Teaching Quotes - Page 83

Sky is the part of creation in which Nature has done more for the sake of pleasing man, more for the sole and evident purpose of talking to him and teaching him, than in any other of her works, and it is just the part in which we least attend to her.

It takes a great deal of living to get a little deal of learning.

An individual who stands out, or disagrees or takes risks is a danger to such systems and is effortlessly and, unconsciously sidelined.

Whilst that the childe is young, let him be instructed in vertue and lytterature.

Reading and writing, arithmetic and grammar do not constitute education, any more than a knife, fork and spoon constitute a dinner.

I think we've got outstanding teaching in Michigan classrooms.

Given the professionalism of Michigan teachers, I think they're not teaching because of the financial rewards.

That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.

What is absurd is not the teachings of the founders of religion, it's what followers subsequently make of it.

Education is wonderful - it helps you worry about things all over the world.

I believe God wants you to have money to pay your bills, send your kids to college and do charity work and build orphanages. There's the teaching that we're supposed to be poor to show that we're humble. I don't buy that. I think we're supposed to be leaders. We're supposed to excel.

Kaz came to Switzerland where I was teaching to share with me [Heart Sutra] wondrous insight. There he and I worked on this new translation - with my part being to help render it into a verse form that would be good to chant. Since I have worked with many dying people over the years and often share the Heart Sutra with them, I found this new version that we created together to be so much more accessible to those who were facing death.

I had let my digust with teaching ruin my love of literature.

IN THE WORLD OF advertising, every copywriter knows the power of two magic words: "Free!" and "New!" We see them in the supermarket, in the newspaper, on billboards. And consumers respond. In the church today, we are falling prey to the appeal of "New!" The old truths of the gospel don't seem spectacular enough. We're restless for the latest, greatest, newest teaching or technique. We pastors in particular seem to search for a shortcut or some dynamic new strategy that will fire up our churches.

Teaching is not the mere imparting of information but the cultivation of an inquiring mind which will penetrate into the question of what is religion and not merely accept the established religions, churches, and rituals.

Knowledge is the consequence of time, and multitude of days are fittest to teach wisdom.

I loved being on the field playing and teaching softball. I didn't like the fact that a camp had my name on it and I didn't know the logistics of what was going on. I wanted to make sure I was involved in a camp that did things right.

You know that you are a teacher when you spend more money on school stuff than you do on your own children.

When I was eight years old, I got a dummy for Christmas and started teaching myself. I got books and records and sat in front of the bathroom mirror, practising. I did my first show in the third grade and just kept going; there was no reason to quit.

I have discovered such wonderful things that I was amazed... Out of nothing I have created a strange new universe.

I was surprised that each expert cared for different images, and had varied suggestions for how to continue my work. If each expert had been my teacher, I would have pursued four different directions, and lost my way.

It was, perhaps, one of those cases in which advice is good or bad only as the event decides.

I have come to believe ... that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy, will be challenged afresh when it is obliged to simulate life itself.

It is science that brings us an understanding of the true complexity of natural systems. The insights from the science of ecology are teaching us how to work with the checks and balances of nature, and encouraging a new, rational, limited-input, environmentally sound means of vineyard management that offers a third way between the ideologically driven approach of Biodynamics and conventional chemical-based agricultural systems.

Cultural dominance of middle-class norms prevail in middle-class schools with a teacher teaching toward those standards and with students striving to maintain those standards.