Quotes of All Topics . Occasions . Authors
If we can't think for ourselves, if we're unwilling to question authority, then we're just putty in the hands of those in power. But if the citizens are educated and form their own opinions, then those in power work for us. In every country, we should be teaching our children the scientific method and the reasons for a Bill of Rights. With it comes a certain decency, humility and community spirit. In the demon-haunted world that we inhabit by virtue of being human, this may be all that stands between us and the enveloping darkness.
...the geometrician teaches me how to work out the size of my estates rather than how to work out how much a man needs in order to have enough....You geometers can calculate the area of circles, can reduce any given shape to a square, can state the distances separating starts. Nothing's outside your scope when it comes to measurement. Well, if you're such an expert, measure a man's soul; tell me how large or how small that is. You can define a straight line; what use is that to you if you've no idea what straightness means in life?
There's a way in which all of these grazers at the spirituality buffet are performing a service, because you could argue that grazing leads to a kind of tolerance. People who incorporate teachings from a lot of different traditions into their own belief systems are going to be more tolerant than people who confine themselves within the strict boundaries of one particular religion. Does it contribute to our confusion? I don't know if it contributes to confusion so much as it is evidence of a certain kind of silliness and shallowness.
When you sit in the full lotus position, your left foot is on your right thigh and your right foot is on your left thigh. When we cross our legs like this, even though we have a right leg and a left leg, they become one. The position expresses the oneness of duality: not two and not one. This is the most important teaching: not two, and not one. Our body and mind are not two and not one. If you think your body and mind are two, that is wrong; if you think that they are one, that is also wrong. Our body and mind are both two and one.
Vain are the beliefs and teachings that make man miserable, and false is the goodness that leads him into sorrow and despair, for it is man's purpose to be happy on this earth and lead the way to felicity and preach its gospel wherever he goes. He who does not see the kingdom of heaven in this life will never see it in the coming life. We came not into this life by exile, but we came as innocent creatures of God, to learn how to worship the holy and eternal spirit and seek the hidden secrets within ourselves from the beauty of life.
When my father finally got around to teaching me to drive, he was impressed at my "natural" talent for driving, not knowing that I had already been secretly driving my mother's car around the neighborhood. When I took the test and got my license and my father gave me my own set of keys to the car one night at dinner, it was a major rite of passage for him and my mother. Their perception of me had changed and was formally acknowledged. For me the occasion meant a private sanction to do in public what I had already been doing in secret.
I make a lot of pots in a year's time and some of them are good and some of them are mediocre and some of them are bad. If they're really bad and I'd be ashamed of them, I throw them out, but if they're mediocre and they'll serve the purpose for which they're designed, that is, a mixing bowl or a soup bowl or a plate or whatever, I sell them. And this income from the sale of these pots permits me to go on and make other pots. It's even more important now that I've quit teaching, because I do not have a teacher's salary to fall back on.
There was something I was always very good at, however, and that was teaching myself not to be frightened while frightening things are going on. It is difficult to do this, but I had learned. It is simply a matter of putting one’s fear aside, like the vegetable on the plate you don’t want to touch until all of your rice and chicken are gone, and getting frightened later, when one is out of danger. Sometimes I imagine I will be frightened for the rest of my life because of all of the fear I put aside during my time in Stain’d-by-the-Sea.
Just as the teaching of the Law and the prophets, being harbingers of the coming advent of the Logos in the flesh, guide our souls to Christ (cf. Gal. 3:24), so the glorified incarnate Logos of God is Himself a harbinger of His spiritual advent, leading our souls forward by His own teachings to receive His divine and manifest advent. He does this ceaselessly, by means of the virtues converting those found worthy from the flesh to the spirit. And He will do it at the end of the age, making manifest what has hitherto been hidden from men.
The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.
In a culture of technique, we often confuse authority with power, but the two are not the same. Power works from the outside in, but authority works from the inside out. . . . I am painfully aware of the times in my own teaching when I lose touch with my inner teacher and therefore with my own authority. In those times I try to gain power by barricading myself behind the podium and my status while wielding the threat of grades. . . . Authority comes as I reclaim my identity and integrity, remembering my selfhood and my sense of vocation.
