Quotes of All Topics . Occasions . Authors
There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.
An organist who has the sensitivity to quietly play prelude music from the hymnbook tempers our feelings and causes us to go over in our minds the lyrics which teach the peaceable things of the kingdom. If we will listen, they are teaching the gospel, for the hymns of the Restoration are, in fact, a course in doctrine!
Nothing is better for my playing than teaching because when you teach, you have to think and you have to listen what other people do. And then all of a sudden, you play yourself and then you say, my goodness, I don't need a teacher. I'm my own teacher. Then I can react to what I'm doing immediately. It really improves.
If the question were, "What ought to be the next objective in science?" my answer would be the teaching of science to the young, so that when the whole population grew up there would be a far more general background of common sense, based on a knowledge of the real meaning of the scientific method of discovering truth.
You see, my Lord Archbishop, what is "dubious" about my theology is not that it contradicts particular doctrinal teachings, things are much worse or better: what I want, is no more and no less than a fundamental change in the whole way that theology is done today; but I want this out of faith, not out of faithlessness.
I went to the University of Minnesota to study art. I left the university to come to New York and live in Soho. I got involved with like a small kind of like experimental theater-mime company and we discovered that Étienne Decroux, a great mime, was still teaching in Paris so I went to study with him for several years.
If i wouldn't have done comedy, I would have been a teacher. I was really good when I took an exploratory teaching class in high school, at getting kids' attention, and delivering lesson plans. Though my principal even told me that this was what I was meant to do. And that being a big-mouth comedian was a waste of time.
When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.
Man is born an asocial and antisocial being. The newborn child is a savage. Egoism is his nature. Only the experience of life and the teachings of his parents, his brothers, sisters, playmates, and later of other people FORCE HIM to acknowledge the advantages of social cooperation and accordingly to change his behavior.
I agree that it's important to be of a virtuous nature, but I would also contend that if you had to choose between giving a man a noble disposition or teaching him to think clearly, you'd do better to teach him to think clearly. Too many problems in this world are caused by men with noble dispositions and clouded minds.
Teaching literature is teaching how to read. How to notice things in a text that a speed-reading culture is trained to disregard, overcome, edit out, or explain away; how to read what the language is doing, not guess what the author was thinking; how to take evidence from a page, not seek a reality to substitute for it.
Are we reading the Constitution and pondering it? Are we aware of its principles? Are we abiding by these principles and teaching them to others? Could we defend the Constitution? Can we recognize when a law is constitutionally unsound? Do we know what the prophets have said about the Constitution and the threats to it?
The most enduring of the false narratives is that the signature phrase of the early pontificate - "Who am I to judge?" - was a matter of the pope jettisoning millennia of Catholic moral teaching. It was not. It was a specific response to the circumstances of a man who had repented and was trying to live an upright life.
It is impossible to live pure lives until we have pure hearts. Many people today are trying to put the cart before the horse. They are teaching purity of motives, desires, and actions to old, deceitful hearts! No wonder we have ended up such moral failures, in spite of our vaunted knowledge and psychological approaches.
Should not the Bible regain the place it once held as a schoolbook? Its morals are pure, its examples are captivating and noble....In no Book is there so good English, so pure and so elegant, and by teaching all the same they will speak alike, and the Bible will justly remain the standard of language as well as of faith.
It's my life dream to be able to go and continue going to schools and teaching them about stretching and aerobics, cardio and strength training, because I want them to have a better life than I did. I don't want them to grow up to be me. I want them to be healthy. I want them not to go through eating disorders [like me].
If you have a 2-year-old who is non-verbal, don't wait until you get a diagnosis at 4. The child needs one-on-one teaching with an effective teacher now. This can be a grandmother or a teacher or someone from the community. Grandmothers are especially great. There are a lot of grannies around. Go to your church for help.
Power corrupts. If the Church is given too much power, it will become corrupted. So to keep the Church in line with the teachings of Christ, we must make sure that it can never have temporal power. Religion has its place and politics has its own. These two should not be mixed together or the result would be catastrophic.
