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I have a true aversion to teaching. The perennial business of a professor of mathematics is only to teach the ABC of his science; most of the few pupils who go a step further, and usually to keep the metaphor, remain in the process of gathering information, become only Halbwisser [one who has superficial knowledge of the subject], for the rarer talents do not want to have themselves educated by lecture courses, but train themselves. And with this thankless work the professor loses his precious time.
I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.
I think there's responsibility both at the federal and provincial levels for education in a grander sense - and that is to provide recognition financially to people who are educators, to help provide access to on-the-spot learning, so kids are not biased against science. Especially when people are younger, their curiosity needs never to be beaten down. And you can only do that if you have people who love the subject they're teaching, and who provide the student with the ability to do it in the field.
In everything, depend upon yourself, but work in harmony with all things. Do not depend even upon the Infinite, but learn to work and live in harmony with the Infinite. The highest teachings of the Christ reveal most clearly the principle that no soul was created to be a mere helpless instrument in the hands of Supreme Power, but that every soul should act and live in perfect oneness with that Power. And the promise is that we all are not only to do the things that Christ did, but even greater things.
The evil that has resulted from the error of the schools, in teaching natural philosophy as an accomplishment only, has been that of generating in the pupils a species of atheism. Instead of looking through the works of creation to the Creator himself, they stop short, and employ the knowledge they acquire to create doubts of his existence. They labour with studied ingenuity to ascribe every thing they behold to innate properties of matter, and jump over all the rest by saying, that matter is eternal.
I didn't understand at the time why Vince was so interested in teaching me life lessons when all I was trying to do was get my video played. But now I think it's because he saw a little bit of himself in me. Just like me, he was a rebel who listened to no one and did whatever it took to get the job done, pissing people off with his stubbornness and drive in the process. Therefore, he was trying to teach me how to better myself instead of repeatedly getting into trouble by rubbing people the wrong way.
Let us serve Him faithfully as our Master. Let us obey Him loyally as our King. Let us study His teachings as our Prophet. Let us work diligently after Him as our Example. Let us look anxiously for Him as our coming redeemer of body as well as soul. But above all let us prize Him as our Sacrifice, and rest our whole weight on His death as atonement for sin. Let His blood be more precious in our eyes every year we live. Whatever else we glory in about Christ, let us glory above all things in His cross.
The policy of letting the child 'do what he likes' is an insidious one, since the children are encouraged to continue always at their original superficial level, without receiving guidance in study. Furthermore, the 'three Rs,' the fundamental tools, are neglected as long as possible, with the result that the child's chance to develop his mind is greatly retarded. The policy of teaching words via pictures instead of by the alphabet tends to deprive the young child of the greatest reasoning tool of all.
Sometime during the 1990s, when I was teaching philosophy at UCSD, my friend, colleague, and music teacher, Carol Plantamura, discussed the possibility of teaching a course together looking at ways in which various literary works (plays, stories, novels) had been treated as operas, and how different themes emerged in the opera and in its original. One of the pairings we planned to use was Mann's great novella and Britten's opera. Unfortunately, the course was never taught, but the idea remained with me.
The fundamental characteristic of the scientific method is honesty. In dealing with any question, science asks no favors. ... I believe that constant use of the scientific method must in the end leave its impress upon him who uses it. ... A life spent in accordance with scientific teachings would be of a high order. It would practically conform to the teachings of the highest types of religion. The motives would be different, but so far as conduct is concerned the results would be practically identical.
I think my philosophy has evolved over the years. I started teaching almost 15 years ago and I've learned that how one student learns is obviously much different than how another student learns and so I've had to figure out how to get through to people honestly without hurting their feelings - which is no easy task just in the scope of being a human being, much less in the classroom, but which is something that is more important to me now than it was when I was 30 - and to show them a path to improving.
Feminism … I think the simplest explanation, and one that captures the idea, is a song that Marlo Thomas sang, 'Free to be You and Me.' Free to be, if you were a girl—doctor, lawyer, Indian chief. Anything you want to be. And if you’re a boy, and you like teaching, you like nursing, you would like to have a doll, that’s OK too. That notion that we should each be free to develop our own talents, whatever they may be, and not be held back by artificial barriers—manmade barriers, certainly not heaven sent.
In Acts 14:1, we are told, "At Iconium Paul and Barnabas went as usual into the Jewish synagogue. There they spoke so effectively that a great number of Jews and Gentiles believed." This is what should be sought in Christian schools, not just teaching, but effective teaching. Christian content alone is insufficient. It must be presented in a certain way, and that way cannot be reduced to technique. Nevertheless, God has graciously made it possible to bring people the truth by how the truth is presented.
