Best 3735 quotes in «teaching quotes» category

I think with great affection and deep gratitude of my venerable predecessor, Benedict XVI, who during these years of his pontificate has enriched and strengthened the Church with his teaching, his goodness, his guidance, his faith, his humility, and his gentleness, which will remain a spiritual heritage for all.

I thought my life was mapped out. Research, living in the forest, teaching and writing. But in '86 I went to a conference and realised the chimpanzees were disappearing. I had worldwide recognition and a gift of communication. I had to use them.

I thought to spend my declining years writing poetry and teaching - but that won't pay the Bergdorf's bill. I think I'll move to somewhere life is cheaper.

I thought that my life would be spent working in a bookstore, teaching community college, and making music in my spare time that no one would be willing to listen to.

I thought, well of course, Kinsey absolutely adored teaching. He was a wonderful teacher. So these kids really inspired me. So that was a clue I hung onto. He loved young people, he absolutely loved them. And he loved teaching them and trying to help them.

It is a common teaching of the Saints that one of the principal means of leading a good and exemplary life is certainly modesty and the mortification of the eyes. Just as there is nothing better than modesty to preserve devotion in a soul and to edify one's neighbor, so too, there is nothing worse than immodesty and licentious glances to expose a person to the danger of becoming lax and loose in morals.

It is a good thing to learn the truth one's self. To first believe with all your heart, and then not to believe, is good too. It fattens the emotions and makes them to stretch.

It is always a question of knowing and seeing, and not that of believing. The teaching of the Buddha is qualified as ehi-passika, inviting you to 'come and see', but not to come and believe.

It is a libel to suggest that children need rewards for attending to tasks, apart from intrinsic interest and satisfaction. Children work very hard in their purposeful endeavors in the world, when they have ends they want to accomplish themselves. It is meaningless teaching, not learning, that demands irrelevant incentives.

It is among children only, and as children only, that you will find medicine for your healing and true wisdom for your teaching.

It is amusing to hear the modern Christian telling you how mild and rationalistic Christianity really is and ignoring the fact that all its mildness and rationalism is due to the teaching of men who in their own day were persecuted by all orthodox Christians.

It is an irrational claim to believe in the teachings of Jesus Christ and at the same time to hold that the greater part of his teachings have no application at the present time. If you say that the reason why the powers do not follow them that believe (as Christ said they would) is because you have not faith enough and are not pure enough-that will be all right. But to say that they have no application at the present time is to be ridiculous.

It is a point that I repeat over and over again in teaching public speaking. It is not so much what you say as it is the tone and manner in which you say it that makes a lasting impression.

It is a pity that, commonly, more care is had--yea, and that among very wise men--to find out rather a cunning man for their horse than a cunning man for their children.

It is because modern education is so seldom inspired by a great hope that it so seldom achieves great results. The wish to preserve the past rather that the hope of creatingfuture dominates the minds of those who control the teaching of the young.

It is best to study from a teacher of ANY subject, as long as you focus on the teachings and NOT on the teacher. All of the real important answers to life's questions lie within your own mind.

It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing that we look, by writing that we think, by pumping that we draw water into the well.

It is felt that a disciplined mind leads to happiness and an undisciplined mind leads to suffering, and in fact it is said that bringing about discipline within one's mind is the essence of the Buddha's teaching.

It is from the traditional family that we absorb those universal ideals and principles which are the teaching of Jesus, the bedrock of our religious faith. We are taught the difference between right and wrong, and about the law, just punishment and discipline.

It is good to remember that the goal of Buddhism is to create Buddhas, not Buddhists, as the goal of Christianity is to create Christs, not Christians. In the same vein, my teachings are not meant to acquire followers or imitators, but to awaken beings to eternal truth and thus to awakened life and living.

It is hard to be an apprentice to an unfriendly professor, or even one whose warmth or tolerance wears thin when the going gets hard for the student and help is needed.

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.

It is impossible to live pure lives until we have pure hearts. Many people today are trying to put the cart before the horse. They are teaching purity of motives, desires, and actions to old, deceitful hearts! No wonder we have ended up such moral failures, in spite of our vaunted knowledge and psychological approaches.

It is indeed better (as no one ever could deny) that men should be led to worship God by teaching, than that they should be driven to it by fear of punishment or pain; but it does not follow that because the former course produces the better men, therefore those who do not yield to it should be neglected. For many have found advantage (as we have proved, and are daily proving by actual experiment), in being first compelled by fear or pain, so that they might afterwards be influenced by teaching, or might follow out in act what they had already learned in word.

