Quotes of All Topics . Occasions . Authors
I wanted to be a teacher. I love children, so I wanted to deal with children. Then I wanted to be a veterinarian. But by the age of ten or eleven, when I opened my mouth and said, 'Oh, God, what's this?' I kind of knew teaching and being a veterinarian were gonna have to wait.
While teaching, I also worked undercover in the lower courts by saying I was a young law teacher wanting experience in criminal law. The judges were happy to assist me but what I learned was how corrupt the lower courts were. Judges were accepting money right in the courtroom.
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 began my career in communications and had the privilege of working with senior leaders in a variety of different business sectors. Eventually I decided that rather than helping them develop messages I wanted to help shape lives, that is through teaching, coaching and writing.
I went to a white school over here in Mason, Michigan. The white man made the mistake of letting me read his history books. He made the mistake of teaching me that Patrick Henry was a patriot and George Washington - wasn't nothing non-violent about old Pat or George Washington.
Although I respect the Judeo-Christian ethic, as well as the Eastern philosophies, and of course the teachings of Muhammad, I find that organized religion has corrupted those beliefs to justify countless atrocities throughout the ages. Were I to go to church, I'd be a hypocrite.
Buddha himself taught different teachings to different people under different circumstances. For some people, there are beliefs based on a Creator. For others, no Creator. The only "definitive truth" for Buddhism is the absolute negation of any one truth as the Definitive Truth.
If I reformed school, I would do two things: We can improve a child's IQ by three percent by teaching them a foreign language by seven-years-old. We shouldn't be waiting until high school when they are neurologically not ready to learn it. Second, we emphasize reading too young.
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.
This is, in part, why there is less magic in the world today. Magic is secret and secrets are magic, after all, and years upon years of teaching and sharing magic and worse. Writing it down in fancy books that get all dusty with age has lessened it, removed its power bit by bit.
Ninety percent of cancers are curable in stage one. We spend billions of dollars and over 40 years searching for a cure, and we're not really that close. So why aren't we teaching people the only cure we have now? Early detection is one sh**ty year, versus the rest of your life.
My concern is that the leaders who are presently responsible for guiding the masses and teaching the people in the church environment, as well as business and corporate, reconnect themselves to God's original idea and that is that God created man to have dominion over the earth.
Oprah was not somebody who was telling us what to do, she wasn't really teaching us like so many people we see today. With Oprah, she was learning and we were learning with her. And I think that's really was the seed that was planted for all of us to just hang in there with her.
Teaching well draws from the same well that writing draws from: the reserves of compassion and ability to listen and concentrate on another. So I have to have fine line between teaching and writing. I try not to ever think of career. I just try to go to the dream world every day.
Education is thus a most power ally of humanism, and every public school is a school of humanism. What can the theistic Sunday school, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teachings?
Mary O'Neal used to say that I was teaching her course in disguise, as she said "in cultural disguise." What she meant was that this really was a very fervent kind of civil rights art course, not altogether art history. It wasn't altogether theory. She called it an action course.
I grew up in England at a time when England was winning Nobel Prizes right and left. I mean it was amazing how many Nobel Prizes England was winning in chemistry and physics and biology and all the sciences and at that time the teaching of science in the schools was really lousy.
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.
Teaching is not about information. It's about having an honest intellectual relationship with your students. It requires no method, no tools, and no training. Just the ability to be real. And if you can't be real, then you have no right to inflict yourself upon innocent children.
You have to think of your brand as a kind of myth. A myth is a compelling story that is archetypal, if you know the teachings of Carl Jung. It has to have emotional content and all the themes of a great story: mystery, magic, adventure, intrigue, conflicts, contradiction, paradox.
Teaching high school, in addition to knowing one's subject matter thoroughly and being able to convey it to others, requires the grit of a long-distance runner, the stamina of a boxer going 15 rounds, the temperament of a juggler and the street smarts of a three-card monte dealer.
What will you and I give for Christmas this year? Let us in our lives give to our Lord and Savior the gift of gratitude by living His teachings and following in His footsteps. It was said of Him that He “went about doing good.” As we do likewise, the Christmas spirit will be ours.
The women I know with strong personalities, the ones who might have become generals or the heads of companies if they were men, become teachers. Teaching is a calling, too. And I've always thought that teachers in their way are holy-angles leading their flocks out of the darkness.
Shall I describe the happiness it gave me to go into the classroom and pick up the chalk? ... It seemed to me the supreme, heartbreaking happiness to enter a classroom carrying a register as that bell rang, and start a lesson with the mysterious air of one about to unfold wonders.
When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.
