Quotes about teachers

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The Art of Doing Science and Engineering: Learning to Learn (1991)

Source: Books, Spiritual Warrior, Volume I: Uncovering Spiritual Truths in Psychic Phenomena (Hari-Nama Press, 1996), Chapter 3: Angels and Demigods, p. 55

Henry Brooks Adams, in The Education of Henry Adams (1907)
Misattributed

Source: Revisiting Mathematics Education (1991), p. 48; As cited in: Anne Birgitte Fyhn (2007, p. 14)

Source: Talking Science: Language, Learning, and Values. 1990, p. 175; as cited in: Hanuscin, Deborah L., and Michele H. Lee. "Teaching Against the Mystique of Science: Literature Based Approaches in Elementary Teacher Education." Learning, Teaching, and Curriculum presentations (MU) (2010).

Source: Piano Notes: The World of the Pianist (2002), Ch. 1 Body and Mind

1960's

Budokwai Bulletin (1947)

(1986) n.p.
Structures are no longer valid', in "Ein Gespräch..."

excerpt of her Journal, Worpswede 1897; as quoted in Voicing our visions, – Writings by women artists; ed. Mara R. Witzling, Universe New York, 1991, p. 194
1897

Great Books: The Foundation of a Liberal Education (1954)

"The Casting of Lots"
Seveneves (2015), Part One

A Free Digital Society - What Makes Digital Inclusion Good or Bad? http://www.gnu.org/philosophy/free-digital-society.html#education; Lecture at Sciences Po in Paris (19 October 2011)]
2010s

written text with brush, in her paintings JHM no. 4334 https://charlotte.jck.nl/detail/M004334/part/character/theme/keyword + 4335 https://charlotte.jck.nl/detail/M004335: in 'Life? or Theater..', p. 222-223
Charlotte Salomon - Life? or Theater?

Muqaddimah, Translated by Franz Rosenthal, p. 39 and p. 383, Princeton University Press, 1981.
Muqaddimah (1377)

The American Pageant Revisited, p. 9

Sources of Chinese Tradition (1999), vol. 1, p. 180
Human nature is evil

As quoted in The Eclectic Magazine Vol. VII, (January - June 1868)
Variants:
The teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.
As quoted in School Arts (1935) by Art Study and Teaching Periodicals, p. 91
A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.
As quoted in Making Minds Less Well Educated Than Our Own (2004) by Roger C. Schank, p. 151

My Life and Confessions, for Philippine, 1786

The Evening Standard - 04/07/2002
Childhood

Letter to Samuel "Sam" Chapman (June 1907)

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

This is Your Brain on Music (2006)

Borejza, Tomasz (January 2018): Trochę bakterii nie zaszkodzi https://www.tygodnikprzeglad.pl/troche-bakterii-zaszkodzi/. Przegląd (4/2018): pp. 54–55.

Unmasking the False Religion of Evolution (1996)

As We May Think (1945)

Quote in Marc Chagall - the Russian years 1906 – 1922, editor Christoph Vitali, exhibition catalogue, Schirn Kunsthalle Frankfurt, 1991, p. 23
1920's, My life (1922)

Thoughts on Education: Speeches and Sermons (1902)

Source: Wings of Fire, p. 45.

"Ed Gorman Calling: We Talk to Richard Matheson" http://www.mysteryfile.com/Matheson/Interview.html (2004)

Part II, ch. 9 (Sylvia Barrett)
Up the Down Staircase (1965)

Source: Four Arguments for the Elimination of Television (1978), p. 133

Source: Forced to be Free (1971), p. 78-79

All I Really Need to Know I Learned in Kindergarten (1986)

Source: The New Drawing on the Right Side of the Brain (1979), p.196

Sources of Chinese Tradition (1999), vol. 1, pp. 179-180
Human nature is evil

Justice (1993)

Foreword to A Passion for Books (1999) by Harold Rabinowitz and Rob Kaplan

Introduction to The Ultimate Journey: Consciousness and the Mystery of Death (2006).

