Quotes of All Topics . Occasions . Authors
Not being known doesn't stop the truth from being true. You are led through your lifetime by the inner learning creature, the playful spiritual being that is your real self. What the caterpillar calls the end of the world, the master calls a butterfly. Learning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers and teachers. The best way to pay for a lovely moment is to enjoy it.
For me as a midfielder, Paul Scholes was the best possible teacher. When people ask me my hardest opponent, I always refer to Paul in training. Facing him improved me so much because his astonishing quality gave me something to aim for. He never gave the ball away, he could nutmeg you, he could make you look a fool, his range of passing was remarkable, his touch and awareness, everything was top notch. Seeing Scholesy made you stand back and realize you had a long way to go, because he was awesome.
I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.
While I've always been critical about this peddling of spiritual materialism, it wasn't until I went to Nepal that I came face-to-face with my own spiritual materialism. The thing is, Kathmandu is noisy, and dusty, and crowded, and everywhere you go you see these same Western yoga teachers, hashish-smoking backpackers, and fair-trade shop owners, all seeking the stalls filled with amazing Buddha statues, hand carved mirrors, beautiful yak scarves, and thangka paintings. And everyone is buying stuff!
If they learn easily, they are penalized for being bored when they have nothing to do; if they excel in some outstanding way, they are penalized as being conspicuously better than the peer group. The culture tries to make the child with a gift into a one-sided person, to penalize him at every turn, to cause him trouble in making friends and to create conditions conducive to the development of a neurosis. Neither teachers, the parents of other children, nor the child peers will tolerate a Wunderkind.
Our government is the potent, the omnipresent teacher. For good or for ill it teaches the whole people by example. Crime is contagious. If the government becomes a lawbreaker, it breeds contempt for law; it invites every man to become a law unto himself; it invites anarchy. To declare that in the administration of the criminal law the end justifies the means - to declare that the Government may commit crimes in order to secure the conviction of a private criminal - would bring terrible retributions.
You are goodness and mercy and compassion and understanding. You are peace and joy and light. You are forgiveness and patience, strength and courage, a helper in time of need, a comforter in time of sorrow, a healer in time of injury, a teacher in times of confusion. You are the deepest wisdom and the highest truth; the greatest peace and the grandest love. You are these things. And in moments of your life you have known yourself to be these things. Choose now to know yourself as these things always.
Self-respect is often mistaken for arrogance when in reality it is the opposite. When we can recognize all our good qualities as well as our faults with neutrality, we can start to appreciate ourselves as we would a dear friend and experience the comfortable inner glow of respect. To embrace the journey towards our full potential we need to become our own loving teacher and coach. Spurring ourselves on to become better human beings we develop true regard for ourselves and our life will become sacred.
Eloquence, when at its highest pitch, leaves little room for reason or reflection; but addressing itself entirely to the fancy or the affections, captivates the willing hearers, and subdues their understanding. Happily, this pitch it seldom attains. But what a Tully or a Demosthenes could scarcely effect over a Roman or Athenian audience, every Capuchin, every itinerant or stationary teacher can perform over the generality of mankind, and in a higher degree, by touching such gross and vulgar passions.
I believe this nation hungers for a spiritual revival; hungers to once again see honor placed above political expediency; to see government once again the protector of our liberties, not the distributor of gifts and privilege. Government should uphold and not undermine those institutions which are custodians of the very values upon which civilization is founded-religion, education and, above all, family. Government cannot be clergyman, teacher and patriot. It government is our servant, beholden to us.
You beg for happiness in life, but security is more important to you, even if it costs you your spine or your life. Your life will be good and secure when aliveness will mean more to you than security; love more than money; your freedom more than party line or public opinion; when your thinking will be in harmony with your feelings; when the teachers of your children will be better paid than the politicians; when you will have more respect for the love between man and woman than for a marriage license.
Eventually, to get through school, I would make good meaningless blobs if I had to. And so they thought I was falling in with them and stuff like that. But on the playground, kids would come up to me and say, "I need three Supermans and a Captain Midnight by four o'clock because I'm going to sell them to somebody else." So I'd take all their lunch money and whip these things out, and they'd have to stick them in their underwear to get the pictures home, because if the teacher ever found out about that.
One of our chief needs as creative beings is support. Unfortunately, this can be hard to come by. Ideally, we would be nurtured and encourages first by our nuclear family and then by ever-widening circles of friends, teachers, well-wishers. As young artists, we need and want to be acknowledged for our attempts and efforts as well as for our achievements and triumphs. Unfortunately, many artists never receive this critical early encouragement. As a result, they may not know they are artists at all.