The truest mark of being born with great qualities is being born without envy. Francois Duc de la Rochefoucauld That awareness is my teaching. Never fight with greed, ego, anger, jealousy, hatred - all those enemies that the religions have been telling you, 'Fight with them, crush them, kill them. You cannot kill them, you cannot crush them, you cannot fight with them; all that you can do is just be aware of them.' And the moment you are aware, they are gone. In the light, the darkness simply disappears.
Ninety percent of what most yoga teachers do is teach asana practice. While asana discharges stress and so forth, it was never intended to be a standalone practice. The true intent of yoga is personal transformation. What we get out of the privilege of teaching prisoners is the opportunity to focus on our own personal development. You can be of service, and, while helping others transform their lives, you have the deeper opportunity to transform your own. What we teach in prison is how we live our lives.
Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people. I've even talked to people who didn't necessarily go into teaching thinking they wanted to work at a charter school or even may have been considered critics of the charter school movement, and found that it was the only way for them to get their foot in the door. So young people just have much more familiarity with the concept.
Just as Uncle Tom, back during slavery used to keep the Negroes from resisting the bloodhound or resisting the Ku Klux Klan by teaching them to love their enemies or pray for those who use them despitefully, today Martin Luther King is just a twentieth-century or modern Uncle Tom or religious Uncle Tom, who is doing the same thing today to keep Negroes defenseless in the face of attack that Uncle Tom did on the plantation to keep those Negroes defenseless in the face of the attack of the Klan in that day.
Even though their arguments did not invoke religion, I think we all know what's behind these arguments. They're trying to protect religious beliefs from contradiction by science. They used to do it by prohibiting teachers from teaching evolution at all; then they wanted to teach intelligent design as an alternative theory; now they want the supposed "weaknesses" in evolution pointed out. But it's all the same program - it's all an attempt to let religious ideas determine what is taught in science courses.
Men, your primary responsibility in your home, after your wife, is you to disciple your own children. And if you don't do it, you're in sin; you are in sin. And if you turn it over to a Sunday school teacher, you are in sin. And you are to be teaching these children more than just stories about animals that went into Noah's ark. You're to be teaching them about God, about radical depravity, about blood atonement, about propitiation, expiation, justification, sanctification; you are to teach your children!
Since her retirement from teaching Miss Beryl's health had in many respects greatly improved, despite her advancing years. An eighth-grade classroom was an excellent place to snag whatever was in the air in the way of illness. Also depression, which, Miss Beryl believed, in conjunction with guilt, opened the door to illness. Miss Beryl didn't know any teachers who weren't habitually guilty and depressed-guilty they hadn't accomplished more with their students, depressed that very little more was possible.
If the people of God were to transform the world through fascination, these amazing teachings had to work at the center of these peculiar people. Then we can look into the eyes of a centurion and see not a beast but a child of God, and then walk with that child a couple of miles. Look into the eys of tax collectors as they sue you in court; see their poverty and give them your coat. Look in to the eys of the ones who are hardest for you to like, and see the One you love. For God loves good and bad people.
Whether [new Protestant church movements] place their emphasis on new worship styles, expressions of the Holy Spirit’s power, evangelism to seekers, or Bible teaching, these so-called new movements still operate out of the fallacious assumption that the church belongs firmly in the town square, that is, at the heart of Western culture. And if they begin with this mistaken belief about their position in Western society, all their church planting, all their reproduction will simply mirror this misapprehension.
If you want to understand suffering you must look into the situation at hand. The teachings say that wherever a problem arises it must be settled right there. Where suffering lies is right where non-suffering will arise, it ceases at the place where it arises. If suffering arises you must contemplate right there, you don't have to run away. You should settle the issue right there. One who runs away from suffering out of fear is the most foolish person of all. He will simply increases his stupidity endlessly.
People get into a heavy-duty sin and guilt trip, feeling that if things are going wrong, that means that they did something bad and they are being punished. That's not the idea at all. The idea of karma is that you continually get the teachings that you need to open your heart. To the degree that you didn't understand in the past how to stop protecting your soft spot, how to stop armoring your heart, you're given this gift of teachings in the form of your life, to give you everything you need to open further.
My objection to the church isn't that the preachers are cruel, hypocritical, actually wicked, though some of them are that, too - think of how many are arrested for selling fake stock, for seducing 14-year-old girls in orphanages under their care, for arson, for murder. An it isn't so much that the church is in bondage to Big Business and doctrines as laid down by millionaires - though a lot of churches are that, too. My chief objection is that 99% of sermons and Sunday School teachings are so agonizingly dull.