Source: Cider with Rosie (1959), p. 52.

"On China's State-Sponsored Amnesia"

Arvind Gupta, Mukul Chaturvedi, Akshay Joshi (2004) Security and Diplomacy: Essential Documents. p. 144.

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 217.

Source: 1920s, Prejudices, Third Series (1922), Ch. 3 "Footnote on Criticism", pp. 85-104
Context: Truth, indeed, is something that is believed in completely only by persons who have never tried personally to pursue it to its fastness and grab it by the tail. It is the adoration of second-rate men — men who always receive it as second-hand. Pedagogues believe in immutable truths and spend their lives trying to determine them and propagate them; the intellectual progress of man consists largely of a concerted effort to block and destroy their enterprise. Nine times out of ten, in the arts as in life, there is actually no truth to be discovered; there is only error to be exposed. In whole departments of human inquiry it seems to me quite unlikely that the truth ever will be discovered. Nevertheless, the rubber-stamp thinking of the world always makes the assumption that the exposure of an error is identical with the discovery of truth — that error and truth are simply opposites. They are nothing of the sort. What the world turns to, when it has been cured of one error, is usually simply another error, and maybe one worse than the first one. This is the whole history of the intellect in brief. The average man of today does not believe in precisely the same imbecilities that the Greek of the Fourth Century before Christ believed in, but the things that he does believe in are often quite as idiotic.
Perhaps this statement is a bit too sweeping. There is, year by year, a gradual accumulation of what may be called, provisionally, truths — there is a slow accretion of ideas that somehow manage to meet all practicable human tests, and so survive. But even so, it is risky to call them absolute truths. All that one may safely say of them is that no one, as yet, has demonstrated that they are errors. Soon or late, if experience teaches us anything, they are likely to succumb too. The profoundest truths of the Middle Ages are now laughed at by schoolboys. The profoundest truths of democracy will be laughed at, a few centuries hence, even by school-teachers.

Book II, Chapter 3, "The Shocking Alternative"
Mere Christianity (1952)
Context: I am trying here to prevent anyone saying the really foolish thing that people often say about Him: 'I'm ready to accept Jesus as a great moral teacher, but I don't accept His claim to be God.' That is the one thing we must not say. A man who was merely a man and said the sort of things Jesus said would not be a great moral teacher. He would be either a lunatic—on a level with the man who says he is a poached egg—or else he would be the Devil of Hell. You must make your choice. Either this man was, and is, the Son of God: or else a madman or something worse. You can shut Him up for a fool, you can spit at Him and kill Him as a demon; or you can fall at His feet and call Him Lord and God. But let us not come with any patronising nonsense about His being a great human teacher. He has not left that open to us. He did not intend to.

Source: The Story of My Life (1903), Ch. 4
Context: The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrasts between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.

Source: The Book on the Taboo Against Knowing Who You Are (1966), p. 53-54

Quote from an interview on the NBC television program, Wisdom- A Conversation with Frank Lloyd Wright (1953)
Context: I'm no teacher. Never wanted to teach and don't believe in teaching an art. Science yes, business of course.. but an art cannot be taught. You can only inculcate it, you can be an exemplar, you can create an atmosphere in which it can grow. Well I suppose I, being an exemplar, could be called a teacher, in spite of myself. So go ahead, call me a teacher.

The Language of the Night (1979)
Context: I have never found anywhere, in the domain of art, that you don't have to walk to. (There is quite an array of jets, buses and hacks which you can ride to Success; but that is a different destination.) It is a pretty wild country. There are, of course, roads. Great artists make the roads; good teachers and good companions can point them out. But there ain't no free rides, baby. No hitchhiking. And if you want to strike out in any new direction — you go alone. With a machete in your hand and the fear of God in your heart.

