Quotes of All Topics . Occasions . Authors
We often hear the teachers of all creeds lamenting the difficulty of keeping up in the minds of believers a lively apprehension of the truth which they nominally recognize, so that it may penetrate the feelings, and acquire a real mastery over the conduct.... When it has come to be a hereditary creed, and to be received passively, not actively ... there is a progressive tendency to forget all of the belief except the formularies ... until it almost ceases to connect itself at all with the inner life of the human being.
People don't want children to know what they need to know. They want their kids to know what they ought to need to know. If you're a teacher you're in a constant battle with mildly deluded adults who think the world will get better if you imagine it is better. You want to teach about sex? Fine, but only when they're old enough to do it. You want to talk politics? Sure, but nothing modern. Religion? So long as you don't actually think about it. Otherwise some furious mob will come to your house and burn you for a witch.
We honor ambition, we reward greed, we celebrate materialism, we worship acquisitiveness, we commercialize art, we cherish success and then we bark at the young about the gentle arts of the spirit. The kids know that if we really valued learning, we would pay our teachers what we pay our lawyers and stockbrokers. If we valued art, we would not measure it by its capacity to produce profits. If we regarded literature as important, we would remove it from the celebrity sweepstakes and spend a little money on our libraries.
When you care about perfection, you care about an expectation. But there is also caring for where I am right now, for what's happening right now. When I spend time with students, they tell me that they've read something in a book or heard something from a teacher that they don't think they're living up to. And I tell them, “Take care of yourself right now. Befriend what's happening, not just who you're supposed to be or what the world should be like. This is where you are now. So how do you care for yourself this minute?
Knowledge passes from dance teacher into the student through the process of mane, which is often translated as imitation, but learning to dance is more a process of total identification than of simple copying. We repeat the movements of our teachers until we can duplicate them exactly, until, in a sense, we have absorbed the teacher's mastery into ourselves. Artistic technique must be fully integrated into the cells of our bodies if we are to use it to express what is in our hearts, and this takes many years of practice.
Just as experience dictates to the ballet teacher the length of time necessary to train his students, so the horse, too, needs time to mature into a great four legged dancer. This fact cannot be obliterated by seeming successes that supposedly prove the opposite. For, even if someone should succeed in training a horse to high school level by the age of eight, this individual occurrence cannot shake the foundations of the classical art of riding, if this dressage horse is completely unsound and unusable by the age of ten.
The Talmud derives its authority from the position held by the ancient (Pharisee) academies. The teachers of those academies, both of Babylonia and of Palestine, were considered the rightful successors of the older Sanhedrin...At the present time, the Jewish people have no living central authority comparable in status to the ancient Sanhedrins or the later academies. Therefore, any decision regarding the Jewish religion must be based on the Talmud as the final resume of the teaching of those authorities when they existed.
There are few ways in which good people do more harm to those who take them seriously than to defend the gospel with arguments that won't hold water. Many of the difficulties encountered by young people going to college would be avoided if parents and teachers were more careful to distinguish between what they know to be true and what they think may be true. Impetuous youth, upon finding the authority it trusts crumbling, even on unimportant details, is apt to lump everything together and throw the baby out with the bath.
Why do so many young people literally die to belong to fraternities, sororities, and other college social organizations? The answer is complicated, but here is a starting point: Ever since the medieval universities were founded, young people have done whatever it takes to gain acceptance, to break with their past lives, to achieve a sense of power, to carve out a society of their own that isn't quite what their tutors and teachers had in mind. In the United States, hazing and drinking have been endemic since colonial days.
Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. After all, we too sometimes feel unable to go on working if someone comes to see what we are doing. The great principle which brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. Naturally, one can see what he is doing with a quick glance, but without his being aware of it.
So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?
A man-made thing that produces pleasure (and criticism) by somehow taping into the order of the universe is beautiful. Making beautiful things makes our lives worthwhile. My teacher, and one of the founders of the Pratt industrial design program, Rowena Reed Kostellow, said, "Pure, unadulterated beauty should be the goal of civilization." From a pragmatic point of view, for something to be beautiful, it has to work. In order to make this idea clearer I have combined the ideas of beauty and function into one word: Beautility.
In actual fact. The manifold sexualities - those which appear with the different ages (sexualities of the infant or the child), those which become fixated on particular tastes or practices (the sexuality of the invert, the gerontophile, the fetishist), those which, in a diffuse manner, invest relationships (the sexuality of doctor and patient, teacher and student, psychiatrist and mental patient), those which haunt spaces (the sexuality of the home, the school, the prison)- all form the correlate of exact procedures of power.
Virgil Thomson, the great classical music critic, who was also a composer, but said that criticism was the only antidote he knew to pay publicity. Critics at their best are independent voices people take seriously their responsibility to see as many things as they can see, put them in the widest possible perspective, educate their readers, I really do think of myself as a teacher. Newspapers that don't carry arts criticism at all while not fulfill this function. And probably their arts journalism will be deprived as a result.