We have voluntarily agreed to let an invisible government sift the data and high-spot the outstanding issues so that our field of choice shall be narrowed to practical proportions. From our leaders and the media they use to reach the public, we accept the evidence and the demarcation of issues bearing upon public questions; from some ethical teacher, be it a minister, a favorite essayist, or merely prevailing opinion, we accept a standardized code of social conduct to which we conform most of the time.
Sometime during the 1990s, when I was teaching philosophy at UCSD, my friend, colleague, and music teacher, Carol Plantamura, discussed the possibility of teaching a course together looking at ways in which various literary works (plays, stories, novels) had been treated as operas, and how different themes emerged in the opera and in its original. One of the pairings we planned to use was Mann's great novella and Britten's opera. Unfortunately, the course was never taught, but the idea remained with me.
No matter how unreasonable others may seem, I am responsible for not reacting negatively. Regardless of what is happening around me I will always have the prerogative, and the responsibility, of choosing what happens within me. I am the creator of my own reality. When I [review my day], I know that I must stop judging others. If I judge others, I am probably judging myself. Whoever is upsetting me most is my best teacher. I have much to learn from him or her, and in my hearts, I should thank that person.
Ninety percent of what most yoga teachers do is teach asana practice. While asana discharges stress and so forth, it was never intended to be a standalone practice. The true intent of yoga is personal transformation. What we get out of the privilege of teaching prisoners is the opportunity to focus on our own personal development. You can be of service, and, while helping others transform their lives, you have the deeper opportunity to transform your own. What we teach in prison is how we live our lives.
Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people. I've even talked to people who didn't necessarily go into teaching thinking they wanted to work at a charter school or even may have been considered critics of the charter school movement, and found that it was the only way for them to get their foot in the door. So young people just have much more familiarity with the concept.
Even though their arguments did not invoke religion, I think we all know what's behind these arguments. They're trying to protect religious beliefs from contradiction by science. They used to do it by prohibiting teachers from teaching evolution at all; then they wanted to teach intelligent design as an alternative theory; now they want the supposed "weaknesses" in evolution pointed out. But it's all the same program - it's all an attempt to let religious ideas determine what is taught in science courses.
Men, your primary responsibility in your home, after your wife, is you to disciple your own children. And if you don't do it, you're in sin; you are in sin. And if you turn it over to a Sunday school teacher, you are in sin. And you are to be teaching these children more than just stories about animals that went into Noah's ark. You're to be teaching them about God, about radical depravity, about blood atonement, about propitiation, expiation, justification, sanctification; you are to teach your children!
Since her retirement from teaching Miss Beryl's health had in many respects greatly improved, despite her advancing years. An eighth-grade classroom was an excellent place to snag whatever was in the air in the way of illness. Also depression, which, Miss Beryl believed, in conjunction with guilt, opened the door to illness. Miss Beryl didn't know any teachers who weren't habitually guilty and depressed-guilty they hadn't accomplished more with their students, depressed that very little more was possible.
When I was in grade school and we had to write papers about what we wanted to be when we grew up, I wanted to be a social worker or a missionary or a teacher... Then I got involved with tennis, and everything was just me, me, me. I was totally selfish and thought about myself and nobody else, because if you let up for one minute, someone was going to come along and beat you. I really wouldn't let anyone or any slice of happiness enter... I didn't like the characteristics that it took to become a champion.
As we mature personally, as our families mature, and as our churches mature, we need the doctrine of sin more, not less; and we need to keep growing in rightly understanding and applying this doctrine. Be assured that this is no less true if you're a pastor or teacher or ministry worker. There's no pastoral privilege in relation to sin. There's no ministry exemption from the opposition of the flesh. There's only a heightened responsibility to oppose sin and to weaken the flesh, as an example to the flock.
Nature loves courage. You make the commitment and nature will respond to that commitment by removing impossible obstacles. Dream the impossible dream and the world will not grind you under, it will lift you up. This is the trick. This is what all these teachers and philosophers who really counted, who really touched the alchemical gold, this is what they understood. This is the shamanic dance in the waterfall. This is how magic is done. By hurling yourself into the abyss and discovering its a feather bed.
Interestingly, the British government announced a few weeks ago that they were going to introduce 500 educational targets for preschool children. And teachers complained that “when are the children going to have time to play?” Well, they’re not supposed to play, because play is a right-brain, ad-lib, creative pursuit. The idiot politicians who are introducing it don’t understand this, but the shadow-people from which it is generated certainly do. They want to stimulate the left brain as early as possible.
