Quotes of All Topics . Occasions . Authors
You may study with the highest teachers, but you will find no one but yourself teaching you. You may travel the world over, yet find nothing but yourself, reflected the world over. So if you now find yourself in a cell, take heart that of all the teachers in the world, out of all the places in the world, you still have with you the only ultimate ingredient of your journey: yourself.
For the white man to ask the black man if he hates him is just like the rapist asking the raped, or the wolf asking the sheep, 'Do you hate me?' The white man is in no moral position to accuse anyone else of hate! Why, when all of my ancestors are snake-bitten, and I'm snake-bitten, and I warn my children to avoid snakes, what does that snake sound like accusing me of hate-teaching?
Sometimes the most powerful way to teach our children to understand a doctrine is to teach in the context of what they are experiencing right at that moment. These moments are spontaneous and unplanned and happen in the normal flow of family life. They come and go quickly, so we need to be alert and recognize a teaching moment when our children come to us with a question or a worry.
A doctrine-teaching, character-building university, the Brigham Young University is dedicated to the building of character and faith, for character is higher than intellect . . . . We are men of God first, men of letters second, men of science third, and noted men fourth, men of rectitude rather than academic competence. . . . Our academic training must be as impeccable as our lives.
Kong Qiu, or Master Kong as he was known, did not live to see his days of glory. During his lifetime, his views were received with scorn. But that was about two thousand five hundred years ago. A handful of his dedicated followers passed on Confucius' teachings to future generations. After Confucius' death, his followers published his teachings in the book, The Analects of Confucius.
With students, one is often in the position where you have to be authoritative about what they're doing and connected to some principle. I prefer not really knowing the answer to anything interesting and I try to encourage that in teaching. If I start to feel certain about something my curiosity goes away, my mind shuts down. I'm sure that's not always true, it's stupid to generalise.
Traditionally, women didn't have much a role in Buddhism. The books were all written by monks, for other monks. So the general view of the feminine was rather misogynistic, with women playing the role of the forbidden other, waiting to pounce on innocent little monks! In that society, it was hard for women to become educated and get the deeper teachings and really become accomplished.
I feel like hate and darkness get so much airtime. We need to give peace and love as much airtime as we can. We need to be teaching our kids that it's okay to love whoever you want to love, and it's okay to be who you want to be, and it's okay to feel that everybody should be treated equally and with respect. Such simple things that I don't know why it's hard for people to understand.
If you just do something, then you're a five-year wonder and, goodbye, you're gone. But if people feel it's worthwhile, not only do they copy but they want to learn how to do it To me, that's what it's all about. If someone were to ask me, 'What's the number one thing, in essence, that you left behind?' It was the teaching of others so that they could take my work and take it further.
There was a seminar for advanced students in Zürich that I was teaching and von Neumann was in the class. I came to a certain theorem, and I said it is not proved and it may be difficult. Von Neumann didn't say anything but after five minutes he raised his hand. When I called on him he went to the blackboard and proceeded to write down the proof. After that I was afraid of von Neumann.
A practice that is suitable for one person is not necessarily suitable for someone else, and a practice that is appropriate for one person at one time is not necessarily appropriate for that same person at another time. Buddha did not expect us to put all his teachings into practice right away--they are intended for a great variety of practitioners of different levels and dispositions.
Disciple making also involves teaching people to obey all that Christ has commanded us. Now some might say, "Isn't that what preachers are supposed to do?" And in one sense, the answer to this question is yes. God has clearly called and gifted some people in the church to teach his Word formally. At the same time, he has commanded every follower of Jesus to teach his Word relationally.
There are people all around us whose lives are masterpieces of service. One thinks of parents working two or three jobs to serve their families and community. So, too, many in the military or in nursing or teaching. As the needs are endless, so are the possibilities of service. Now, more than ever, empowered by the Internet, more of us can serve in more ways than ever before in history.
Very sacred is the vocation of the artist, who has to do directly with the works of God, and interpret the teaching of creation to mankind. All honor to the man who treats it sacredly; who studies, as in God's presence, the thoughts of God which are expressed to him; and makes all things according to the pattern which he is ever ready to show to earnest and reverent genius on the mount.
I did one year of school and I was doing correspondence school, which was actually another happy accident. Correspondence school is basically home school, but you teach yourself instead of your parents teaching you. I found that to be one of the most important things in my life is that I learned how to teach myself things. I feel like that's something that schools should actually teach.
If a Coach is determined to stay in the coaching profession, he will develop from year to year. This much is true, no coach has a monopoly on the knowledge of basketball. There are no secrets in the game. The only secrets, if there are any, are good teaching of sound fundamentals, intelligent handling of men, a sound system of play, and the ability to instill in the boys a desire to win.