According to one account of the New York City schools during the 1950s: The teacher could not technically hit the child, but the old crones found ways of skirting the rules. The push-probe-pull method was popular, in which the teacher would not hit you, but would poke you with her gnarled, witch-like fingers and grab your face like a taffy pull until you screamed. ... The pull-and-choke was also a favorite. It was executed by pulling the compulsory necktie up like a noose, until the errant boy's face turned the school colors.
I'm not [a Buddhist]. The whole point of anything that is really, truly valuable to your soul, and your own growth, is not to attach to a teacher, but rather to find out what the real deal is in the world itself. You become your own guide. The teachings can help you, but really, we're all here with the opportunity the reality of hereness. We all have that. I trust that...I'm just not interested in labels. I find all of them constrictive. They're hard to wear. And they're hard to wear because we're always - hopefully - growing.
I would not send my child to a vacation Bible school in 99.9% of the Baptist churches in America. Have some teacher that doesn't even understand anything about the gospel of Jesus Christ, ask those little children, 'How many of you want to go to Heaven?' and damn most of them! Harden their heart to the gospel with some silly profession of faith because it was a silly proclamation of the gospel! It brought no genuine repentance, it brought no faith; it's no different than the Roman church that baptizes every infant that is born.
In any bureaucratic organization there will be two kinds of people: those who work to further the actual goals of the organization, and those who work for the organization itself. Examples in education would be teachers who work and sacrifice to teach children, vs. union representative who work to protect any teacher including the most incompetent. The Iron Law states that in all cases, the second type of person will always gain control of the organization, and will always write the rules under which the organization functions.
It is difficult to find a reputable American historian who will acknowledge the crude fact that a Franklin Roosevelt, say, wanted to be President merely to wield power, to be famed and to be feared. To learn this simple fact one must wade through a sea of evasions: history as sociology, leaders as teachers, bland benevolence as a motive force, when, finally, power is an end to itself, and the instinctive urge to prevail the most important single human trait, the necessary force without which no city was built, no city destroyed.
Reuven listen to me. The Talmud says that a person should do two things for himself. One is to acquire a teacher. Do you remember the other." "Choose a friend," I said. "Yes. You know what a friend is, Reuven? A Greek philosopher said that two people who are true friends are like two bodies with one soul." I nodded. "Reuven, if you can, make Danny Saunders your friend." "I like him a lot, abba." "No. Listen to me. I am not talking about only liking him. I am telling you to make him your friend and to let him make you his friend.
So long as the mental and moral instruction of man is left solely in the hands of hired servants of the public--let them be teachers of religion, professors of colleges, authors of books, or editors of journals or periodical publications, dependent upon their literary incomes for their daily bread, so long shall we hear but half the truth; and well if we hear so much. Our teachers, political, scientific, moral, or religious; our writers, grave or gay, are compelled to administer to our prejudices and to perpetuate our ignorance.
Without repeating everything that we have already mentioned, it is appropriate first of all to emphasize the following point: for the Church, the first means of evangelization is the witness of an authentically Christian life, given over to God in a communion that nothing should destroy and at the same time given to one's neighbor with limitless zeal. As we said recently to a group of lay people, “Modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is because they are witnesses.
Parents teach in the toughest school in the word: The School for Making People. You are the board of education, the principal, theclassroom teacher, and the janitor, all rolled into two. . . . There are few schools to train you for your job, and there is no general agreement on the curriculum. . . . You are on duty, or at least on call, 24 hours a day, 365 days a year, for at least 18 years for each child you have. Besides that, you have to contend with an administration that has two leaders or bosses, whichever the case may be.
The next thing Jordana says makes me realize that it's too late to save her. "I've noticed that when you light a match, the flame is the same shape as a falling tear." She's been sensitized, turned gooey in the middle. I saw it happening and I didn't do anything to stop it. From now on, she'll be writing diaries and sometimes including little poems and she'll buy gifts for her favourite teachers and she'll admire the scenery and she'll watch the news and she'll buy soup for homeless people and she'll never burn my leg hair again.
A game master or teacher who was primarily concerned with being close enough to the "innermost meaning" would be a very bad teacher. To be candid, I myself, for example, have never in my life said a word to my pupils about the "meaning" of music; if there is one it does not need my explanations. On the other hand I have always made a great point of having my pupils count their eighths and sixteenths nicely. Whatever you become, teacher, scholar, or musician, have respect for the "meaning" but do not imagine that it can be taught.