I think about my education sometimes. I went to the University of Chicago for awhile after the Second World War. I was a student in the Department of Anthropology. At that time they were teaching that there was absolutely no difference between anybody. They may be teaching that still. Another thing they taught was that no one was ridiculous or bad or disgusting. Shortly before my father died, he said to me, ‘You know – you never wrote a story with a villain in it.’ I told him that was one of the things I learned in college after the war.
Do not consider any act of service as demeaning. Sweeping the streets, for example, is not below your dignity. Do you not sweep the floor of your homes? Do you not scrub and wash off dirt? When you undertake such tasks, the villagers will also gladly share in them. Why feel ashamed to be good? The ridicule that may be cast on you has been the reward of many saints. It will soon fade away. Muhammad was driven out of Mecca by those who could not appreciate his teachings. Jesus was crucified. But their names resound in the heart of millions.
The Spirit of God bears no witness to Christless sermons. Leave Jesus out of your preaching, and the Holy Spirit will never come upon you. Why should he? Has he not come on purpose that he may testify of Christ? Did not Jesus say, ‘He shall glorify me: for he shall receive of mine, and shall show it unto you’? Yes, the subject was Christ, and nothing but Christ, and such is the teaching which the Spirit of God will own. Be it ours never to wander from this central point: may we determine to know nothing among men but Christ and his cross.
Christianity set itself the goal of fulfilling man’s unattainable desires, but for that very reason ignored his attainable desires. By promising man eternal life, it deprived him of temporal life, by teaching him to trust in God’s help it took away his trust in his own powers; by giving him faith in a better life in heaven, it destroyed his faith in a better life on earth and his striving to attain such a life. Christianity gave man what his imagination desires, but for that very reason failed to give him what he really and truly desires.
Perhaps the greatest reason for missionary work is to give the world it's chance to hear and accept the gospel. The scriptures are replete with commands and promises and calls and rewards for teach the gospel. I use the word command deliberately for it seems to be an insistent directive from which we, singly and collectively, cannot escape...I wonder if we are doing all we can. Are we complacent in our approach to teaching all the world? We have been proselyting now 144 years. Are we prepared to lengthen our stride? To enlarge our vision?
The idea that somehow "no self, no problem"- I don't exist because I don't have a self- would be a mistaken understanding. However, the selflessness teaching is not that hard to understand. What it means is a type of self that people feel they have, like a fixed, unchanging identity. Either they know they have it, or for some, they feel they need to seek it, and possibly have an experience where they feel like they found something. That type of fixed, unchanging, essential self, or absolute self doesn't exist. That's what "no self" means.
I have always taken as the standard of the mode of teaching and writing, not the abstract, particular, professional philosopher, but universal man, that I have regarded man as the criterion of truth, and not this or that founder of a system, and have from the first placed the highest excellence of the philosopher in this, that he abstains, both as a man and as an author, from the ostentation of philosophy, i. e., that he is a philosopher only in reality, not formally, that he is a quiet philosopher, not a loud and still less a brawling one.
For we let our young men and women go out unarmed in a day when armor was never so necessary. By teaching them to read, we have left them at the mercy of the printed word. By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words. They do not know what the words mean; they do not know how to ward them off or blunt their edge or fling them back; they are prey to words in their emotions instead of being the masters of them in their intellects.
Democracy demands that the religiously motivated translate their concerns in to universal, rather than religion-specific, values... it requires that their proposals be subject to argument and amenable to reason. Now I may be opposed to abortion for religious reasons, to take one example, but if I seek to pass a law banning the practice, I cannot simply point to the teachings of my church or evoke God's will. I have to explain why abortion violates some principle that is accessible to people of all faiths, including those with no faith at all.
Creation science has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand why it is false. What could be more destructive of that most fragile yet most precious commodity in our entire intellectual heritage-good teaching-than a bill forcing our honorable teachers to sully their sacred trust by granting equal treatment to a doctrine not only known to be false, but calculated to undermine any general understanding of science as an enterprise?.