The effect of our knowledge rather ought to be, first, to teach us reverence and fear; and, secondly, to induce us, under its guidance and teaching, to ask every good thing from [God], and, when it is received, ascribe it to him. For how can the idea of God enter your mind without instantly giving rise to the thought, that since you are his workmanship, you are bound, by the very law of creation, to submit to his authority?-\-\that your life is due to him?-\-\that whatever you do ought to have reference to him.
In the 1970s, for example, I found myself learning to relish the poetry of Andrew Marvell and Sir Thomas Wyatt, and getting a handle on poetry of plainer speech than I had dwelt with heretofore. Which led me into a new appreciation of middle [William Butler ] Yeats, of the short three-beat line and forward-driving syntax, and that paid in, in turn, to a poem like Casualty in Field Work. The traffic, however, was usually the other way. My teaching was animated by what I was reading and being excited by as a poet.
Older boys often asked me to teach them “some bad words in your language”. At first I politely refused. My refusal merely increased their determination, so I solved the problem by teaching them phrases like 'man kharam' which means “I'm an idiot”. I told them that what I was teaching them was so nasty that they would have to promise never to repeat it to anyone. They would then spend all of recess running around yelling “I'm an idiot! I'm an idiot!”. I never told them the truth. I figured someday, somebody would
All over the world, there are libraries of a sort. They are among the most beautiful places on the earth, and they hold more information than the Library of Congress. Within these libraries are millions of books, each a uniques masterpiece to see and touch. They are teaching this language to scientists. However, so far only one percent of the books have been deciphered. Some tell how to find new medicines; others reveal new things to eat... These treasure houses of knowledge are the ancient forests of our planet.
As Stephen Jay Gould pointed out in Time, in no other Western country is the teaching of Evolution regarded as controversial. Throughout the world, one way or another, most Christian denominations have managed to reconcile belief in God with belief in the mechanisms of natural selection. A French or German or Scandinavian politician who called for students to entertain as a reasonable deduction from existing evidence the proposition that Earth is at most 10,000 years old would be bundled off to a mental hospital.
In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.
There came a time in my life when I doubted the divinity of the Scriptures, and I resolved as a lawyer and a judge I would try the Book as I would try anything in the courtroom, taking evidence for and against. It was a long, serious and profound study and using the same principles of evidence in this religious matter as I always do in secular matters, I have come to the decision that the Bible is a supernatural Book, that it has come from God, and that the only safety for the human race is to follow its teachings.
What is all wisdom save a collection of platitudes? Take fifty of our current proverbial sayings—they are so trite, so threadbare, that we can hardly bring our lips to utter them. None the less they embody the concentrated experience of the race, and the man who orders his life according to their teaching cannot go far wrong. How easy that seems! Has any one ever done so? Never. Has any man ever attained to inner harmony by pondering the experience of others? Not since the world began! He must pass through the fire.
There is too much ideological conformity in gender studies. The true-believers fashion the theories, write the textbooks and teach the students. When journalists, policymakers, and legislators address topics such as the wage gap, gender and education, or women's health, they turn to these experts for enlightenment. For the most part, they peddle misinformation, victim politics, and sophistry. They claim that their teachings represent the academic consensus, but that is only because they have excluded all dissenters.
The purpose of studying Buddhism is not to study Buddhism, but to study ourselves. That is why we have teaching. But the teaching is not ourselves. It is some explanation of ourselves. To study the teaching is to know yourselves. That is why we do not ever attach to the teaching, or to the teacher. The moment you meet a teacher you should leave the teacher, and you should be independent. You want a teacher so that you can be independent. So you study yourselves. You have the teacher for yourselves, not for the teacher.
The predominant teachings of this age are that there are no limits to man's capacity to govern others and that, therefore, no limitations ought to be imposed upon government. The older faith, born of long ages of suffering under man's dominion over man, was that the exercise of unlimited power by men with limited minds and self-regarding prejudices is soon oppressive, reactionary, and corrupt. The older faith taught that the very condition of progress was the limitation of power to the capacity and the virtue of rulers.
I was teaching live drawing in a community college and students started zoning in on the face and spending a couple of hours on that and then putting the rest of the body on the face only in the last hour. It didn't work to just tell them, 'Well, you're really not thinking of the body as a totality.' So in desperation I would put a drape over the model's head so they couldn't see it. They had to draw the body and then at the end of the session for an hour I would take the drape off just to try to reverse their procedure.
I'm straightforward with my kids, I take my kids out and I bring my daughter to dance lessons. I'm teaching my son how to ski, and my wife supports them and my wife has some issues. What, you just dismiss them? You just walk away? I don't walk away from anyone, Bill, in life! I'm sitting here and support people that are down and out! All these rich and elitist people, I'm sick of them! I'm sick of them! No, they're perfect. They don't do nothing! Get outta here! 'They don't do nothing!' They're the biggest crooks around!