The truth is that art does not teach; it makes you feel, and any teaching that may arise from the feeling is an extra, and must not be stressed too much. In the modern world, and in Canada as much as anywhere, we are obsessed with the notion that to think is the highest achievement of mankind, but we neglect the fact that thought untouched by feeling is thin, delusive, treacherous stuff.
The teachings of Christianity - from vicarious redemption to the love of enemies, no thought for the morrow need be taken, that no thrift or care or family or society or solidarity is necessary - these are immoral teachings that have done and continue to inflict untold moral and physical harm on our species. And until we outgrow this nonsense, we have no chance of emancipating ourselves.
Appreciation is the oil that lubricates life and keeps your wheels turning easily and freely. Without appreciation, your wheels will still spin, but they are apt to become rusted with resentment and exhaustion. Since there is great truth in the well-known statement "We teach people how to treat us," you can start teaching others to shower you with appreciation by showering yourself first.
... there are no chains so galling as the chains of ignorance--no fetters so binding as those that bind the soul, and exclude it from the vast field of useful and scientific knowledge. O, had I received the advantages of early education, my ideas would, ere now, have expanded far and wide; but, alas! I possess nothing but moral capability--no teachings but the teachings of the Holy Spirit.
Islam in its origins is just as shady and approximate as those from which it took its borrowings. It makes immense claims for itself, invokes prostrate submission or "surrender" as a maxim to its adherents, and demands deference and respect from nonbelievers into the bargain. There is nothing-absolutely nothing-in its teachings that can even begin to justify such arrogance and presumption.
I love the students - they are remarkable, inspiring people. I would miss teaching if I stopped doing it. The kind of work I do is pretty diverse: I can cast a play while doing a polish of a screenplay, while thinking about a new play and revising another. In other words, the kind of work that I do during my work day is not just writing, yet it is all part of the job of being a playwright.
I was never capable of being an average pupil. I would either seem refractory to any teaching and give the impression of being completely dumb or I would fling myself on my work with a frenzy, a patience, and a willingness to learn that astonished everybody. But to awaken my zeal, it was necessary to offer me something I liked. Once my appetite had been whetted, I became ravenously hungry.
I was the type of person who was the question-asker. And not just genuine questions, I would ask a question so the author would know how much I knew about them. Once I went to a Tobias Wolff reading. I knew he was teaching at Syracuse at that time. And so, I remember asking him how he liked Syracuse. People do that to me now and it's okay. There is rarely a time when I just have had enough.
Poverty is a weapon of mass destruction. Joblessness is a weapon of mass destruction, homelessness, a weapon of mass destruction... racism, a weapon of mass destruction, fear, a weapon of mass destruction. We must disarm these weapons and renew our commitment to quality public schools and dedicated teachers and good housing and quality health care and decent jobs and stronger neighborhoods.
You will realize that doctrines are inventions of the human mind, as it tried to penetrate the mystery of God. You will realize that Scripture itself is the work of human minds, recording the example and teaching of Jesus. Thus it is not what you believe that matters; it is how you respond with your heart and your actions. It is not believing in Christ that matters; it is becoming like him.
We must get away from this limited *I did this and I did that* and the self-centeredness, that dominates our society Today. It must be a privilege to serve members of society. Not that we want rewards or medals or honor for what we do, because it is just an honor to do it, if you cannot work for that, than you missed the boat. You don’t understand the teachings of the wisest men ever lived.
Foreign languages, I think they are important but I don't think it should be required because-actually I think they should be teaching you English and then teaching you how to understand double talk-a politician's double talk-not teaching you how to understand French and Spanish and German, when am I going to Germany? I can't even afford to pay my rent in America, how am I going to Germany?
I discovered early on that the player who learned the fundamentals of basketball is going to have a much better chance of succeeding and rising through the levels of competition than the player who was content to do things his own way. A player should be interested in learning why things are done a certain way. The reasons behind the teaching often go a long way to helping develop the skill.
But one thing this doctrine, so clean, so venerable, does not contain: it does nto contain the secret of what the Sublime One himself experienced, he alone among the hundreds of thousands. This is why I am continuing my wanderings not to seek another, better doctrine, because I know there is none, but to leave behind all the teachings and all teachers, and either attain my goal alone or die.
The teaching on karma starts with the principle that people experience happiness and sorrow based on a combination of their past and present intentions. If we act with unskillful intentions either for ourselves or for others, we’re going to suffer. If we act with skillful intentions, we’ll experience happiness. So if we want to be happy, we have to train our intentions to always be skillful.
The teacher will never be a parent. The parents are the parents. But they have to engage in some sort of active education beyond just teaching mathematics and French and English because the kids spend more time there than they do with their parents at that age. We have to accept that other adults will be part of our children's education and they will have bad teachers. That's going to happen.
