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Much like teaching art to young art students age 10 to 15 or so on, you have to break it down into bite-sized pieces, essential components. You have to - you know, at this point I'm so used to operating within given assumptions about art. But when you're explaining art to art students or people who are new to this experience, you have to really go back to the fundamentals.
In any case, his religious teaching consisted mostly in more or less vague ethical remarks, an obscure mixture of ideals of English gentlemanliness and his favorite notions of personal hygiene. Everybody knew that his class was liable to degenerate into a demonstration of some practical points about rowing, with Buggy sitting on the table and showing us how to pull an oar.
I looked back at the previous 10 years and realized I had spent 10 years trying to convince kids to behave Christianly without actually teaching them Christianity. And that was a pretty serious conviction. You can say, 'Hey kids, be more forgiving because the Bible says so,' or, 'Hey kids, be more kind because the Bible says so!' But that isn't Christianity, it's morality.
Since civilizing children takes the better part of two decades--some twenty years of nonstop thinking, nurturing, teaching, coaxing, rewarding, forgiving, warning, punishing, sympathizing, apologizing, reminding, and repeating, not to mention deciding what to do when--I now understand that one wrong move is invariably followed by hundreds of opportunities to be wrong again.
It is vital that each sister have visiting teachers,to convey a sense that she is needed, that someone loves and thinks about her. But equally important is the way the visiting teacher is able to grow in charity. By assigning our women to do visiting teaching, we give them the opportunity to develop the pure love of Christ, which can be the greatest blessing of their lives.
When we find ourselves unable to reason (as one often does when presented with, say, a problem in algebra) it is because our imagination is not touched. One can begin to reason only when a clear picture has been formed in the imagination. Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination.
Anticipate charity by preventing poverty; assist the reduced fellow man, either by a considerable gift or a sum of money or by teaching him a trade or by putting him in the way of business so that he may earn an honest livelihood and not be forced to the dreadful alternative of holding out his hand for charity. This is the highest step and summit of charity's golden ladder.
Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done: make choices.
Take care, then, to be firmly grounded in the teachings of the Lord and his apostles so that you may prosper in all your doings both in body and in soul, in faith and in love, in the Son, and in the Father and in the Spirit, in the beginning and in the end, along with your most worthy bishop and his spiritual crown, your presbyters, and with the deacons, who are men of God.
From one point of view we can say that we have human bodies and are practicing the Buddha's teachings and are thus much better than insects. But we can also say that insects are innocent and free from guile, where as we often lie and misrepresent ourselves in devious ways in order to achieve our ends or better ourselves. From this perspective, we are much worse than insects.
Stories ought not to be just little bits of fantasy that are used to wile away an idle hour; from the beginning of the human race stories have been used - by priests, by bards, by medicine men - as magic instruments of healing, of teaching, as a means of helping people come to terms with the fact that they continually have to face insoluble problems and unbearable realities.
There's no way to put a limit on what one may accomplish individually if the intent is an impeccable intent. Don Juan's teachings are not spiritual. I repeat this because the question has come to the surface over and over. The idea of spirituality doesn't fit with the iron discipline of a warrior. The most important thing for a shaman like don Juan is the idea of pragmatism.
there was no crime in unconscious plagiarism; that I committed it everyday, that he committed it everyday, that every man alive on earth who writes or speaks commits it every day and not merely once or twice but every time he open his mouth… there is nothing of our own in it except some slight change born of our temperament, character, environment, teachings and associations
What I try to do is narrow the sermon series down to one big question. In this case the question is: What happens when grace happens? I knew I wanted to preach about grace. I just felt as if it was time for our church to be refreshed and see the beauty of God's grace - the uniqueness of the Christian grace as compared to the teachings of other world religions on forgiveness.
I have spent over half my life teaching love and brotherhood, and I feel that it is better to continue to try to teach or live equality and love than it would be to have hatred or prejudice. Everyone living together in peace and harmony and love - that’s the goal that we seek, and I think that the more people there are who reach that state of mind, the better we will all be.
My colleague Sen. Rick Santorum, Pennsylvania Republican, erroneously suggested that I support the teaching of intelligent design as an alternative to biological evolution. That simply is not true. ... Unlike biological evolution, intelligent design is not a genuine scientific theory and, therefore, has no place in the curriculum of our nation's public school science classes.
Go to the place where the thing you wish to know is native; your best teacher is there. Where the thing you wish to know is so dominant that you must breathe its very atmosphere, there teaching is moat thorough, and learning is most easy. You acquire a language most readily in the country where it is spoken; you study mineralogy boat among miners; and so with everything else.