When we see the need for deep change, we usually see it as something that needs to take place in someone else. In our roles of authority, such as parent, teacher, or boss, we are particularly quick to direct others to change. Such directives often fail, and we respond to the resistance by increasing our efforts. The power struggle that follows seldom results in change or brings about excellence. One of the most important insights about the need to bring about deep change in others has to do with where deep change actually starts.
But some of the nonsense was evil, since it concealed great crimes. For example, teachers of children in the United States of America wrote this date on blackboards again and again, and asked the children to memorize it with pride and joy: 1492. The teachers told the children that this was when their continent was discovered by human beings. Actually, millions of human beings were already living full and imaginative lives on the continent in 1492. That was simply the year in which sea pirates began to cheat and rob and kill them.
Whoever the kid had been, whoever had the grand attitude, has finally heeded the admonishment of parents, teachers, governments, religions, and the law: "You just change your attitude now please, young man." This transformation in kids - from flashing dragonflies, so to say, to sticky water-surface worms slowly slipping downstream - is noticed with pride by society and with mortification by God, which is a fantastic way of saying I don't like to see kids throw away their truth just because it isn't worth a dime in the open market.
A man in trouble laments that he did not listen to his teachers, and thus he finds himself in a sad state, utter ruin. A candid admission of a blunder is refreshing and not often heard in human affairs. It is the saint alone who is large-minded enough to think and speak in this way. This is part of his authenticity.The person who is swift to hear and slow to respond is a stranger to an all-knowing illuminism. He believes that others, too, have some truth, and he is willing to be instructed by them. He is ready for the mind of God.
When I was in Wuhan, I went to the art school, which was one of the most important art schools in China, an enormous art school. One of the things that I saw is that the schools are very big and there are so many students. It is very difficult to me to teach creative activity to great numbers of people, because I think you need personal contact with students, you need to speak individually, you need individual contact between teachers and students, you need continuity. To me this is a problem in mass education in every society now.
If there is inequality in nature, still there must be equal chance for all - or if greater for some and for some less - the weaker should be given more chance than the strong. In other words, a Brahmin is not so much in need of education as a Chandala. If the son of a Brahmin needs one teacher, that of a Chandala needs ten. For greater help must be given to him whom nature has not endowed with an acute intellect from birth. It is a madman who carries coals to Newcastle. The poor, the downtrodden, the ignorant, let these be your God.
The most valuable thing a teacher can impart to children is not knowledge and understanding per se but a longing for knowledge and understanding, and an appreciation for intellectual values, whether they be artistic, scientific, or moral. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing.
An enemy, Ender Wiggin," whispered the old man. "I am your enemy, the first one you've ever had who was smarter than you. There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy shows you where you are weak. Only the enemy tells you where he is strong. And the rules of the game are what you can do to him and what you can stop him from doing to you. I am your enemy from now on. From now on I am your teacher.
If religion and life depend upon books or upon the existence of any prophet whatsoever, then perish all religion and books! Religion is in us. No books or teachers can do more than help us to find it, and even without them we can get all truth within. You have gratitude for books and teachers without bondage to them; and worship your Guru as God, but do not obey him blindly; love him all you will, but think for yourself. No blind belief can save you, work out your own salvation. Have only one idea of God - that He is an eternal help.
My own duty as a teacher...is not so much to interpret Beethoven, Wagner, or other masters of the past, but to give what encouragement I can to the young musicians of America. I...hope that just as this nation has already surpassed so many others in marvelous inventions and feats of engineering and commerce, and has made an honorable place for itself in literature in one short century, so it must assert itself on the...art of music...To bring about this result, we must trust the very youthful enthusiasm and patriotism of this country.
I had a hole in my voice. It's an area in the voice where it's air. It's just - there's no - it's just very airy. And my classical teachers were just so frustrated with me because I would have these deep, low notes that were really strong, and the higher register was strong, but right in that middle area, it was really hard. It was like a passage. And many singers go through this and work it out. But I realized in jazz, I could just take advantage of that and take advantage of having a voice that was very different in different areas.
[Irony] has everything to do with what Tillie Olsen so powerfully imagined in her short story, "As I Stand Here Ironing" and elaborates on polemically in her 1978 book, Silences, in a chapter first delivered as a talk in 1967. As Olsen clearly saw it for women, my not being a writer was a material consequence of my being a woman - a wife, mother, housewife, and a certain kind of feminist teacher - attentive, one-on-one, face-to-face, nurturing, the kind who receives high ESCI evaluation scores from undergraduates and graduate students.
Many teachers of the Sixties generation said "We will steal your children", and they did. A significant part of America has converted to the ideas of the 1960s - hedonism, self-indulgence and consumerism. For half of all Americans today, the Woodstock culture of the Sixties is the culture they grew up with - their traditional culture. For them, Judeo-Christian culture is outside the mainstream now. The counter-culture has become the dominant culture, and the former culture a dissident culture - something that is far out, and 'extreme'.