Acceptance is not a talent you either have or don't have. It's a learned response. My meditation teacher made a great point about the difference between a reaction and a response: You may not have control over your initial reaction to something, but you can decide what your response will be. You don't have to be at the mercy of your emotions, and acceptance can be your first step toward empowerment . . . For me, acceptance has been the cornerstone to my having an emotionally healthy response to my illness.
I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a student humanized or de-humanized.
Religion is a personal, private matter and parents, not public school officials, should decide their children's religious training. We should not have teacher-led prayers in public schools, and school officials should never favor one religion over another, or favor religion over no religion (or vice versa). I also believe that schools should not restrict students' religious liberties. The free exercise of faith is the fundamental right of every American, and that right doesn't stop at the schoolhouse door.
Today's parents have little authority over those others with whom they share the task of raising their children. On the contrary,most parents deal with those others from a position of inferiority or helplessness. Teacher, doctors, social workers, or television producers possess more status than most parents.... As a result, the parent today isa maestro trying to conduct an orchestra of players who have never met and who play from a multitude of different scores, each in a notation the conductor cannot read.
Educators, long disturbed by schoolchildren's lagging scores in math and reading, are realizing there is a different and more alarming deficiency: emotional literacy. And while laudable efforts are being made to raise academic standards, this new and troubling deficiency is not being addressed in the standard school curriculum. As one Brooklyn teacher put it, the present emphasis in schools suggests that "we care more about how well schoolchildren can read and write than whether they'll be alive next week."
There is a sense of urgency and this is a time for teachers and I think that there is this psychic awareness with this new generation of seekers that they are here to teach and so that they really need to wake up fast, much like we did, because we know that we must show up at a very high level and so therefore I think that there is an unconscious sense of urgency like I need to do this and not just for me, but for something greater and they may not be able to put that into words, but they are experiencing it.
I came to Paul at quite an early age, having already studied Plato and Aristotle; and I found Paul easily their intellectual equal, though he was handling these amazing questions about God, Jesus, Israel, faith and so on. He continues to be an amazingly stimulating thinker, especially when we try to understand the flow of thought in letter after letter rather than just combing him for a few verses on 'our favourite topics', which, sadly, some Christian teachers do just as some journalists and broadcasters do!
Modern acting is method acting, most of it. And there are sort of different schools, so I guess I'm not really from one school or another. I had a number of different teachers but they were all kind of drawing from the same pool, which is - What do you want? What are you doing to get what you want? And, what is in the way? These are basic acting questions. Knowing the answers to those questions. So you're talking about objectives and actions and obstacles. That's a sort of shorthand that gives you a language.
It is fitting that the Government of the United States should assume the obligation of the establishment and maintenance of a first-class university for the education of colored menand I wish to put in this caveatthat the colored race today, all of them, would be better off if they all had university education.... Of course, the basis of education of the colored people is in the primary schools and in industrial schools.... In those schools must be introduced teachers from such university institutions as this.
I shall never forget what I saw at the Museum of Modern Art: in a spotless schoolroom, fifty little girls painting away at tables covered with brushes, pots, tubes, bowls, staring into space and sticking out their tongues like the clever animals that ring a bell, tongues lolling and eyes vague. Teachers supervise these young creators of abstract art and slap their wrists if what they paint represents something and dangerously inclines toward realism. The mothers - still at the Picasso stage - are not admitted.
I've been playing videogames since before my career in this business, but what happened is several videogame companies were recruiting students back then and I applied with barely any hope of getting accepted to any of the companies. However, I got accepted! Although my path was already set to become a piano instructor, I chose the path of videogames instead. My parents cried, my friends were worried and my teacher was stunned (we're talking about way back when game music wasn't as popular as it is these days).
A Christian boy or girl can learn mathematics, for example, from a teacher who is not a Christian; and truth is truth however learned. But while truth is truth however learned, the bearing of truth, the meaning of truth, the purpose of truth, even in the sphere of mathematics, seem entirely different to the Christian from that which they seem to the non-Christian; and that is why a truly Christian education is possible only when Christian conviction underlies not a part but all, of the curriculum of the school.
I think when we talk about corporal punishment, and we have to think about our own children, and we are rather reluctant, it seems to me, to have other people administering punishment to our own children, because we are reluctant, it puts a special obligation on us to maintain order and to send children out from our homes who accept the idea of discipline. So I would not be for corporal punishment in the school, but I would be for very strong discipline at home so we don't place an unfair burden on our teachers.
