Teaching Quotes - Page 119

I'm really focused and committed to teaching now. Maybe when I'm about 30, which is in 10 years, I would like to consider doing something like speech therapy. That's what I really would like to do. I could go and do that now but it's not my drive at the moment. My drive is acting right now.

When people ask me to name the Ligonier teaching material they should use to help them grow; I tell them, 'You should start with The Holiness of God.'

"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.

There are those who ask what authority, what theological qualification, the Council intended to give to its teachings, knowing that it avoided issuing solemn dogmatic definitions backed by the Church's infallible teaching authority. The answer is known by those who remember the conciliar declaration of March 6, 1964, repeated on November 16, 1964. In view of the pastoral nature of the Council, it avoided proclaiming in an extraordinary manner any dogmata carrying the mark of infallibility.

To the shepherds alone was given all power to teach, to judge, to direct; on the faithful was imposed the duty of following their teaching, of submitting with docility to their judgment, and of allowing themselves to be governed, corrected, and guided by them in the way of salvation. Thus, it is an absolute necessity for the simple faithful to submit in mind and heart to their own pastors, and for the latter to submit with them to the Head and Supreme Pastor.

The dramatic threat of ecological breakdown is teaching us the extent to which greed and selfishness are contrary to the order of creation. ...A given culture reveals its understanding of life through the choices it makes in production and consumption... a great deal of educational and cultural work is urgently needed, including the education of consumers in the responsible use of their power of choice.

The Church's teaching on ownership diverges radically from collectivism as proclaimed by Marxism and "rigid" capitalism. The primacy of the person over things joint ownership of the means of work.

We emphasize the transcendent worth of the human person. We insist that the human person must never be treated as an object; he must always be considered the subject. That is the basis for our teaching, the absolute standard.

Sacred scripture wishes simply to declare that the world was created by God, and in order to teach this truth it expressed itself in terms of the cosmology in use at the time of the writer. Any other teaching about the origin and makeup of the universe is so alien to the intentions of the Bible, which does not wish to teach how heaven was made but how one goes to heaven.

The teachings of the Gospel have direct consequences for our way of thinking, feeling and living.

I think with great affection and deep gratitude of my venerable predecessor, Benedict XVI, who during these years of his pontificate has enriched and strengthened the Church with his teaching, his goodness, his guidance, his faith, his humility, and his gentleness, which will remain a spiritual heritage for all.

I don't think it's possible to teach a person to be an artist. But yet, I'm here, and I suppose this is what I'm expected to do. I teach a course called graphic narrative and one called digital studios, but no matter the topic, the basic principle underlying my "method" of teaching is that a properly prepared artist/creator must simply know everything. Not just how to draw, but how to see. Not just how to use a computer program, but what the word "penultimate" means. And the shape and orientation of a goat's pupil. And where Kentucky and Chile are, at least approximately.

My other work, teaching, also is satisfying because I can be with people but in controlled circumstances, which aren't as likely to yield the pain of dealing with family.

I would be very, very uncomfortable at teaching, at dreaming to teach, people things.

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.

In my view, all students should be given an initial opportunity to pursue the science track as far as it goes. But for those who quickly decide that track isn't for them, a different style of teaching is in order.

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.

. 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.

Books are never harmless...they either strengthen us or they weaken us in our faith. Some of them do this even as they entertain us, others as they teach us. In an invisible way their teaching penetrates into our hearts and souls, to continue its work inside, and we inhale the spirit of these books as healing or poisonous vapors. They can bring the greatest benefits and the greatest ruin, for from their ideas that they spread come the deeds of the future.

I've spent a lot of time in prisons, first doing legal work and later, teaching.

I have a completely worthless degree: a BS in Photojournalism from Boston University (BU). With this degree, I suppose I could have gotten a job teaching grade school kids how to photograph their relatives, but knowing about B&W photo processing and developing and how to shoot a picture story is good basic info that every photographer should have.

I'm not actually teaching any more, but I am writing pieces for schools all the time, and for kids.

I'd have to say, and I think that most Christians would hold the view, that there is such a thing as evil, and there are evil forces at work. You can articulate that by talking about Satan or the Devil; that's sound, Scriptural teaching.

Teaching 23-year-olds in an MBA programme strikes me as largely a waste of time. They lack the background of experience. You can teach them skills - accounting and what have you - but you can't teach them management.

It is ironical that in an age when we have prided ourselves on our progress in the intelligent care and teaching of children we have at the same time put them at the mercy of new and most terrible weapons of destruction.