Quotes About Teaching

I've been working with Riccardo Tisci from Givenchy.It's been a long collaboration, and I don't think it's going to stop now. It's very important to me. Riccardo is younger than me, so it's great to have someone new teaching you in everything, not just in fashion. I'm teaching him in French style, what a women's style is, but he's teaching me in all of these different styles of music.I love this new world for me. It's refreshing and nourishing to keep learning about new things.

I was aware that the teaching of drawing was being stopped almost 30 years ago. And I always said, 'The teaching of drawing is the teaching of looking.' A lot of people don't look very hard.

The teaching which is written on paper is not the true teaching. Written teaching is a kind of food for your brain. Of course it is necessary to take some food for your brain, but it is more important to be yourself by practicing the right way of life.

[about Planned Parenthood] It is teaching kids to fornicate, teaching people to have adultery, every kind of bestiality, homosexuality, lesbianism - everything that the Bible condemns.

The traditional paradigm of parenting has been very hierarchical, the parent knows best and very top down. Conscious parenting topples [this paradigm] on its head and creates this mutuality, this circularity where both parent and child serve each other and where in fact, perhaps, the child could be even more of a guru for the parent .... teaching the parent how the parent needs to grow, teaching the parent how to enter the present moment like only children know how to do.

Christ wasn't teaching people to hate Jews. He was a Jew himself. He wasn't teaching people to hate anybody who didn't believe as he did.

There should not be any particular teaching. Teaching is in each moment.

While a significant part of learning certain comes from teaching - but good teaching and by good teachers - a major measure comes from exploration, from reinventing the wheel and finding out for oneself.

Men, your primary responsibility in your home, after your wife, is you to disciple your own children. And if you don't do it, you're in sin; you are in sin. And if you turn it over to a Sunday school teacher, you are in sin. And you are to be teaching these children more than just stories about animals that went into Noah's ark. You're to be teaching them about God, about radical depravity, about blood atonement, about propitiation, expiation, justification, sanctification; you are to teach your children!

You know, our fundamentalist friends dislike the teaching of evolution in schools because of the effect they feel it has on our view of our own special importance, while liberals insist that scientific and spiritual matters can be kept in separate compartments. On this point, I tend to agree with the fundamentalists, though I come to opposite conclusions about teaching evolution because I am convinced it's true.

Psychologists would say that the only two important forms of social learning are imitation and teaching, and they will spend time trying to figure out if animals imitate or teach. Sometimes they find they do; sometimes they find they don't. And so that's kind of the level of controversy there. Biologists would include imitation and teaching and a range of other kinds of social learning. So we would call that culture, whereas the psychologist wouldn't.

Teaching at best beckons us to morality, but it is not in itself efficacious. Teaching is like a mirror. It can show you if your face is dirty, but it the mirror will not wash your face.

I would say how important it is that we stop teaching kids, from the beginning, that boys are more important than girls. It's the 21st century, you know, let's go here. We have to show kids that boys and girls share the sandbox equally and do equally interesting things. We're teaching kids something that we have to try to get rid of later on. Why not just stop filling them with unconscious gender bias?

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.

It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.

When we find ourselves unable to reason (as one often does when presented with, say, a problem in algebra) it is because our imagination is not touched. One can begin to reason only when a clear picture has been formed in the imagination. Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination.

You hear peewee coaches teaching the 'trap'. What the heck are we doing teaching the 'trap'? Let the kids go, let them have fun; that's how you improve.

I'm a shy, nervous person, and I don't like teaching with "terms." I didn't teach them, like, "This is first person, this is second person, this is foreshadowing," or whatever, so no one probably felt like they were learning anything. But I feel like teaching in that way reduces the concept to a term.

I do believe that nice religious people make the world safe for extremists by teaching us [...] that faith is a virtue, teaching us that there's something good about holding beliefs without any substantiating evidence. Once you buy into that, [...] then the door is opened to extremists who defend their extremism by saying, 'Oh well, it's my faith, you can't touch it, you can't criticise my faith, I don't even need to defend it because faith is faith.'

Imitation is very easy, and the whole culture and society depends on imitation. Everybody is telling you how to behave, and whatsoever they are teaching you is nothing but imitation. Religious people - the so-called religious people, the priests, the theologians - they are also teaching you, `Be like Jesus, be like Buddha, be like Krishna.` Nobody ever tells you, `Just be yourself` - nobody. Everybody is against you, it seems. Nobody allows you to be yourself, nobody gives you any freedom. You can be in this world, but you must imitate somebody.