They say that the Soviet delegates smile. That smile is genuine. It is not artificial. We wish to live in peace, tranquility. But if anyone believes that our smiles involve abandonment of the teaching of Marx, Engels and Lenin he deceives himself poorly. Those who wait for that must wait until a shrimp learns to whistle.
That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.
The first and foremost duty of the high school in teaching mathematics is to emphasize methodical work in problem solving...The teacher who wishes to serve equally all his students, future users and nonusers of mathematics, should teach problem solving so that it is about one-third mathematics and two-thirds common sense.
While walking in a rapid stream we cannot tread twice in the same water. Neither can we spend twice the same time. When we pass out of that door, the work of this meeting will be closed to us forever. We shall never spend the time of this evening again. Then should we not keep a record of our work, teachings, and counsel.
Duty is heavier than a mountain, Dai Shan.' That time, Lan did flinch. How long had it been since someone had been able to do that to him with mere words? He remembered teaching that same concept to a youth out of the Two Rivers. A sheepherder, innocent of the world, fearful of the fate laid out before him by the Pattern.
But this same process of the old teaching the young can also cause errors and false conclusions to accumulate with the passage of time. One should therefore study ancient writings, not so much in the hope of finding lost wisdom as in the hope of locating the origin of errors that have been, and still are, accepted truths.
Though Confucius served the Duke of Lu, a Chinese state, he made many enemies with the nobles of the land. His views antagonized the powerful nobles, who wanted the Duke to be a puppet in their hands. Confucius was exiled from the State of Lu for more than two decades. He lived in the countryside, spreading his teachings.
For hundreds of years the world was wrapped in a veil of spiritual darkness, until there was not one fundamental truth belonging to the place of salvation ...Joseph Smith declared that in the year 1820 the Lord revealed to him that all the 'Christian' churches were in error, teaching for commandments the doctrines of men.
I always wanted to be an actor, but in Edmonton, Alberta, that's not a success-oriented career. So I said, 'I'll get my (teaching) degree and then I'll see what happens, but I'll always have that to fall back on.' So if anybody were to look at me and say, 'Oh, you're an actor,' I could always say, 'Hey man, I'm a teacher!'
I don't like the idea of teaching religion in schools, and creation is not my thing, but that's a trivial point compared to saving the creation. I'd much rather have half of the people in the country be creationists and work really hard to save the creation than have everybody be evolutionists and be destroying the planet.
Children need directing and teaching what is right in a kind, affectionate manner How often we see parents demand obedience, good behavior, kind words, pleasant looks, a sweet voice and a bright eye from a child or children when they themselves are full of bitterness and scolding! How inconsistent and unreasonable this is!
The generous wish to share with all what is precious, to spread broadcast priceless truths, to shut out none from the illumination of true knowledge, has resulted in a zeal without discretion that has vulgarised Christianity, and has presented its teachings in a form that often repels the heart and alienates the intellect.
My poems - like my family life, my life with friends, my teaching - these things express who I am. I don't feel any extra responsibilities or relishes or necessary evils in them. They are part of who I am, with all of those customary desires and doubts, purposes and confusions that come along with being a particular person.
I feel that I need to return to the pure stillness periodically. And then, when the teaching happens, just allow it to arise out of the stillness. So the teaching and stillness are very closely connected. The teaching arises out of the stillness. But when I'm alone, there's only the stillness, and that is my favorite place.
If I'm teaching deep things, then I view it as important to make people feel like they're learning deep things, because otherwise, they will still have a hole in their mind for "deep truths" that needs filling, and they will go off and fill their heads with complete nonsense that has been written in a more satisfying style.
God, we are told, is willing to render himself inconsistent and ridiculous, to confound the curiosity of those whom, we are at the same time informed, he desires to enlighten by his special grace. What must we think of a revelation which, far from teaching us any thing, is calculated to darken and puzzle the clearest ideas?
