Best 3735 quotes in «teaching quotes» category

In the end I created a career of my own, concentrating on my writing and lecturing, reaching larger audiences than I would had I ended up with tenure and a full teaching load. It was Virginia Woolf who said that it is terrible to be frozen out of a sacred tradition - but even more terrible to be frozen into it.

In the esoteric teachings, a transference process takes place between teacher and student where knowledge is actually transmitted from one to the other. This requires that the student be receptive.

In the long run, much public opinion is made in the universities; ideas generated there filter down through the teaching profession and the students into the general public.

In theory, I work an eight-hour day and a five-day week which means I can socialise with my pals who mostly have normal jobs like teaching and computer programming.

In this age of specialization, I sometimes think of myself as the last 'generalist' in economics, with interests that range from mathematical economics down to current financial journalism. My real interests are research and teaching.

In the order I was in, each brother takes five vows, one of which is teaching the poor gratuitously. As a young person I was seized by this idea of social justice and I wanted very much to follow my vow of teaching the poor gratuitously.

In the pulpit, were supposed to present the teaching with all of its unvarnished clarity, but when you step out of the pulpit, you have to meet people where they are and try to walk with them.

In those days [the 1790s],the students paid their professors directly for the lectures-typically about three guineas a class (a guinea was worth slightly more than a pound).

In transmitting the dharma, there is neither explanation nor teaching; there is neighter hearing nor attainment. Since explanations never really explains, nor are they able to teach, why talk about it? Since listening isn't really hearing or attaining anything, then why listen? But say, since it cannot be explained or heard, how can you enter the Way? But down the bagagge, take of the blinders, and see for yourself that this very place is the valley of the endless spring, this very body is the body of the universe. At such a time, who is it who can accompany this?

In the teaching of geography and history a sympathetic understanding (should) be fostered for the characteristics of the different peoples of the world, especially for those who we are in the habit of describing as "primitive.

In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing.

In visiting teaching we reach out to each other. Hands often speak as voices can’t. A warm embrace conveys volumes. A laugh together unites us. A moment of sharing refreshes our souls. We cannot always lift the burden of one who is troubled, but we can lift her so she can bear it well.

IN THE WORLD OF advertising, every copywriter knows the power of two magic words: "Free!" and "New!" We see them in the supermarket, in the newspaper, on billboards. And consumers respond. In the church today, we are falling prey to the appeal of "New!" The old truths of the gospel don't seem spectacular enough. We're restless for the latest, greatest, newest teaching or technique. We pastors in particular seem to search for a shortcut or some dynamic new strategy that will fire up our churches.

In the world of comics, Jack Kirby and Will Eisner may have been more influential artists, but Joe Kubert was its most influential man. Even if he were to be remembered solely for his body of illustration work, he’d still be one of the greats, but by opening the Kubert School in 1976, he was able to personally mentor and educate literally thousands of successful artists who owe their careers to his teachings.

In the world of form, everything changes and evolves. So, there was a certain evolution of the teaching. Different pointers came in, different stories, different approaches to the truth, which always is the same.

In thinking back, not having any experience in any other elementary school, there may have been an advantage of being with different age groups to benefit from what they were learning in a more advanced capacity. With a small group like that, there was a lot of one-to-one teaching.

In what may as well be starkly labelled smug satisfaction, an amazing 94% [of college instructors] rate themselves as above average teachers, and 68% rank themselves in the top quarter of teaching performances.

In truth, to attain to interior peace, one must be willing to pass through the contrary to peace. Such is the teaching of the Sages.

I often find it easier to be teaching or giving to others, and often struggle with the place of my own pleasure and joy.

I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.

I particularly love where I work because I was born, raised, and still live in the Bronx. I work in a Bronx location, so it's very fulfilling to me to be working in my home borough, and working with kids that are a lot like me and who can see themselves in me. My own teaching philosophy is to expose them to books that they might not otherwise read, particularly authors of color, authors whose stories are based in New York City.

I often ask myself, 'Who would Jesus vote for?' Then I start to think that he wouldn't vote at all; however, it would not be out of apathy or disinterest, but out of perfection and light. As a miracle worker, I think he would, by the power of God's teachings, the perseverance and the truth, influence in a modern sense whoever is put into office how to best serve his fellow men. One, like his skeptics, may find that impractical. But there is a message in that no man in power can slow the momentum of the will of God, and the miracles of his teachings will be forever victorious.

I object to teaching of slogans intended to befog the mind, of whatever kind they may be

I pray that each one of us stays awake as we fall. I pray that we choose to go into the abyss willingly and that our fall is cushioned by faith--faith that at the bottom we will be caught and taught and turned toward the light. I pray that we don't waste precious energy feeling ashamed of our mistakes, or embarrassed by our flaws. After years of teaching, I know only a few things for sure. One of them is this: We are chunks of dense matter that need to be cracked open. Our errors and failings are chinks in the heart's armor through which our true colors can shine.