If you're teaching today what you were teaching five years ago, either the field is dead or you are.

Let's stop teaching to the middle and start teaching to the student.

I'd be satisfied just coaching in high school. I turned down a number of colleges when I was teaching in South Bend, Indiana, before I went into the service. I honestly believe that if I hadn't enlisted in the service, I would never have left high school teaching. I'm sure I would have never left.

In Acts 14:1, we are told, "At Iconium Paul and Barnabas went as usual into the Jewish synagogue. There they spoke so effectively that a great number of Jews and Gentiles believed." This is what should be sought in Christian schools, not just teaching, but effective teaching. Christian content alone is insufficient. It must be presented in a certain way, and that way cannot be reduced to technique. Nevertheless, God has graciously made it possible to bring people the truth by how the truth is presented.

One good thing the teaching has given me is the ability to read and revise my own work.

My teaching, if that is the word you want to use, has no copyright. You are free to reproduce, distribute, interpret, misinterpret, distort, garble, do what you like, even claim authorship, without my consent or the permission of anybody.

Winners surround themselves with other winners. A winner knows he's a winner. He doesn't need second-raters and yes-men around to feed his ego. He knows he'll win more, and go further, with associates who not only can keep up with him but who also are capable of teaching him something.

Teach by teaching, not by correcting

Christianity sees plants and flowers as created by God to show forth and share with humans the divine goodness, beauty and truth - the purpose of all Creation. In this flowers may be enjoyed simply and directly in themselves as showing forth God's goodness and beauty, or, more fully, as archetypes, signatures, symbols, and bearers of legends, mirroring the revealed articles of Christian faith - thereby serving as means for their teaching, recollection, contemplation and celebration.

My advice is really this: what we hear the philosophers saying and what we find in their writings should be applied in our pursuit of the happy life. We should hunt out the helpful pieces of teaching and the spirited and noble-minded sayings which are capable of immediate practical application-not far far-fetched or archaic expressions or extravagant metaphors and figures of speech-and learn them so well that words become works.

Sometimes it can be really hard in our fast paced society to slow ourselves down enough to begin to listen to God's voice. The dilemma exists in my position as well. To be a follower of Christ is to emulate Him. When He went off alone into the desert to pray, He was teaching a valuable lesson.

The praises of others may be of use in teaching us, not what we are, but what we ought to be.

On my first day teaching my own classroom, I threw up before I entered the building.

Any teacher can study books, but books do not necessarily bring wisdom, nor that human insight essential to consummate teaching skills.

All machinery is derived from nature, and is founded on the teaching and instruction of the revolution of the firmament.

If the believers in liberty wish the principles of liberty taught, let them never intrust that instruction to any government; for the nature of government is to become a thing apart, an institution existing for its own sake, preying upon the people, and teaching whatever will tend to keep it secure in its seat.

Oprah was not somebody who was telling us what to do, she wasn't really teaching us like so many people we see today. With Oprah, she was learning and we were learning with her. And I think that's really was the seed that was planted for all of us to just hang in there with her.

When I was young, I went to college, had a teacher who was, had been a student of Trilling's at Columbia, this was in California. And he, I started reading him around that time, and then I went to Columbia as well, Trilling was still teaching there, I took a course with him. He was not a great teacher, but he was, when I was younger, he was a good model for the kind of criticism I wanted to do, because he thought very dialectically.

The business of education has lay[ed] the foundations for nurseries of wise and good men, to adapt our modes of teaching to the peculiar form of our government . . . . He must be taught to love his fellow creatures in every part of the world, but he must cherish with a more intense and peculiar affection the citizens of Pennsylvania and of the United States.

I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.

A doctrine-teaching, character-building university, the Brigham Young University is dedicated to the building of character and faith, for character is higher than intellect . . . . We are men of God first, men of letters second, men of science third, and noted men fourth, men of rectitude rather than academic competence. . . . Our academic training must be as impeccable as our lives.

The fate of the worm refutes the pretended ethical teaching of the proverb, which assumes to illustrate the advantage of early rising and does so by showing how extremely dangerous it is.

When someone is taught the joy of learning, it becomes a life-long process that never stops, a process that creates a logical individual. That is the challenge and joy of teaching.

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

Men of Athens, I honor and love you; but I shall obey God rather than you, and while I have life and strength I shall never cease from the practice and teaching of philosophy.

INSTRUCTORS CAN impart a fraction of the teaching. It is through your own devoted practice that the mysteries of the Art of Peace are brought to life.