And this is the ultimate lesson that our knowledge of the mode of transmission of typhus has taught us: Man carries on his skin a parasite, the louse. Civilization rids him of it. Should man regress, should he allow himself to resemble a primitive beast, the louse begins to multiply again and treats man as he deserves, as a brute beast. This conclusion would have endeared itself to the warm heart of Alfred Nobel. My contribution to it makes me feel less unworthy of the honour which you have conferred upon me in his name.
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.
I am beginning to suspect all elaborate and special systems of education. They seem to me to be built upon the supposition that every child is a kind of idiot who must be taught to think. Whereas if the child is left to himself, he will think more and better , if less "showily." Let him come and go freely, let him touch real things and combine his impressions for himself... Teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences.
Since the white people collectively have practiced the worst form of hatred against Negroes in America and they know that they are guilty of it, now when The Honorable Elijah Muhammad comes along and begins to list the historic deed - the historic attitude, the historic behavior of the white man in this country toward the black people in this country, again, the white people are so guilty and they can't stop doing these things to make Mr. Muhammad appear to be wrong, so they hide their wrong by saying "he is teaching hatred."
In my experience when critics raise these objections, they invariably violate one of seventeen principles for interpreting the Scriptures....For example, assuming the unexplained is unexplainable....failing to understand the context of the passage....assuming a partial report is a false report...neglecting to interpret difficult passages in light of clear ones; basing a teaching on an obscure passage; forgetting that the Bible uses nontechnical, everyday language; failing to remember the Bible uses different literary devices.
This doctrine of forgiveness of sin is a premium on crime. Forgive us our sins means Let us continue in our iniquity. It is one of the most pernicious of doctrines, and one of the most fruitful sources of immorality. It has been the chief cause of making Christian nations the most immoral of nations. In teaching this doctrine Christ committed a sin for which his death did not atone, and which can never be forgiven. There is no forgiveness of sin. Every cause has its effect; every sinner must suffer the consequences of his sins.
Jesus said whatever you do to the least of these my brothers you've done it to me. And this is what I've come to think. That if I want to identify fully with Jesus Christ, who I claim to be my Savior and Lord, the best way that I can do that is to identify with the poor. This I know will go against the teachings of all the popular evangelical preachers. But they're just wrong. They're not bad, they're just wrong. Christianity is about learning to love like Jesus loved and Jesus loved the poor and Jesus loved the broken-hearted.
Both Kant and Fichte thought of traditions of revealed religion as ways of symbolically (that is, with aesthetic emotional power) thinking about our moral condition. Both thought that religion would become more and not less powerful, emotionally and morally, if the claims of scriptures and religious teachings were taken symbolically rather than literally (whatever 'literally' might mean in the case of claims that are either nonsensical or outdated or historically unsupportable if taken as metaphysical or historical assertions).
Zen is to religion what a Japanese "rock garden" is to a garden. Zen knows no god, no afterlife, no good and no evil, as the rock-garden knows no flowers, herbs or shrubs. It has no doctrine or holy writ: its teaching is transmitted mainly in the form of parables as ambiguous as the pebbles in the rock-garden which symbolise now a mountain, now a fleeting tiger. When a disciple asks "What is Zen?", the master's traditional answer is "Three pounds of flax" or "A decaying noodle" or "A toilet stick" or a whack on the pupil's head.
I hadn't had any course work in ceramics. I had no courses in art education but I wasn't going to let this chance to have a job pass me by. I went out and learned and I stayed one step ahead of the students by reading and I got to be pretty proficient at throwing on the wheel and making my own glazes, ordering the chemicals and having the students go out and dig and process their clay, and doing things that they weren't teaching at Howard University. So Talladega College opened up my whole sensibility about experimental teaching.
One of our people in the Native community said the difference between white people and Indians is that Indian people know they are oppressed but don’t feel powerless. White people don’t feel oppressed, but feel powerless. Deconstruct that disempowerment. Part of the mythology that they’ve been teaching you is that you have no power. Power is not brute force and money; power is in your spirit. Power is in your soul. It is what your ancestors, your old people gave you. Power is in the earth; it is in your relationship to the earth.
Our knowledge of the historical worth of certain religious doctrines increases our respect for them, but does not invalidate our proposal that they should cease to be put forward as the reasons for the precepts of civilization. On the contrary! Those historical residues have helped us to view religious teachings, as it were, as neurotic relics, and we may now argue that the time has probably come, as it does in an analytic treatment, for replacing the effects of repression by the results of the rational operation of the intellect.