strict boundaries of one particular religion. Does it contribute to our confusion? I don't know if it contributes to confusion so much as it is evidence of a certain kind of silliness and shallowness.

There should be a readiness, on our part, to investigate with candor to follow the truth wherever it may lead us, and to submit, without reserve or objection, to all the teachings of this religion, if it be found to be of divine origin.

There should be no element of slavery in learning. Enforced exercise does no harm to the body, but enforced learning will not stay in the mind. So avoid compulsion, and let your children's lessons take the form of play.

There’s more time spent on teaching kids about recycling than on character development in the American schools.

There's many lanes on the highway of enlightenment, they don't have to be on the razor's edge like the yellow line dotted in the middle. Balance is appropriate, not too tight, not too loose, the Middle Way as we call it in Buddhist dharma teachings.

There's no trick of teaching acting. Either someone wants to do it and is gifted, or not.

There's no way you can misunderstand the teachings of the Qur'an, there's no way you can misunderstand the teachings of the Bible, there's no way you can misunderstand the teachings of the Bhaghavad Gita, or of the Book of Mormon, or of the other sacred texts of many of those religions.