I enjoyed learning something and, uh, so I think like with anything in life, in the schoolroom in an artistic endeavor, if you have just a really good teacher, it's inspiring. I certainly use, in my work, I mean, I used to rely heavily on imagery. I was obsessed with this photograph that was in the NY Times of a fish engulfing a smaller fish and this smaller fish had this look in its eyes; it knew what was about to happen and, I don't know how they ever captured such an image, but I've used that for a play I (did). It's called "Saved."
I make a lot of pots in a year's time and some of them are good and some of them are mediocre and some of them are bad. If they're really bad and I'd be ashamed of them, I throw them out, but if they're mediocre and they'll serve the purpose for which they're designed, that is, a mixing bowl or a soup bowl or a plate or whatever, I sell them. And this income from the sale of these pots permits me to go on and make other pots. It's even more important now that I've quit teaching, because I do not have a teacher's salary to fall back on.
In seventh grade I had a magical teacher, her name was Mrs. Fried. She wore only pink, she drove a pink Mustang, and she was half out of her head. But very inspiring. And one day she said, "Take out a paper and pen and write something about peace." For some reason I wrote a poem on Noah - I don't know why I chose Noah - and it turned out it was for a contest for the UN. I ended up winning and reading the poem in front of the UN. I remember Mrs. Fried telling me, "When you write your first book, dedicate it to me." That was like, "Whoa."
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.
In a culture of technique, we often confuse authority with power, but the two are not the same. Power works from the outside in, but authority works from the inside out. . . . I am painfully aware of the times in my own teaching when I lose touch with my inner teacher and therefore with my own authority. In those times I try to gain power by barricading myself behind the podium and my status while wielding the threat of grades. . . . Authority comes as I reclaim my identity and integrity, remembering my selfhood and my sense of vocation.
A "snapshot" feature in USA Today listed the five greatest concerns parents and teachers had about children in the '50s: talking out of turn, chewing gum in class, doing homework, stepping out of line, cleaning their rooms. Then it listed the five top concerns of parents today: drug addiction, teenage pregnancy, suicide and homicide, gang violence, anorexia and bulimia. We can also add AIDS, poverty, and homelessness. . . . Between my own childhood and the advent of my motherhood--one short generation--the culture had gone completely mad.
In the circle where I was raised, I knew of no one knowledgeable in the visual arts, no one who regularly attended musical performances, and only two adults other than my teachers who spoke without embarrassment of poetry and literature — both of these being women. As far as I can recall, I never heard a man refer to a good or a great book. I knew no one who had mastered, or even studied, another language from choice. And our articulate, conscious life proceeded without acknowledgement of the preceding civilisations which had produced it.
Treat all men alike.... give them all the same law. Give them all an even chance to live and grow. You might as well expect the rivers to run backward as that any man who is born a free man should be contented when penned up and denied liberty to go where he pleases. We only ask an even chance to live as other men live. We ask to be recognized as men. Let me be a free man...free to travel... free to stop...free to work...free to choose my own teachers...free to follow the religion of my Fathers...free to think and talk and act for myself.
God does not deal our karma to us as a punishment. Karma is a manifestation of an impersonal law as well as a personal one. The purpose of our bearing our karma is that karma is our teacher. We must learn the lessons of how and why we misused the energy of life. Until that day comes when we recognize the Law of God as a Law of Love, we will probably encounter difficulties. But if we will only hasten that day's coming into our own life, we will recognize that karma is actually grace and beauty and joy. [and love and awareness and hope! -EM]
If no one speaks out for [young readers], if they don’t speak out for themselves, all they’ll get for required reading will be the most bland books available. Instead of finding the information they need at the library, instead of finding novels that illuminate life, they will find only those materials to which nobody could possibly object... In this age of censorship I mourn the loss of books that will never be written, I mourn the voices that will be silenced — writers’ voices, teachers’ voices, students’ voices — and all because of fear.
[Eugene] O'Neill made a living, certainly, at least. But each of these forms have sort of died the death in turn, and it's a simple fact of that universe that talent then migrates away from these forms, and then the amateurs get in, like lunatics in the ruins, sort of pretending to be artists. If you're ambitious enough to want to be a writer to begin with, you want to be a writer in some circumstances where there are rewards, where there's notice, where you don't have to be a teacher, and where you're frankly not nuts for wasting your time.
Metaphor isn't just a fancy turn of speech. It shapes our thoughts and feelings, reaches out to grasp new experience, and even binds our five disparate senses. James Geary's fascinating and utterly readable I is an Other brings the news on metaphor from literature and economics, from neuroscience and politics, illuminating topics from consumer behavior to autism spectrum disorders to the evolution of language. As a writer, as a teacher, and as someone just plain fascinated by how our minds work, I've been waiting years for exactly this book.