Exsurge Domine (1520)
Context: Give heed to the cause of the holy Roman Church, mother of all churches and teacher of the faith, whom you by the order of God, have consecrated by your blood. Against the Roman Church, you warned, lying teachers are rising, introducing ruinous sects, and drawing upon themselves speedy doom. Their tongues are fire, a restless evil, full of deadly poison. They have bitter zeal, contention in their hearts, and boast and lie against the truth.

Source: The Story of My Life (1903), Ch. 6
Context: I remember the morning that I first asked the meaning of the word, "love." This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher. She tried to kiss me: but at that time I did not like to have any one kiss me except my mother. Miss Sullivan put her arm gently round me and spelled into my hand, "I love Helen."
"What is love?" I asked.
She drew me closer to her and said, "It is here," pointing to my heart, whose beats I was conscious of for the first time. Her words puzzled me very much because I did not then understand anything unless I touched it.
I smelt the violets in her hand and asked, half in words, half in signs, a question which meant, "Is love the sweetness of flowers?"
"No," said my teacher.
Again I thought. The warm sun was shining on us.
"Is this not love?" I asked, pointing in the direction from which the heat came. "Is this not love?"
It seemed to me that there could be nothing more beautiful than the sun, whose warmth makes all things grow. But Miss Sullivan shook her head, and I was greatly puzzled and disappointed. I thought it strange that my teacher could not show me love.

Journal entry (18 November 1861), Ch. 5 : The Beginning of the War.
Lucy Larcom : Life, Letters, and Diary (1895)
Context: Much of our Christianity is not of a sufficiently enlarged type to satisfy an educated Hindoo; not that Unitarianism is necessary, for that system has but a surface-liberalism which can become very hard, and finally very narrow, as its history among us has often proved. It is not a system at all that we want: it is Christ, the "wisdom of God and the power of God," Christ, the loving, creating, and redeeming friend of the world, Christ, whose large, free being enfolds all that is beautiful in nature and in social life; and all that is strong and deep and noble in the sanctuary of every living soul. When Christians have truly learned Christ, they can be true teachers.

"Civilization," London and Westminster Review (April 1836)
Context: We are not so absurd as to propose that the teacher should not set forth his own opinions as the true ones and exert his utmost powers to exhibit their truth in the strongest light. To abstain from this would be to nourish the worst intellectual habit of all, that of not finding, and not looking for, certainty in any teacher. But the teacher himself should not be held to any creed; nor should the question be whether his own opinions are the true ones, but whether he is well instructed in those of other people, and, in enforcing his own, states the arguments for all conflicting opinions fairly.

"America 101", speech at the fiftieth anniversary of the Council of Great City Schools (27 October 2006), as quoted in Moyers on Democracy (2008), p. 237
Context: For the life of me I cannot fathom why we expect so much from teachers and provide them so little in return. In 1940, the average pay of a male teacher was actually 3.6 percent more than what other college-educated men earned. Today it is 60 percent lower. Women teachers now earn 16 percent less than other college-educated women. This bewilders me. … There was no Plato without Socrates, and no John Coltrane without Miles Davis.

Source: From the Danube to the Yalu (1954), p. 175

Remarks on the House floor, in debates on Cod Fishery bill (February 1792) http://books.google.com/books?id=DmkFAAAAQAAJ&pg=PA363&dq=%22they+may+take+into+their+own+hands+the+education%22&hl=en&ei=3lGmTpvpEcOftweb7YQg&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDcQ6AEwAg#v=onepage&q=%22they%20may%20take%20into%20their%20own%20hands%20the%20education%22&f=false
1790s
Context: If Congress can apply money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may establish teachers in every State, county, and parish, and pay them out of the public Treasury; they may take into their own hands the education of children, establishing in like manner schools throughout the Union; they may undertake the regulation of all roads other than post roads. In short, every thing, from the highest object of State legislation, down to the most minute object of police, would be thrown under the power of Congress; for every object I have mentioned would admit the application of money, and might be called, if Congress pleased, provisions for the general welfare.