Critics of American colleges typically attribute the failings of undergraduate education to a tendency on the part of professors to neglect their teaching to concentrate on research. In fact, the evidence does not support this thesis, except perhaps in major research universities.
The connectedness of things is what the educator contemplates to the limit of his capacity. No human capacity is great enough to permit a vision of the world as simple, but if the educator does not aim at the vision no one else will, and the consequences are dire when no one does.
Water conservation goes hand in hand with education. Teaching people that if you literally run the water while you brush your teeth - we go through 602 million gallons a day of waste in the United States because people are used to hearing the water run while they brush their teeth.
It is the very strangeness of nature that makes science engrossing. That ought to be at the center of science teaching. There are more than seven-times-seven types of ambiguity in science, awaiting analysis. The poetry of Wallace Stevens is crystal-clear alongside the genetic code.
It seems to us unwise to have insisted on teaching geometry to the younger Dionysius, tyrant of Syracuse, in order to make him a good king, but from Plato's point of view it was essential. He was sufficiently Pythagorean to think that without mathematics no true wisdom is possible.
Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.
We need to be acquainted with the promptings of the Holy Ghost, and we need to practice and apply gospel teachings until they become natural and automatic. These promptings become the foundation of our testimonies. Then our testimonies will keep us happy and safe in troubled times.
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.
People are searching for reasons for believing, searching for answers to the big existential questions of "Why am I here?" and "What is life all about?" I find that people are able to accept the teaching of the Gospel when it's presented to them in both a rational and positive way.
A writer out of loneliness is trying to communicate like a distant star sending signals. He isn't telling or teaching or ordering. Rather he seeks to establish a relationship of meaning, of feeling, of observing. We are lonesome animals. We spend all life trying to be less lonesome.
We are all afraid. That's the thing that unites all truly successful people: fear, fear of failing, fear of criticism, fear of letting down the team in some way. That why they try so hard, that's why they pay attention to detail and try to get every possible duck in a row. It's fear
An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know, and it's knowing how to use the information once you get it.
At Girl Scouts, we are committed to raising awareness about the terrible effects of cyber bullying, and to teaching girls how to recognize the signs of bullying of any sort and extricate themselves or another from a bad situation before it spirals out of control and ends in tragedy.
Rape is one of the most terrible crimes on earth and it happens every few minutes. The problem with groups who deal with rape is that they try to educate women about how to defend themselves. What really needs to be done is teaching men not to rape. Go to the source and start there.
I'm not Pollyanna - I know that my personality and my opinions and how I approach the teaching of writing maybe isn't exactly how it's done traditionally in the academy...wherever that academy is...but, you know, the academy is broken as it relates to many creative writing programs.
Many people who talk about the discovery method of teaching are really talking about arranging a lesson or an experiment so that students discover what they are supposed to discover. That is not an exploration. The whole tradition of exploration is being lost for entire generations.
The Old Testament contains fabulous elements. The New Testament consists mostly of teaching, not of narrative at all: but where it is narrative, it is, in my opinion, historical. As to the fabulous element in the Old Testament, I very much doubt if you would be wise to chuck it out.
God will forgive you if you forgive others. Forgiving those who cause offence or injury is often exceedingly difficult. And yet, forgiveness is one of the most beautiful and important teachings of Jesus Christ. It is central to the gospel because, without it, you can't go to heaven.
I don't believe I can really do without teaching. The reason is, I have to have something so that when I don't have any ideas and I'm not getting anywhere, I can say to myself, "At least I'm living; at least I'm doing something. I'm making some contribution." It's just psychological.
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.
I was a sound engineer, and all of these gurus and shamans would come, and I would record the workshops they were teaching. And I took part in a shamanic journeying workshop, and this woman leading the workshop had brought Ayahuasca, which is a Peruvian hallucinogen and contains DMT.
I am sure that one secret of a successful teacher is that he has formulated quite clearly in his mind what the pupil has got to know in precise fashion. He will then cease from half-hearted attempts to worry his pupils with memorizing a lot of irrelevant stuff of inferior importance.
The Jesuits were good educators, exceptional teachers. In an era and in a society where freedom of speech was not held in high regard, of course, that the discourse be focused on what they were teaching, but we were able to go beyond this framework without incurring too great a risk.
You have to dream. We all have to dream. Dreaming is OK. Imagine me teaching from space, all over the world, touching so many peoples lives. Thats a teachers dream! I have a vision of the world as a global village, a world without boundaries. Imagine a history teacher making history!
I believe God wants you to have money to pay your bills, send your kids to college and do charity work and build orphanages. There's the teaching that we're supposed to be poor to show that we're humble. I don't buy that. I think we're supposed to be leaders. We're supposed to excel.