They [academy writing programs] have no concept that the world has changed, that publishing has changed, that filmmaking has changed, and if you're not constantly looking at your education model and adjusting for the change, you'll find yourself teaching antiquity. Like all of these programs that won't accept students who are writing genre fiction - what an institutional ego!
I witness the birth on paper of sentences that have eluded my will and appear in spite of me on the sheet, teaching me something that I neither knew nor thought I might want to know. This painless birth, like an unsolicited proof, gives me untold pleasure, and with neither toil nor certainty but the joy of frank astonishment I follow the pen that is guiding and supporting me.
When a new writer defends his "style," the teacher smiles (or cringes) because real style isn't an artifice. Real style - voice - arrives on its own, as an extension of a writer's character. When style is done self-consciously and purposefully it becomes affectation, and as transparent as any affectation - an English accent on an old college chum from New Jersey, for example.
My life as a painter influences my teaching and my duties as president of CCA - and I hope some of the experience of working at an exciting art school also spills over into my studio work. I believe most artists are adept at juggling multiple responsibilities - whether it's work, teaching, caring for family members or attending to relationships - with their studio commitment.
Mentors and apprentices are partners in an ancient human dance, and one of teaching's great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of the human community as they touch and turn.
I now understand what Nelle Morton meant when she said that one of the great tasks in our time is to "hear people to speech." Behind their fearful silence, our students want to find their voices, speak their voices, have their voices heard. A good teacher is one who can listen to those voices even before they are spoken-so that someday they can speak with truth and confidence.
In Shakespeare Saved My Life, [author Laura Bates] said she got better papers from [prisoners] than she got from people in her regular classes. Because she was teaching, of course, Macbeth, and a number of them had murdered people. The guy who wrote the best paper said, "You do have this, 'Is this a dagger which I see before me?' before you do it, but in my case it was a gun."
One is never just a teacher: One is always - even if not consciously - an advocate of a point of view, a critic of certain positions, an exemplar of someone trying to communicate, a purveyor of images, a practitioner of behavioral standards, a person dealing with, and indeed responsible for, others in common tasks. In teaching, at least, the role of moral agent is inescapable.
The world is full of people who have lost faith: politicians who have lost faith in politics, social workers who have lost faith in social work, schoolteachers who have lost faith in teaching and, for all I know, policemen who have lost faith in policing and poets who have lost faith in poetry. It's a condition of faith that it gets lost from time to time, or at least mislaid.
I've always loved teaching acting. I think it helps me to kind of get back to basics. It's like a refresher course for me as well, so in a sense, I'm hopefully learning as much as my students are - or at least discovering or re-discovering as much as they are. I find that when I teach, I'm reminded of my own sort of failings. I'm reminded of where I sometimes keep going wrong.
Even if the hermits do not appear to benefit other beings with their presence or teachings, still they are enormously inspiring to many. Perhaps, in this lifetime, they were meant to work on their own practice, to try to purify their own mindstream so that in future lifetimes (that will last a lot longer than this one), they will be fit vessels to give the teachings to others.
The chance is high that the truth lies in the fashionable direction. But, on the off-chance that it is in another direction - a direction obvious from an unfashionable view of field theory - who will find it? Only someone who has sacrificed himself by teaching himself quantum electrodynamics from a peculiar and unusual point of view; one that he may have to invent for himself.
If you want help in starting to write memoirs, you don't want to fall into the clutches of a famous writer who has been hired to teach at a writing workshop solely because of his name's ability to attract students, rather than because of any teaching skill. You should not have to grapple with someone who secretly thinks you should be writing about his life rather than your own.
In fact, Gentlemen, no geometry without arithmetic, no mechanics without geometry... you cannot count upon success, if your mind is not sufficiently exercised on the forms and demonstrations of geometry, on the theories and calculations of arithmetic ... In a word, the theory of proportions is for industrial teaching, what algebra is for the most elevated mathematical teaching.
Divine things are too deep to be expressed by common words. The heavenly teachings are expressed in parable in order to be understood and preserved for ages to come. When the spiritually minded dive deeply into the ocean of their meaning they bring to the surface the pearls of their inner significance. There is no greater pleasure than to study God’s Word with a spiritual mind.
A student brings something to discuss, saying, "I don't know whether this is really good, or whether I should throw it in the wastebasket." The assumption is that one or the other choice is the right move. No. Almost everything we say or think or do - or write - comes in that spacious human area bounded by something this side of the sublime and something above the unforgivable.