Foreword to Winning Basketball : Techniques and Drills for Playing Better Offensive Basketball (2004) by Ralph L. Pim
Context: The game of basketball is one of the greatest teachers of life there is. It teaches you first and foremost to believe in yourself. You must develop physical and mental toughness in order to succeed because there's going to be many disappointments and setbacks along the way. You learn quickly that basketball is a team game. You must be unselfish and accept the role that helps the team the most. Basketball teaches you the importance of setting high standards and never accepting anything other than your best effort.

Vol. I, The Way of Illumination Section I - The Way of Illumination, Part III : The Sufi http://wahiduddin.net/mv2/I/I_I_3.htm
The Spiritual Message of Hazrat Inayat Khan
Context: What is the Sufi's belief regarding the coming of a World Teacher, or, as some speak if it, the "Second Coming of Christ?" The Sufi is free from beliefs and disbeliefs, and yet gives every liberty to people to have their own opinion. There is no doubt that if an individual or a multitude believe that a teacher or a reformer will come, he will surely come to them. Similarly, in the case of those who do not believe that any teacher or reformer will come, to them he will not come. To those who expect the Teacher to be a man, a man will bring the message; to those who expect the Teacher to be a woman, a woman must deliver it. To those who call on God, God comes. To those who knock at the door of Satan, Satan answers. There is an answer to every call. To a Sufi the Teacher is never absent, whether he comes in one form or in a thousand forms he is always one to him, and the same One he recognizes to be in all, and all Teachers he sees in his one Teacher alone. For a Sufi, the self within, the self without, the kingdom of the earth, the kingdom of heaven, the whole being is his teacher, and his every moment is engaged in acquiring knowledge. For some, the Teacher has already come and gone, for others the Teacher may still come, but for a Sufi the Teacher has always been and will remain with him forever.

The Art and Practice of the Learning Organization (1990)
Context: In a learning organization, leaders are designers, stewards, and teachers. They are responsible for building organizations where people continually expand their capabilities to understand complexity, clarify vision, and improve shared mental models – that is, they are responsible for learning.

Introduction
Leaves Of Morya's Garden (1924 - 1925), Book II : Illumination (1925)
Context: They will ask: "Who gave you the Teaching?"
Answer: "The Mahatma of the East."
They will ask: "Where does He live?"
Answer: "The abode of the Teacher not only cannot be made known but cannot even be uttered. Your question shows how far you are from the understanding of the Teaching. Even humanly you must realize how wrong your question is."
They will ask: "When can I be useful?"
Answer: "From this hour unto eternity."
"When should I prepare myself for labor?"
"Lose not an hour!"
"And when will the call come?"
"Even sleep vigilantly."
"How shall I work until this hour?"
"Enhancing the quality of labor."

1960s, Freedom From The Known (1969)
Context: For centuries we have been spoon-fed by our teachers, by our authorities, by our books, our saints. We say, "Tell me all about it — what lies beyond the hills and the mountains and the earth?" and we are satisfied with their descriptions, which means that we live on words and our life is shallow and empty. We are secondhand people. We have lived on what we have been told, either guided by our inclinations, our tendencies, or compelled to accept by circumstances and environment. We are the result of all kinds of influences and there is nothing new in us, nothing that we have discovered for ourselves; nothing original, pristine, clear.

Part 1, 1919 - 1968 The Road to 24 Sussex Drive, p. 21
Memoirs (1993)
Context: The Jesuits were good educators, exceptional teachers. In an era and in a society where freedom of speech was not held in high regard, of course, that the discourse be focused on what they were teaching, but we were able to go beyond this framework without incurring too great a risk.