A tutor should not be continually thundering instruction into the ears of his pupil, as if he were pouring it through a funnel, but, after having put the lad, like a young horse, on a trot, before him, to observe his paces, and see what he is able to perform, should, according to the extent of his capacity, induce him to taste, to distinguish, and to find out things for himself; sometimes opening the way, at other times leaving it for him to open; and by abating or increasing his own pace, accommodate his precepts to the capacity of his pupil.
It needs more than ever to be stressed that the best and truest educators are parents under God. The greatest school is the family. In learning, no act of teaching in any school or university compares to the routine task of mothers in teaching a babe who speaks no language the mother tongue in so short a time. No other task in education is equal to this. The moral training of the children, the discipline of good habits, is an inheritance from the parents to the children which surpasses all other. The family is the first and basic school of man.
Teachers, who are really good create that environment where you can be very satisfied by the process of learning. If you do something and you find it a very satisfying experience then you want to do more of it. The great teachers somehow convey in their very attitude and their words and their actions and everything they do that this is an important thing you're learning. You end up wanting to do more of it and more of it and more of it. That's a real talent some people have to convey the importance of that and to reflect it back to the students.
How do you get out of a belief system? First you have to destruct the belief system. Traditionally, the teacher is supposed to remove your ignorance. But when you remove ignorance, you start with removing what is causing the ignorance, which is your belief system. So the teacher's job indeed is to first deconstruct your belief system. And then to give you inspiration so you'll go out to create a path to discover what is spirit, what is beauty, what is love, because these things nobody can teach you. So teaching really should be a demolition job.
And what is true education? It is awakening a love for truth; giving a just sense of duty; opening the eyes of the soul to the great purpose and end of life. It is not so much giving words, as thoughts; or mere maxims, as living principles. It is not teaching to be honest, because 'honesty is the best policy'; but because it is right. It is teaching the individual to love the good, for the sake of the good; to be virtuous in action because one is so in heart; to love and serve God supremely, not from fear, but from delight in his perfect character.
NEW RULE: 'Kidiots' Leave the children behind. At least until they learn something. A new study has shown that half of American high schools agree that newspapers should only be able to publish government-approved material. Almost one out of five said people should not be allowed to voice unpopular opinions..This is the first generation after September 11th, who discovered news during a 'watch what you say' administration...George W. Bush once asked, 'is our children learning.' No, they isn't. A better question would be, 'is our teacher's teaching?
In talking about human rights today, we are referring primarily to the following demands: protection of the individual against arbitrary infringement by other individuals or by the government; the right to work and to adequate earnings from work; freedom of discussion and teaching; adequate participation of the individual in the formation of his government. These human rights are nowadays recognised theoretically, although, by abundant use of formalistic, legal manoeuvres, they are being violated to a much greater extent than even a generation ago.
Is this what you have in mind,' I asked the Dalai Lama, 'when you say in teachings that the buddhas and bodhisattvas of the world are the most selfish beings of all, that by cultivating altruism they actually achieve ultimate happiness for themselves?' Yes. That's wise selfish,' he replied. 'Helping others not means we do this at our own expense. Not like this. Buddhas and bodhisattvas, these people very wise. All their lives they only want one thing: to achieve ultimate happiness. How to do this? By cultivating compassion, by cultivating altruism.
If you're living a yielded life, and if you have the preaching and teaching gift, and you're yielding that to God on a continual basis, that's one of the signs that you're in the right place doing the right thing for the right reasons. If you're doing something in the kingdom, and you rarely feel that, that's a red flag. Something needs to be looked at. Are you using the right gift? Are you using it in the right way? For the right reasons? At the right time? In the right context? If I didn't feel it consistently, that would be quite troubling to me.
