Teaching Quotes - Page 93

Whoever our students may be, whatever the subject we teach, ultimately we teach who we are.

The world is full of people who have lost faith: politicians who have lost faith in politics, social workers who have lost faith in social work, schoolteachers who have lost faith in teaching and, for all I know, policemen who have lost faith in policing and poets who have lost faith in poetry. It's a condition of faith that it gets lost from time to time, or at least mislaid.

The Buddha's teaching leads us to the realization that we must always strive to harm no sentient being, human or nonhuman, whether or not it is in our selfish interest to do so.

Real schools ought to provide people with techniques of self-defense, but that would mean teaching the truth about the world and about the society, and schools couldn't survive very long if they did that.

We should not be speaking to, but with. That is second nature to any good teacher.

As any good teacher knows, the methods of instruction and the range of material covered are matters of small importance as compared with the success in arousing the natural curiosity of the students and stimulating their interest in exploring on their own.

The teachings of Osho, in fact, encompass many religions, but he is not defined by any of them. He is an illuminating speaker on Zen, Taoism, Tibetan Buddhism, Christianity and ancient Greek philosophy... and also a prolific author.

Teaching children about entrepreneurship is much like imparting any other skill or piece of knowledge. You will provide them with ways to experience how entrepreneurship works, and you guide them toward the subjects or areas they seem to show an interest in.

It is said that “there is a self,” but “non-self” too is taught. The buddhas also teach there is nothing which is “neither self nor non-self.” Everything is real, not real; both real and not real; neither not real nor real: this is the teaching of the Buddha.

We need to challenge our own theology, challenge the curriculum of our Bible schools and our seminaries, and ask simple questions. Are we teaching and producing ministers who have the right message?

I am teaching more. That is what I do best.

That kind of peer learning, that peer teaching, that peer evaluation, and then administration of insight.

What I try to do is narrow the sermon series down to one big question. In this case the question is: What happens when grace happens? I knew I wanted to preach about grace. I just felt as if it was time for our church to be refreshed and see the beauty of God's grace - the uniqueness of the Christian grace as compared to the teachings of other world religions on forgiveness.

Before we can go on making workers, we must first make people.

...Although, as the Latin verb to educate, educate, indicates, it is not a question of putting something in but drawing it out, if it is there to begin with...I want all of my students and all of my dancers to be aware of the poignancy of life at that moment. I would like to feel that I had, in some way, given them the gift of themselves.

My teaching influences who you are and who you become, I said, because insofar as I persuade you to change what you know, I can't help but persuade you to change who you are. A vast portion of who you are just is a matter of what you know.

there was no crime in unconscious plagiarism; that I committed it everyday, that he committed it everyday, that every man alive on earth who writes or speaks commits it every day and not merely once or twice but every time he open his mouth… there is nothing of our own in it except some slight change born of our temperament, character, environment, teachings and associations

A person's wound is where their passion is born.

A failure remains a failure only if we refuse to learn from it. Any situation that teaches us greater humility, sobriety, wisdom about self and others, responsibility, forgiveness, depth of reflection, and better decision making -\-\teaching us what's truly important-\-\is not an ultimate failure. Sometimes what we deem a failure at the time it happens actually serves to foster a change within us that creates an even greater success down the road.

People remember stories much better than they remember a straight list of teachings.

It is the parents duty to intervene when they see wrong choices being made.

The central activity of leadership is teaching - first by example, second by precept.

What humans do with the language of mathematics is to describe patterns... To grow mathematically children must be exposed to a rich variety of patterns appropriate to their own lives through which they can see variety, regularity, and interconnections.

A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.

I work from the body - I try to develop a language of the body. I've invented a term I call "corporeal writing" around that idea. I love teaching and collaborating around this idea, because no new breakthrough in literature ever happened because everyone was doing what was already there.