So, then, the best of the historian is subject to the poet; for whatsoever action or faction, whatsoever counsel, policy, or war-stratagem the historian is bound to recite, that may the poet, if he list, with his imitation make his own, beautifying it both for further teaching and more delighting, as it pleaseth him; having all, from Dante’s Heaven to his Hell, under the authority of his pen.
A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.
This case is not about whether marriages between same-sex couples are consistent or inconsistent with the teachings of a particular religion, whether such marriages are moral or immoral or whether they are something that should be encouraged or discouraged.... Quite simply, this case is about liberty and equality, the two cornerstones of the rights protected by the United States Constitution.
. If you believe that your nation is divinely ordained to rule Europe, and you must struggle to establish its supremacy, is that a religious doctrine or a nationalist one? In Germany especially, the whole super-nationalist ideology of the post-1871 empire is heavily imbued with religious teaching, chiefly Lutheran, and frankly viewing the new empire as the germ of the kingdom of God on Earth.
There are four accounts of the gospel itself! The momentous events of the conception, birth, life, teaching, death, resurrection, and ascension of Jesus of Nazareth are too vast to be adequately viewed from one angle alone. Just as we need several points of view to "see" a person's face, so we need these varied emphases and angles to gain the full perspective of all God wants us to understand.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
If you see a child with autistic-like behaviors at age two and three, the worst thing you can do is just let them sit and watch TV all day. That's just the worst thing you can do. You need to have a teacher working with that child, working on teaching language, working on social interaction, working on getting them interested in different things, and keeping their brain connected to the world.
...the history of early-medieval Arabia is nearly all legend. Like Buddha, Confucius, Jesus, and other founders of patriarchal religions, Mohammed lacks real verification. There is no reliable information about his life or teachings. Most stories about him are as apocryphal as the story that his coffin hangs forever in mid-air "between heaven and earth," like the bodies of ancient sacred kings.
[Miranda Hentoff] was teaching once at Lincoln Center, and the hall was full of other professionals - musicians, professors, teachers. And she was explaining how [Béla] Bartok composed his second piano concerto. And she explained how the music was interwoven with the rhythms and what he had in his mind. And I was just stunned. This is a kid who used to work - on a piano with a cracked keyboard.
Every life lesson that trickled its way into my being came from a mutually respectful relationship between the environment and my family. We were raised to appreciate the teachings of animals and the untouched magnificence of raw natural beauty. This understanding of our precious and complex ecosystem has carried me throughout every chapter of my life and is a significant column of my identity.
In my teaching and consulting practice, I encourage people to learn to experiment with confidence and to see themselves as scientists in the laboratory of their lives, continually trying new ways to pursue what matters most to them and to the people who depend on them. Smart, small wins are crucial to this approach, as is devoting time and attention to reflecting on what works and what doesn't.
Patriotism and loyalty in defense of the Constitution of the United States is constantly enjoined upon us. President McKay again this morning has made reference to the cause of liberty in his remarks. To be effective in such teaching, we must begin by inspiring in each heart the faith that the Constitution of the United States was written by inspired men whom God raised up for that very purpose.
I guess I've done a lot of different kinds of performing at various times - opera singing, poetry reading, not least high school teaching - and I do enjoy it, at least sometimes. But I find it incredibly anxiety-producing and exhausting. Privacy is more congenial, and I go a little crazy if I can't spend a big chunk of every day, or almost every day, alone. Certainly I have to be alone to write.
Teaching Plato in Palestine shows how philosophical thinking can illuminate important topics-in particular, the problem of finding ways to engage people with opposed ideologies in fruitful debate. The lively narratives, based on the author's experiences of working with various groups interested in using philosophical tools to clarify their thought and action, will engage a wide range of readers.
The real master is only a presence. He has no intentions of being a master. His presence is his teaching. His love is his message. Every gesture of his hand is pointing to the moon. And this whole thing is not being done, it is a happening. The master is not a doer. He has learned the greatest secret of life: let-go. The master has drowned his ego and the idea of separation from existence itself.
Put Your Spouse First: When the children are grown and move out of the home, who will be left but your spouse? Nurture that relationship first and foremost. It is your role, together, to be the best parents you can be and what better way to do that than by parenting together and teaching your children (by what you say and do) that the bond of marriage is stronger than any other earthly commitment
But more classrooms and more teachers are not enough. We must seek an educational system which grows in excellence as it grows in size. This means better training for our teachers. It means preparing youth to enjoy their hours of leisure as well as their hours of labor. It means exploring new techniques of teaching, to find new ways to stimulate the love of learning and the capacity for creation.
I would not recommend poetry as a career. In the first place, it's impossible in this time and place - in this culture - to make poetry a career. The writing of poetry is one thing. It's an obsession, the scratching of a divine itch, and has nothing to do with money. You can, however, make a career out of being a poet by teaching, traveling around, and giving lectures. It's a thin living at best.