A married guy is responsible for everything, no matter what. Women, thanks to their having been oppressed all these years, are blameless, free as birds, and all the dirt they do is the result of premenstrual syndrome or postmenstrual stress or menopause or emotional disempowerment by their fathers or low expectations by their teachers or latent unspoken sexual harassment in the workplace, or some other airy excuse. The guy alone is responsible for every day of marriage that is less than marvelous and meaningful.
There are writers you admire, for the skill or the art, for the inventiveness or for the professionalism of a career well spent. And there are writers-sometimes the same ones, sometimes not-to whom you are powerfully attracted, for reasons that may or may not have to do with literary values. They speak to you, or speak for you, sometimes with a voice that could almost be your own. Often there is one writer in particular who awakens you, who is the teacher they say you will meet when you are ready for the lesson.
I don't know what acting is, but I enjoy it. I think we ask too many questions of ourselves. We make too much importance of stuff. But I do say to actors when I have taught in classes, or when I sometimes do a talk to a group. I'll say, “If I never acted again, the world wouldn't stop, nor would it stop if I didn't stop acting. That's how important it is. I know it [seems] important when you're young. But I say, “Lighten up. Don't take it all so seriously.” All the gurus and teachers will take your money and run.
Because, ten-year-olds of the world, you shouldn't believe what your teachers tell you about the beauty and specialness and uniqueness of you. Or, believe it, little snowflake, but know it won't make a bit of difference until after puberty. It's Newton's lost law: anything that makes you unique later will get your chocolate milk stolen and your eye blackened as a kid. Won't it, Sebastian? Oh, yes, it will, my little Mandarin Chinese-learning, Poe-reciting, high-top-wearing friend. God bless you, wherever you are.
There is this thing called the university, and everybody goes there now. And there are these things called teachers who make students read this book with good ideas or that book with good ideas until that's where we get our ideas. We don't think them; we read them in books. I like Utopian talk, speculation about what our planet should be, anger about what our planet is. I think writers are the most important members of society, not just potentially but actually. Good writers must have and stand by their own ideas.
In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.
There are many important elements to being a parent. A lot of people don't have fathers but they might have someone in their life who's a good male influence and support. There's no cookie-cutter way of raising children and no family is the same, but the most important thing is that children are loved, supported and cared for, whether it's coming from a relative or a friend or a grandfather or a good school teacher. Anyone. Children just need good examples and mentoring to teach them and show them how to do things.
Matt Mason must be declared the poet laureate of the Midwest! No other native son celebrates the overlooked America, its unsung citizens (from the anonymous poets to the part-time English teachers), and its expansive indigenous landscape, as well as he does. Mason's poetry is humorous when he wants to be quirky, heartbreaking when he wants to be eloquent, and though he moves effortlessly into other moods and geographies, he always returns to his first and most enduring love (and to what he knows best)-his homeland.
No leader can possibly have all the answers . . . .The actual solutions about how best to meet the challenges of the moment have to be made by the people closest to the action. . . .The leader has to find the way to empower those frontline people, to challenge them, to provide them with the resources they need, and then to hold them accountable. As they struggle with . . . this challenge, the leader becomes their coach, teacher, and facilitator. Change how you define leadership, and you change how you run a company.
There is here, what is not in the old country. In spite of hard, unfamiliar things, there is here - hope. In the old country, a man can be no more than his father, providing he works hard. If his father was a carpenter, he may be a carpenter. He many not be a teacher or a priest. He may rise - but only to his father's state. In the old country, a man is given to the past. Here he belongs to the future. In this land, he may be what he will, if he has the good heart and the way of working honestly at the right things.
Sticks and stones may break my bones, but words can never hurt me." The adage is true as long as you don't really believe the words. But if your whole upbringing, and everything you have ever been told by parents, teachers and priests, has led you to believe, really believe, utterly and completely, that sinners burn in hell (or some other obnoxious article of doctrine such as that a woman is the property of her husband), it is entirely plausible that words could have a more long-lasting and damaging effect than deeds.
The purpose of studying Buddhism is not to study Buddhism, but to study ourselves. That is why we have teaching. But the teaching is not ourselves. It is some explanation of ourselves. To study the teaching is to know yourselves. That is why we do not ever attach to the teaching, or to the teacher. The moment you meet a teacher you should leave the teacher, and you should be independent. You want a teacher so that you can be independent. So you study yourselves. You have the teacher for yourselves, not for the teacher.