Those who would legislate against the teaching of evolution should also legislate against gravity, electricity and the unreasonable velocity of light, and also, should introduce a clause to prevent the use of the telescope, the microscope and the spectroscope or any other instrument of precision which may in the future be invented, constructed or used for the discovery of truth.
You know, in America, Christian fundamentalism vs. science. You know, be it teaching Darwinian evolutionary theory or stem cell res- You know, the whole thing, and then the issue of women being educated in Middle Eastern - I mean, it just seems so contemporary. In terms of spirituality, it's interesting because I actually think (her character in Agora) Hypatia is very spiritual.
I definitely love history. I'm not formally trained or educated in history, but you could say I did go back to college in 2008 to do Untold History of the United States. That took five years. Co-author Peter Kuznick has been teaching history for something like 35 years, at American University and other places. His group of researchers brought me into contact with a lot of books.
"Dukes of Hazzard" or something you could, you know that, your work is going to be made up of that - episodic television shows. Not that I got many of them, but that was where I - but actually oddly enough though, they were teaching camera terminology at the same time in this acting class, so I actually was able to understand what rack focus and whip pan and all that stuff meant.
I do not remember anything which Confucius has said directly respecting man's "origin, purpose, and destiny." He was more practical than that. He is full of wisdom applied to human relations,--to the private life,--the family,--government, etc. It is remarkable that, according to his own account, the sum and substance of his teaching is, as you know, to do as you would be done by.
Let us labor for the security of free thought, free speech, pure morals, unfettered religious sentiments, and equal rights and privileges for all men, irrespective of nationality, color, or religion;.... leave the matter of religious teaching to the family altar, the church, and the private school, supported entirely by private contribution. Keep church and state forever separate.
To follow Christ is to become more like Him. It is to learn from His character. As spirit children of our Heavenly Father, we do have the potential to incorporate Christlike attributes into our life and character. The Savior invites us to learn His gospel by living His teachings. To follow Him is to apply correct principles and then witness for ourselves the blessings that follow.
In the beginning of the 19th century, maybe forty percent of women and fifty percent of men could produce a signature, which meant that they'd had at least three years of education because it was in third grade that people started penmanship in the 19th century. And of course black people could get killed if they got caught teaching themselves to read in some parts of the country.
It is often said that the Buddha's teaching is only a raft to help you cross the river, a finger pointing to the moon. Don't maistake the finger for the moon. The raft is not the shore. If we cling to the raft, if we cling to the finger, we miss everything. We cannot, in the name of the finger or the raft kill each other. Human life is more precious than any ideology, any doctrine.
An extraterrestrial being, newly arrived on Earth - scrutinizing what we mainly present to our children in television, radio, movies, newspapers, magazines, the comics, and many books - might easily conclude that we are intent on teaching them murder, rape, cruelty, superstition, credulity, and consumerism. We keep at it, and through constant repetition many of them finally get it.
What I don't like about teaching is hearing myself say the same thing. I mean, you just want to sort of shoot yourself after a while. But you don't have a million different ways of thinking about what you have been thinking about for many years. And then there's the truism that you're only as good as your students. If they're not into what's going on, it doesn't matter who you are.
I've noticed a fascinating phenomenon in my twenty-five years of teaching - that schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders.
Again and again we need to appreciate the subtle workings of the teachings and the practice, and even when there is no extraordinary, dramatic change, to persevere with calm and patience. How important it is to be skillful and gentle with ourselves, without becoming disheartened or giving up, but trusting the spiritual path and knowing that it has its own laws and its own dynamics.
I give thank for God for my roots in the Word of Faith teachings. It is truly on the shoulders of great men of God like Brother Kenneth E. Hagin that we are able to see further into the Word of God today. Growing up, I learned a lot about faith from Brother Hagin who truly had a special revelation of faith from the Lord. I deeply honor and respect him for all that he has taught me.
For 13 years I have been teaching my daughter and talking to her to have faith in her God, to have faith in her family, to trust herself, to be in control and in charge of her body. Same thing for my son. Hopefully, you keep that in mind as you make decisions in life, whether it's consent, whether it's drinking, whether it's running naked across the quad in college, whatever it is!
Besides language and music, it [mathematics] is one of the primary manifestations of the free creative power of the human mind, and it is the universal organ for world understanding through theoretical construction. Mathematics must therefore remain an essential element of the knowledge and abilities which we have to teach, of the culture we have to transmit, to the next generation.
For the most part, people use "empathy" to mean everything good. For instance, many medical schools have courses in empathy. But if you look at what they mean, they just want medical students to be nicer to their patients, to listen to them, to respect them, to understand them. What's not to like? If they were really teaching empathy, then I'd say there is a world of problems there.