Best 3735 quotes in «teaching quotes» category

The point is not that Jesus was a good guy who accepted everybody, and thus we should do the same (though that would be good). Rather, his teachings and behaviour reflect an alternative social vision. Jesus was not talking about how to be good and how to behave within the framework of a domination system. He was a critic of the domination system itself.

The power of theocrasy or exercise of government rule over the masses by a hierarchy of priests or adepts rested on its dual system of teaching, namely : Exoterism and Esoterism, the former a code of discipline of the thought and mode of life of the masses; the latter the hierarchic school wherein were trained the chosen adepts destined to safeguard the rules imposed upon the people by the high priests.

The power of story is potent and that's why historical fiction can be an extraordinarily significant way of teaching people logical truth propositions, moves you along, moves your emotions as well as informs your intellect.

The practices of Yoga will help you maintain equanimity in all situations by teaching you to become transparent, able to allow both joy and sorrow to flow through you without destroying your peace of mind.

The predominant teachings of this age are that there are no limits to man's capacity to govern others and that, therefore, no limitations ought to be imposed upon government. The older faith, born of long ages of suffering under man's dominion over man, was that the exercise of unlimited power by men with limited minds and self-regarding prejudices is soon oppressive, reactionary, and corrupt. The older faith taught that the very condition of progress was the limitation of power to the capacity and the virtue of rulers.

The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.

The problem is that many times people suspend their common sense because they get drowned in business models and Harvard business school teachings.

The problems you have as a novelist tend to have to do with making a living and trying to find ways to supplement the income you get from writing novels. For a lot of writers, that involves teaching. In my case, so far, I've been able to get by working in Hollywood with this TV stuff I've been doing. And it's very important, because my wife is a writer, too, and we don't have health insurance through any employer.

The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.

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.

The process of education is not generally a process of teaching people to think and ask questions. It ... is mostly one of teaching the young what is and getting them into a mood where they will go on keeping it that way.

The proper end of teaching is to lead our students toward autonomy.

The proper method for hastening the decay of error is by teaching every man to think for himself.

The proponents of Steinitz' theory - Tarrasch and his supporters - tried to express Steinitz' teaching in the form of laconic rules, and as often happens in such cases, they went too far. The laconic tended to become dogmatic, and chess began to lose its freshness, originality and charm.

The Pseudo-liberals monopolize the teaching jobs at many universities. Only men who agree with them are appointed as teachers and instructors of the social sciences, and only textbooks supporting their ideas are used.

The proper method for hastening the decay of error, is not, by brute force, or by regulation which is one of the classes of force, to endeavour to reduce men to intellectual uniformity; but on the contrary by teaching every man to think for himself.

The Psalms are much more than poetry. Many of them bear the title, Maskil, or teaching psalm. They are thus intended to instruct the mind as well as to encourage the heart. They are designed not only to reflect a mood, but to show us also how to handle that mood; how to escape from depression or how to balance exaltation with wisdom.

The pupil is ... 'schooled' to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

The pupil who is never required to do what he cannot do, never does what he can do.

The pulpit only "teaches" to be honest; the market-place "trains" to overreaching and fraud; and teaching has not a tithe of the efficiency of training. Christ never wrote a tract, but He went about doing good.

The quality of strength lined with tenderness is an unbeatable combination, as are intelligence and necessity when unblunted by formal education.

The rate of childhood obesity is just ridiculous. Anytime I can get involved with teaching them how to get physical exercise, I want to help in any way possible

The real difficulty, the difficulty which has baffled the sages of all times, is rather this: how can we make our teaching so potent in the motional life of man, that its influence should withstand the pressure of the elemental psychic forces in the individual?

The real power of the Buddha was that he had so much love. He saw people trapped in their notions of small separate self, feeling guilty or proud of that self, and he offered revolutionary teachings that resounded like a lion's roar, like a great rising tide, helping people to wake up and break free from the prison of ignorance.

There are all sorts of ways a leader can foster interactive teaching and learning if he starts thinking, Where do I socially architect myself?

There are four accounts of the gospel itself! The momentous events of the conception, birth, life, teaching, death, resurrection, and ascension of Jesus of Nazareth are too vast to be adequately viewed from one angle alone. Just as we need several points of view to "see" a person's face, so we need these varied emphases and angles to gain the full perspective of all God wants us to understand.

There are a lot of polls that show that actually Americans have a pretty high opinion of teachers, that Americans think teachers are just about as prestigious as doctors. And yet there's this political conversation - this reform conversation - that paints a very negative picture of the effectiveness of the teaching population. So 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 are always some people who are ready to embrace a doctrine, a notion, a dogma, and they miss the real teaching.

There are always so many things happening [to us] at one time. We read Isherwood's A Single Man in class, and we had to ask: How is he talking about all this stuff: teaching, being lonely, all his memories, all at the same time? He's telling us: This is where my head is at, let me be straightforward. And of course, try be artful about it.

There are little details in everything you do, and if you get away from any one of the little details, you're not teaching the thing as a whole. For it is little things which, together, make the whole. This, I think, is extremely important.

There are many differences between medicine and teaching, but they have much in common. Both involve craft and personal expertise, learned through experience; but both can be informed by the experience of others.

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 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 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.

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 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 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.

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

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.

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

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.

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