The teaching of the Sermon on the Mount is not--Do your duty, but--Do what is not your duty. It is not your duty to go the second mile, to turn the other cheek, but Jesus says if we are His disciples we shall always do these things. There will be no spirit of--"Oh, well, I cannot do any more, I have been so misrepresented and misunderstood". . . Never look for right in the other man, but never cease to be right yourself. We are always looking for justice; the teaching of the Sermon on the Mount is--Never look for justice, but never cease to live it.
I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.
I realized that searching for a mentor has become the professional equivalent of waiting for Prince Charming. We all grew up on the fairy tale "Seeping Beauty," which instructs young women that if they just wait for their prince to arrive, they will be kissed and whisked away on a white horse to live happily ever after. Now young women are told that if they can just find the right mentor, they will be pushed up the ladder and whisked away to the corner office to live happily ever after. Once again, we are teaching women to be too dependent on others.
The creation story unfurling within the scientific enterprise provides the fundamental context, the fundamental arena of meaning, for all the peoples of the Earth. For the first time in human history, we can agree on the basic story of the galaxies, the stars, the planets, minerals, life forms, and human cultures. This story does not diminish the spiritual traditions of the classical or tribal periods of human history. Rather, the story provides the proper setting for the teachings of all traditions, showing the true magnitude of their central truths.
There is no doctrine more fundamental to our work than the Atonement of Jesus Christ. At every appropriate opportunity, testify of the Savior and of the power of His Atoning sacrifice. Use scriptures that teach of Him and why He is the perfect pattern for everyone in life.4 You will need to study diligently. Do not become so absorbed with trivial things that you miss learning the doctrine and teachings of the Lord. With a solid, personal doctrinal foundation, you will be a powerful source for sharing vital truths with others who desperately need them.
I go to a church here in New Jersey that is just a very exciting place, and I just love to be there on Sunday morning - I just sit there in a pew with my wife, that's all I do, but I'm very much a part of that congregation. We've got a fantastic rector,she brings in people from places like the United Theological Seminary in New Brighton, Minnesota, where you've got good teaching, and our people are being introduced to great material and they really respond. They're able to believe without crossing their fingers. And I think that's a real step forward.
I myself am a product of the 60s; I centered my life around sex, drugs and rock and roll until I hit rock bottom and accepted Jesus as my Savior. My mission today is to go forth and tell people about why I follow Christ and also what the Bible teaches, and part of that teaching is that women and men are meant to be together. However, I would never treat anyone with disrespect just because they are different from me. We are all created by the Almighty and like Him, I love all of humanity. We would all be better off if we loved God and loved each other.
He (Mohammed) seduced the people by promises of carnal pleasure to which the concupiscence of the flesh urges us. His teaching also contained precepts that were in conformity with his promises, and he gave free rein to carnal pleasure. In all this, as is not unexpected; he was obeyed by carnal men. As for proofs of the truth of his doctrine, he brought forward only such as could be grasped by the natural ability of anyone with a very modest wisdom. Indeed, the truths that he taught he mingled with many fables and with doctrines of the greatest falsity.
Since I was 18 years old, I have taught the Bible. For the last fifteen or twenty years, I have taught every Sunday when I was home or near my own house, so that would be 35 or 40 times per year. Half of those Sundays, the text comes from the Hebrew Bible. I have had a deep personal interest in the Holy Land and in the teachings of the Hebrew people. God has a special position for the Jewish people, the Hebrews, or whatever. I know the difference between ancient Israel and Judaea, and I know the history. I don't have any problem with the Jewish people.
In questions of this sort there are two things to be observed. First, that the truth of the Scriptures be inviolably maintained. Secondly, since Scripture doth admit of diverse interpretations, that no one cling to any particular exposition with such pertinacity that, if what he supposed to be the teaching of Scripture should afterward turn out to be clearly false, he should nevertheless still presume to put it forward, lest thereby the sacred Scriptures should be exposed to the derision of unbelievers and the way of salvation should be closed to them.
If a little less time was devoted to the translation of letters by Julius Caesar describing Britain 2000 years ago and a little more time was spent on teaching children how to describe (in simple modern English) the method whereby ethylene was converted into polythene in 1933 in the ICI laboratories at Northwich, and to discussing the enormous social changes which have resulted from this discovery, then I believe that we should be training future leaders in this country to face the world of tomorrow far more effectively than we are at the present time.
