Quotes About Teaching

If the wrong person preaches a right teaching, even a right teaching can become wrong. If a right person expounds a wrong teaching, even a wrong teaching can become right.

Whoever would be a teacher of men let him begin by teaching himself before teaching others; and let him teach by example before teaching by word. For he who teaches himself and rectifies his own ways is more deserving of respect and reverence than he who would teach others and rectify their ways.

Teaching for creativity involves teaching creatively. There are three related tasks in teaching for creativity: encouraging, identifying and fostering.

No matter what spiritual path you've walked or what teachings you've followed, they must lead you back to no path and no teaching. A true teaching is like a blazing fire that consumes itself. The teaching must not only consume you, but consume itself as well. All must be burned to ash, and then the ash must be burned. Then, and only then, is the Ultimate realized.

Education does not mean teaching people what they do not know. It means teaching them to behave as they do not behave.

We spend a lot of time teaching leaders what to do. We don't spend enough time teaching leaders what to stop. Half the leaders I have met don't need to learn what to do. They need to learn what to stop

The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.

While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person.

In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing.

At its deepest level, I think teaching is about bringing people into communion with each other, with yourself as the teacher, and with the subject you are teaching.

I was a student in the Department of Anthropology. At that time, they were teaching that there was absolutely no difference between anybody. They may be teaching that still.

Public hangings are teaching moments. Every company has to do it. A teaching moment is worth a thousand CEO speeches. CEOs can talk and blab each day about culture, but the employees all know who the jerks are. They could name the jerks for you. It's just cultural. People just don't want to do it.

...I think there's only one [thing] that anybody teaches, and this is character. And I think that whether you are teaching history, math, or biology, or music, what you are really doing is, you are helping to shape the character of that person who is your student... Music is such a wonderful teaching tool, because while you are developing musical skills, that student can learn a lot about discipline [and] cooperation.

There are a lot of polls that show that actually Americans have a pretty high opinion of teachers, that Americans think teachers are just about as prestigious as doctors. And yet there's this political conversation - this reform conversation - that paints a very negative picture of the effectiveness of the teaching population. So there's definitely a tension between the way teaching is talked about and understood at the political level and how everyday average Americans think about teachers.

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.

Teaching at university isn't like teaching in an art school.

If I had a kid, and I had a choice between teaching somebody how to avoid trouble, or teaching them how to get out of it, I'd teach them how to get out of it.

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.'

My beliefs are that the truth is a truth until you organize it, and then it becomes a lie. I don't think that Jesus was teaching Christianity, Jesus was teaching kindness, love, concern, and peace. What I tell people is don't be Christian, be Christ-like. Don't be Buddhist, be Buddha-like.

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

I began to hear what I was being taught about God, by the priest and my parish, and my exterior teaching did not coincide, did not match up, with my interior reality. And as they were teaching me about that God I was thinking: Who are they talking about? This was not how I experienced God. I gradually began to move away from the God of organized religion.

In passing, I firmly believe that research should be offset by a certain amount of teaching, if only as a change from the agony of research. The trouble, however, I freely admit, is that in practice you get either no teaching, or else far too much.

If the Pope were to deny that the death penalty could be an exercise of retributive justice, he would be overthrowing the tradition of two millenia of Catholic thought, denying the teaching of several previous popes, and contradicting the teaching of Scripture.

Dharma has several connotations in South Asian religions, but in Buddhism it has two basic, interrelated meanings: dharma as 'teaching' as found in the expression Buddha Dharma, and dharma as 'reality-as-is' (abhigama-dharma). The teaching is a verbal expression of reality-as-is that consists of two aspects-the subject that realizes and the object that is realized. Together they constitute 'reality-as-is;' if either aspect is lacking, it is not reality-as-is. This sense of dharma or reality-as-is is also called suchness (tathata) or thatness (tattva) in Buddhism.

If religious freedom is to endure in America, the responsibility for teaching religion to public school children must be left to the homes and churches of our land, where this responsibility rightfully belongs. It must not be assumed by the government through the agency of the public school system.

Were not teaching our students the importance of relationships with other people: how you work with them, what the relational pathology consists of, how you examine your own conscience, how you examine the inner world, how you examine your dreams.

When everyone has good players, teaching will be a telling difference.

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?

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

After I started publishing poetry I got to teach creative writing. Eventually I was promoted and even got tenure. But then I felt compelled to drop everything and move. But I've been teaching for a long time. More than four decades.

Many Americans believe marriage is between a man and a woman, and we need to celebrate marriage as the best way to provide stability for children. For people who live by the clear teaching of many different faith traditions and people who simply believe in the sanctity of marriage, it is essential that their views are respected.

I feel like hate and darkness get so much airtime. We need to give peace and love as much airtime as we can. We need to be teaching our kids that it's okay to love whoever you want to love, and it's okay to be who you want to be, and it's okay to feel that everybody should be treated equally and with respect. Such simple things that I don't know why it's hard for people to understand.

I love teaching; I love little kids.

For the church to say that abortion is not acceptable for a Catholic is fine. To say directly or indirectly that on something that is a church teaching that you must also vote according to that - that's not acceptable in a country based on the First Amendment.

The Lord Buddha was once asked by a disciple to sum up the whole of His teaching in one verse. He replied: Cease to do evil; Learn to do well; Cleanse your own heart; This is the religion of the Buddha.

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.

I try to write everyday. I do that much better over here than when I'm teaching. I always rewrite, usually fairly close-on which is to say first draft, then put it aside for 24 hours then more drafts.

The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.

I don't have an issue with what you do in the church, but I'm going to be up in your face if you're going to knock on my science classroom and tell me they've got to teach what you're teaching in your Sunday school. Because that's when we're going to fight.

Most remarks made by children consist of correct ideas very badly expressed. A good teacher will be very wary of saying 'No, that's wrong.' Rather, he will try to discover the correct idea behind the inadequate expression. This is one of the most important principles in the whole of the art of teaching.

Frederick Nietzsche was important to me, in teaching that it's okay to strive to improve the human being.

The basic question 'will I obey Christ 's teaching?' is rarely taken as a serious issue. For example, to take one of Jesus' commands, that is relevant to contemporary life, I don't know of any church that actually teaches a church how to bless people who curse them, yet this is a clear command.

This is his uncle's teaching, this Worcester, Malevolent to you In all aspects, Which makes him prune himself and bristle up The crest of youth against your dignity.

The only thing that I was equipped for with my very mediocre college Arts degree was to get a job in teaching.

In 1847 I gave an address at Newton, Mass., before a Teachers' Institute conducted by Horace Mann. My subject was grasshoppers. I passed around a large jar of these insects, and made every teacher take one and hold it while I was speaking. If any one dropped the insect, I stopped till he picked it up. This was at that time a great innovation, and excited much laughter and derision. There can be no true progress in the teaching of natural science until such methods become general.

Teaching and writing have tended to proceed on parallel lines, but there have been times when there was indeed carry-over from the classroom to the creative work.

I am deeply concerned with the diminution of the teaching strength of the country as a result of the disproportionately low salaries that are paid to teachers throughout the country.

It's hard for these athletes to stay healthy. They are constantly being bombarded with unhealthy advertising. Peer pressure can override the body's demand for health. Being healthy goes beyond 'not being sick' (where all lab reports indicate health), to feeling optimistic, energetic, strong and happy with their bodies. Teaching them to take charge of their bodies is a job of coaching. Help them gain discipline in conditioning, nutrition and attitude/emotional control.