Teaching Quotes - Page 110

Women-in-jeopardy movies are, in essence, the updated versions of men dying to save the princess from the dragon to earn her love. They are modern-day training films for teaching women to select the best protectors while weeding out the rest.

Teaching the child to treat boundaries seriously teaches the child to respect the rights and needs of others. Thinking of another's needs creates empathy.

Although our grammar schools are teaching a whole generation computer language to adjust to the technological needs of a Stage II [post survival-focused] society, we have neglected to teach this generation relationship language and conflict resolution skills to address the social and psychological needs of a Stage II society. And when it is taught, in countries like Germany, although called social competence it focuses on workplace teamwork - still on survival, breadwinner oriented work goals.

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.

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.

The business schools could do a better job teaching face-to-face management, the actual work of organizing and helping along the efforts of others in the organization. The more quantitative disciplines have gotten more attention, often more research dollars. Areas like organizational science or, even mushier, leadership have had more trouble settling on what it's important to teach, and how. It's rather like strategy itself, which as I argue in the book, has had trouble through most of its history figuring out how to incorporate people, their motivation and ability, into its calculations.

The major break in the understanding of manliness is not between, say, the nineteenth century and any particular preceding era but between my generation of Baby Boomers and the entire proceeding complex of teachings. In some ways, TR and Churchill have more in common with Homer and Shakespeare than they do with us.

The teaching of Jesus, if properly understood, would do away with organized temple worship altogether.

Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination.

I have heard that M. Guesdon is dictating lessons to his seminarians. This is contrary to the custom of the Company and a somewhat ineffective way of teaching, since the students rely on their notes and do not exercise either their judgment or their memory, In this way, their minds remain empty while they pile up papers which they will perhaps never look at again.

Jagdish Singh was my basic coach and he trained me from my very early days in boxing, teaching me the fundamentals of the sport. He was the one who shaped me into a boxer, disciplined me when I required disciplining.

I see myself only sporadically as a teacher and consistently as a writer. Teaching is how I pay the bills...and fortunately, for my students, I can intellectualize about writing, and I can talk about it well, and I like to talk about it.

In my opinion the teaching of volleyball technique, ..., must always be correlated with tactical tasks.

I think my strength in teaching and what I get a lot of good feedback on is going towards the students and asking them what they are about. It's about putting your own personality into the work.

My challenges have not been around music. My hardest thing in music was just sitting down and teaching myself how to play and believing in myself.

But I must explain to you how all this mistaken idea of denouncing pleasure and praising pain was born and I will give you a complete account of the system, and expound the actual teachings of the great explorer of the truth, the master-builder of human happiness. No one rejects, dislikes, or avoids pleasure itself, because it is pleasure, but because those who do not know how to pursue pleasure rationally encounter consequences that are extremely painful.

I have great players around me. I have a great coach talking to me all the time, constantly teaching me. I feel reborn, like I'm learning every day. When I show up, I'm happy.

I was privileged to be able to study a year with Martha Graham, the last year she was teaching.

Alternative therapists don't kill many people, but they do make a great teaching tool for the basics of evidence-based medicine, because their efforts to distort science are so extreme.

For me, as a Christian I will be uncomfortable because in all my teachings and all my learning, biblically, it's not right.

I look at society and I look at people and I say... I'm not Mr. Motivator. I think you get a better sense - I believe in energy. I believe in passion. I believe in teaching people.

Poverty can't be an excuse for bad teaching, but teaching can't be the only thing we do to combat poverty.

I soon gave up instruction for self-teaching

I was raised Catholic and didn't like the dogma and exclusivity of that teaching but I was moved by the moral teachings and by the power of the Jesus fellow.

As for journalism education, there are some terrifically exciting things going on in some schools. Others are struggling to adapt. Curriculum changes can be slow, by design. Yet there are arguably more dynamic minds, old and young, gravitating to teaching than ever before, both on the research and scholarly side and on the side of what is called "professional practice," a term that usually refers to experienced journalists without Ph.D's moving to the academy.