The religious geniuses of all ages have been distinguished by this kind of religious feeling, which knows no dogma and no God conceived in man's image; so that there can be no church whose central teachings are based on it. Hence it is precisely among the heretics of every age that we find men who were filled with this highest kind of religious feeling and were in many cases regarded by their contemporaries as atheists, sometimes also as saints. Looked at in this light, men like Democritus, Francis of Assisi, and Spinoza are closely akin to one another.
As children's inquiries are not to be slighted, so also great care is to be taken, that they never receive deceitful and illuding answers. They easily perceive when they are slighted or deceived, and quickly learn the trick of neglect, dissimulation, and falsehood, which they observe others to make use of. We are not to intrench upon truth in any conversation, but least of all with children; since, if we play false with them, we not only deceive their expectation, and hinder their knowledge, but corrupt their innocence, and teach them the worst of vices.
The playfulness that I talk about comes very slowly. You cannot just jump out of your seriousness which you have accumulated for lives. Now it has a force of its own. It is not a simple matter to relax; it is one of the most complex phenomena possible, because all that we are taught is tension, anxiety, anguish. Seriousness is the very core the society is built around. Playfulness is for small children, not for grown-up people. And I am teaching you to be children again, to be playful again. It is a quantum leap, a jump...but it takes time to understand.
The New York Times columnist, Thomas Friedman, cited Haqqani to make the argument that Guantánamo must be shut down. He wrote:“Husain Haqqani, a thoughtful Pakistani scholar now teaching at Boston University, remarked to me: 'When people like myself say American values must be emulated and America is a bastion of freedom, we get Guantánamo Bay thrown in our faces. When we talk about the America of Jefferson and Hamilton, people back home say to us: 'That is not the America we are dealing with. We are dealing with the America of imprisonment without trial.'
Train yourselves. Don't wait to be fed knowledge out of a book. Get out and seek it. Make explorations. Do your own research work. Train your hands and your mind. Become curious. Invent your own problems and solve them. You can see things going on all about you. Inquire into them. Seek out answers to your own questions. There are many phenomena going on in nature the explanation of which cannot be found in books. Find out why these phenomena take place. Information a boy gets by himself is enormously more valuable than that which is taught to him in school.
Something that we call developing the third eye in others. The eye is that people have intention when they're interacting, and often don't realize that there is an impact for everything that they do. The littlest thing, from scratching their head back here. This is, universally, "I don't understand what you said." That's what the scratch behind the ear means. If we know that, it's a whole other level. I could go back and say, "Let me do this again, because I'm seeing that it's not fully registering." We should be teaching these to people, is what I'm saying.
The most important change, and it's been going on for at least three decades, is the increasing "professionalization," if that's a word, of the faculty. By professionalization I mean the tendency of faculty members to have Ph.D.'s in their academic specialties, and for these specialties to be ever more narrowly defined. The higher-rated schools may have chief executives in residence or retired execs on three-year teaching fellowships, but the days when most faculty members had considerable prior experience as businessmen or women - those days are mostly over.
I am content to live and die as the mere repeater of Scriptural teaching - as a person who has thought out nothing and invented nothing - but who concluded that he was to take the message from the lips of God to the best of his ability and simply to be a mouth for God to the people. - mourning much that anything of his own should come between - but never thinking that he was somehow to refine the message or to adapt it to the brilliance of this wonderful century and then to hand it out as being so much his own that he might take some share of the glory of it.
The truth is there are a million steps, and we don't even know what the steps are, and worse, at any given moment we may not be willing or even able to take them; and still worse, they are different for you and they are always changing. I have come to believe the sooner we will fall in love with the God who keeps shaking things up, keeps changing the path, keeps rocking the boat to test our faith in Him, teaching us to not rely on easy answers, bullet points, magic mantras, or genies in lamps, but rather in His guidance, His existence, His mercy, and His love.