It is inevitable that, in the process of teaching an Asian religion in a Western country, many of the teachings will seem strange or unusual - in the same way that Christianity and Judaism may seem strange and unusual to people from the Far East.

It is ironical that in an age when we have prided ourselves on our progress in the intelligent care and teaching of children we have at the same time put them at the mercy of new and most terrible weapons of destruction.

It is I, the ungodly Zarathustra, who says:Who is more ungodly than I, that I may rejoice in his teaching?

It is my fundamental conviction that compassion - the natural capacity of the human heart to feel concern for and connection with another human being - constitutes a basic aspect of our nature shared by all human beings, as well as being the foundation of our happiness. All ethical teachings, whether religious or nonreligious, aim to nurture this innate and precious quality, to develop it and to perfect it.

It is no secret that the fruits of language study are in no sort of relation to the labour spent on teaching and learning them.

It is noble to teach oneself; it is still nobler to teach others.

It is not His teachings which make Jesus so remarkable, although these would be enough to give Him distinction. It is a combination of the teachings with the man Himself. The two cannot be separated.

It is normal for politicians in all countries to profess themselves the pupils of history, anxious to draw the right lessons from her teaching.

It is often said that the Buddha's teaching is only a raft to help you cross the river, a finger pointing to the moon. Don't maistake the finger for the moon. The raft is not the shore. If we cling to the raft, if we cling to the finger, we miss everything. We cannot, in the name of the finger or the raft kill each other. Human life is more precious than any ideology, any doctrine.

It is not the how of painting but the why. To imitate a style would be a little like teaching a tone of voice or a personality.

It is one of the main teachings of the profound traditional wisdom of India, that the Primordial Mother is the origin of all things and verything tends to flow naturally back towards her.

It is our duty to give meaning to the life of future generations by sharing our knowledge and experience; by teaching an appreciation of work well done and a respect for nature, the source of all life; by encouraging the young to venture off the beaten path and avoid complacency by challenging their emotions.

It is said that “there is a self,” but “non-self” too is taught. The buddhas also teach there is nothing which is “neither self nor non-self.”   Everything is real, not real; both real and not real; neither not real nor real: this is the teaching of the Buddha.

It is science that brings us an understanding of the true complexity of natural systems. The insights from the science of ecology are teaching us how to work with the checks and balances of nature, and encouraging a new, rational, limited-input, environmentally sound means of vineyard management that offers a third way between the ideologically driven approach of Biodynamics and conventional chemical-based agricultural systems.

It is really an alienation to believe that learning is the result of teaching.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

It is the intelligent and highly educated that agonize over their limitations.

It is the moral element contained in it that alone gives value and dignity to a religion, and only in so far as its teachings serve to stimulate and purify our moral aspirations does it deserve to retain its ascendency over mankind.

It is the parents duty to intervene when they see wrong choices being made.

It is the philosophers, theologians, and evangelists who are said to be filled with pride and bigotry due to the strong convictions that they represent. On the contrary, teachings can be either taken or dismissed; whereas voting is the only thing the average person can do to force everyone to live how they would prefer. A simple vote is among the largest yet most acceptable forms of bigotry, and that is because people play the card only when they feel that in doing so it conveniences themselves.

It is the teaching of the Bible and of sound Political ethics that the education of children belongs to the sphere of the family and is the duty of the parents. The theory that the children of the Commonwealth are the charge of the Commonwealth is a pagan one, derived from heathen Sparta and Platoís heathen republic, and connected by regular, logical sequence with legalized prostitution and the dissolution of the conjugal tie.

It is the grandeur of Christ's character which constitutes the chief power of His ministry, not His miracles or teachings apart from His character. The greatest triumph of the Gospel is Christ Himself--a human body become the organ of the Divine nature, and revealing, under the conditions of an earthly life, the glory of God.

It is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success. It’s the rich who get the biggest tax breaks. It’s the best students who get the best teaching and most attention. And it’s the biggest nine- and ten-year-olds who get the most coaching and practice. Success is the result of what sociologists like to call “accumulative advantage.

It is true, indeed, that the account Plato gives in 'Timaeus' is different from what he says in his so-called 'unwritten teachings.'

It is very disturbing to see people use Christianity and the Bible to support a certain political agenda, especially when one cannot connect that agenda with the authentic teachings of Christ.

It is useless to deny that, unless one has a genius for imparting knowledge, teaching is a drudgery.