I... [proposed] three distinct grades of education, reaching all classes. 1. Elementary schools for all children generally, rich and poor. 2. Colleges for a middle degree of instruction, calculated for the common purposes of life and such as should be desirable for all who were in easy circumstances. And 3d. an ultimate grade for teaching the sciences generally and in their highest degree... The expenses of [the elementary] schools should be borne by the inhabitants of the county, every one in proportion to his general tax-rate. This would throw on wealth the education of the poor.

I preferred the weapons of dialectic to all the other teachings of philosophy, and armed with these, I chose the conflicts of disputation rather than the trophies of war.

I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly.

I read, read enormously on all different fields of Islamic thought, from philosophy to Islamic literature, poetry, exegeses, knowledge of the Hadith, the teachings of the prophet. That's how I trained myself. And then I was appointed imam by a Sufi master from Istanbul, Turkey.

I reached a time in college when I didn't know what I wanted to do. At that time, women's careers were essentially nursing, secretarial and teaching. My mother advised me to get my teacher's certificate.

I realized the universe is 15 billion years old and unspeakably complicated. I still love the teachings of Christ, but I also believe that the human condition prevents us from having any true objective knowledge and understanding of the universe.

I realized that searching for a mentor has become the professional equivalent of waiting for Prince Charming. We all grew up on the fairy tale "Seeping Beauty," which instructs young women that if they just wait for their prince to arrive, they will be kissed and whisked away on a white horse to live happily ever after. Now young women are told that if they can just find the right mentor, they will be pushed up the ladder and whisked away to the corner office to live happily ever after. Once again, we are teaching women to be too dependent on others.

I personally have fun with enlightenment, the study and the teaching of it. I get a kick out of doing it different ways because I don't think there is a "way".

I recall that my workshop leaders were tactful in their ways of acquainting me with my shortcomings as a writer. So much so that I hardly realized they were doing it. I want always to keep that sort of thing in mind when I'm teaching. The way you get better in everything in this life is to make mistakes. Otherwise you're probably doing it right by accident. But you have to do everything wrong before you can really start with some authority to do it right.

I recognized that teaching and research institutions vitally depend on the involvement of active scientists also in management functions.

I regard the principle of conscription of life as a flat contradiction of all our cherished ideals of individual freedom, democratic liberty and Christian teaching.

I regard teaching religion as purveying lies.

I remember getting out of grad school and coming to New York and not wanting to get a teaching job because I wanted to work on my own, to develop my own ideas. There isn't that time now. Artists are exhibiting while they are still in grad school. There isn't that safety cushion.

I remember reading Paul Fussell my first year teaching at U of Hawai'i and being like, oh, it has a turn! Why didn't anyone tell me?

I saw as a teacher how, if you take that spark of learning that those children have, and you ignite it, you can take a child from any background to a lifetime of creativity and accomplishment.

I see myself only sporadically as a teacher and consistently as a writer. Teaching is how I pay the bills...and fortunately, for my students, I can intellectualize about writing, and I can talk about it well, and I like to talk about it.

I shall never forgive you for teaching me how to love life.

Isolating the student from large sections of human knowledge is not the basis of a Christian education. Rather it is giving him or her the framework for total truth, rooted in the Creator's existence and in the Bible's teaching, so that in each step of the formal learning process the student will understand what is true and what is false and why it is true or false.

I soon gave up instruction for self-teaching

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

Israelis keep teaching you your own business. God knows everything but the Israelis know everything better.

Is poverty of spirit the chief amongst virtues, that Jesus gives it prime place in his teachings? Is it even a virtue at all? Surely not. Manliness of spirit, honesty of spirit, fullness of rightful purpose, these are virtues; poverty of spirit is a crime.

I realize that many elements of the Buddhist teaching can be found in Christianity, Judaism, Islam. I think if Buddhism can help, it is the concrete methods of practice.

I spent a lot of time teaching myself theory and harmony so I could be free to express myself on the instrument.

I spent an incredible amount of time during my teaching career serving on committees. I now regard the lion's share of the time spent in committee work as having been wasted. One of the great lessons learned by those who achieve is how to manage time.

I started teaching yoga in 1974 in Colorado, I was living in Winter Park, and I started teaching skiers. At that point I was teaching more of the Sivananda system and just pushing it up a little bit to make it a little more rajasic a little more active, a little more physical. People would come, and feel great, and by the time I left Colorado in 1980 I'd taught pretty much everyone in town - the ski patrol, ski instructors, the bar owners.