It is a libel to suggest that children need rewards for attending to tasks, apart from intrinsic interest and satisfaction. Children work very hard in their purposeful endeavors in the world, when they have ends they want to accomplish themselves. It is meaningless teaching, not learning, that demands irrelevant incentives.
Social equity is based on justice; politics change on the opinion of the time. The black man's skin will be a mark of social inferiority so long as white men are conceited, ignorant, unjust, and prejudiced. You cannot legislate these qualities out of the white - you must steal them out by teaching, illustration, and example.
The science, the art, the jurisprudence, the chief political and social theories, of the modern world have grown out of Greece and Rome-not by favour of, but in the teeth of, the fundamental teachings of early Christianity, to which science, art, and any serious occupation with the things of this world were alike despicable.
It is the grandeur of Christ's character which constitutes the chief power of His ministry, not His miracles or teachings apart from His character. The greatest triumph of the Gospel is Christ Himself--a human body become the organ of the Divine nature, and revealing, under the conditions of an earthly life, the glory of God.
From somewhere, back in my youth, heard Prof say, 'Manuel, when faced with a problem you do not understand, do any part of it you do understand, then look at it again.' He had been teaching me something he himself did not understand very well—something in math—but had taught me something far more important, a basic principle.
The first thing I ask is that people should not make use of my name, and should not call themselves Lutherans but Christians. What is Luther? The teaching is not mine. Nor was I crucified for anyone...How did I, poor stinking bag of maggots that I am, come to the point where people call the children of Christ by my evil name?
The doctrine of the Declaration of Independence predicated upon the glory of man and the corresponding duty to society that the rights of citizens ought to be protected with every power and resource of the state, and a government that does any less is false to the teachings of that great document - false to the name American.
Eventually I gave up teaching at the St. Paul Gallery because of disagreements with the philosophy of that museum, and I got a job at the University of Minnesota, which was very fortunate because it was a part-time job and that gave us a great deal of time in our studio to work together and to make the pots we wanted to make.
To teach effectively a teacher must develop a feeling for his subject; he cannot make his students sense its vitality if he does not sense it himself. He cannot share his enthusiasm when he has no enthusiasm to share. How he makes his point may be as important as the point he makes; he must personally feel it to be important.
When I'm not the Tiger Mom, I'm a professor at Yale Law School, and if one thing is clear to me from years of teaching, it's that there are many ways to produce fabulous kids. I have amazing students; some of them have strict parents, others have lenient parents, and many come from family situations that defy easy description.
Business is not a spiritual matter, and my business decisions are not based on spiritual considerations. When I founded the Essence of Life, a project aimed at teaching tolerance and respectful dialogue, the person appointed to head it was Irit Atzmon, a former colonel in the army. Can anything be more down-to-earth than that?
We don't classify all doctors as incompetent because of the infrequent instances of medical malpractice. We don't use the example of one bad teacher in our children's school to draw a negative conclusion of the entire teaching profession. We should apply that same rational standard when it comes to how we view law enforcement.
Tolerance is a form of generosity and it is a form of wisdom. There is nothing anywhere in the Dharma [Buddhist scriptures] that should ever lead anyone to become intolerant. Our goal as Buddhists is to learn to accept all kinds of people and to help all kinds of people discover the wisdom of the teachings of Shakyamuni Buddha
Imagine Eminem writing a play with complex raps and syllables, and melodies flowing in and out. That's what it was like for me listening to Lin-Manuel Miranda, it was incredible. So it just goes to show that if you put your teaching style in a certain form, that will attract the attention of the people you are trying to teach.
I am a teacher. It's how I define myself. A good teacher isn't someone who gives the answers out to their kids but is understanding of needs and challenges and gives tools to help other people succeed. That's the way I see myself, so whatever it is that I will do eventually after politics, it'll have to do a lot with teaching.
Typically efforts to address values and ethics in business education and leadership development tend to focus on building Awareness and teaching Analysis. That is, we expose future leaders to the kinds of ethical and values conflicts they may encounter, so that they will recognize them and will have considered them in advance.