As quoted in Voices of Liberation: Albert Lutuli (1993).
Resist apartheid! (1954)
Context: The laws and policies of white South Africa are no doubt inimical to this development. And so I call upon our people in all walks of life ministers of the Gospel of Christ, who died to save human dignity, teachers, professional men, business men; farmers and workers to rally round the congress at this hour to make our voice heard. We may be voteless, but we are not necessarily voiceless; it is our determination more than ever before in the life of our congress, to have our voice not only heard but heeded too. Through gatherings like this in all centres, large and small, we mean to mobilize our people to speak with this one voice and say to white South Africa: We have no designs to elbow anyone out of South Africa, but equally we have no intention whatsoever of abandoning our divine right, of ourselves determining our destiny according to the holy and perfect plan of our Creator. Apartheid can never be such a plan.

Revolution (2014)
Context: On the short walk to the front past the others, either bowing or kneeling or whirling or howling, I feel glad that my life is this way; so full of jarring experience. Sometimes you feel that life is full and beautiful, all these worlds, all these people, all these experiences, all this wonder. You never know when you will encounter magic. Some solitary moment in a park can suddenly burst open with a spray of preschool children in high-vis vests, hand in hand; maybe the teacher will ask you for directions, and the children will look at you, curious and open, and you’ll see that they are perfect. In the half-morning half-gray glint, the cobwebs on bushes are gleaming with such radiant insistence, you can feel the playful unknown beckoning. Behind impassive stares in booths, behind the indifferent gum chew, behind the car horns, there is connection.

What Are People For? (1990)
Context: A teacher's major contribution may pop out anonymously in the life of some ex-student's grandchild. A teacher, finally, has nothing to go on but faith, a student nothing to offer in return but testimony.

"Wallace Stegner and the Great Community".

The Thirteenth Revelation, Chapter 34
Context: He is the Ground, He is the Substance, He is the Teaching, He is the Teacher, He is the End, He is the Meed for which every kind soul travaileth.
And this is known, and shall be known to every soul to which the Holy Ghost declareth it. And I hope truly that all those that seek this, He shall speed: for they seek God.
All this that I have now told, and more that I shall tell after, is comforting against sin. For in the Third Shewing when I saw that God doeth all that is done, I saw no sin: and then I saw that all is well. But when God shewed me for sin, then said He: All SHALL be well.

Revolution (2014)
Context: It was a bizarre experience visiting him in there. Not least because I, as was the custom at the time, went to the powwow armed with a yoga teacher. I was hanging out with her a lot. I took her along to the MTV Movie Awards, which I was hosting, where at one point—perhaps the summit of my own personal Everest of Hollywood kookiness—she vetoed a joke from my opening monologue. It wasn’t unspiritual or mean; I think it was about Jennifer Aniston. It was cut “for time,” like the monologue was saggy. I don’t know if that makes it less weird. Tej, her name was, and she was a bloody good kundalini yoga teacher, and the lessons and techniques definitely induced interesting states of mind. Most people would’ve left it at that, but with my tendency for extremism, I first became teacher’s pet and then, in a macabre switcheroo, made the teacher into my pet. I’ve already told you I’m a sucker for a mystic costume. I’m like a wartime gal with a thing for uniforms, swooning at a G. I., and Tej’s get-up was world-class. Kundalini practitioners dress entirely in white—why not? They also wear a turban as the yogic practice they follow is derived from the Sikh faith. Tej was a lovely woman and we became good friends; I learned a lot and had a good laugh. A fair amount of that fun may have been derived, I realize in retrospect, from the novel thrill of turning up at unexpected places with a yogi. Like the MTV Movie Awards or the Ecuadorian embassy. During the production of my let’s call it experimental—with the emphasis on the “mental”—TV show Brand X (surely the last punning derivation my surname can provide), the whole of Tej’s yoga class, which consisted of about one hundred people, was uprooted and placed each morning at the studio where the show was recorded. That’s pretty mad, isn’t it? We left the comfort, tranquillity, sweet smells, and fine foods of the purpose-built yoga center to practice yoga in the functioning canteen of a TV production facility. Sometimes when you’re famous you can get away with being a lunatic. Especially if you’re like me and think the system is corrupt and rules have to be broken and conformity challenged. Before too long, you have a scenario where the teamsters who do all the heavy lifting on a TV show are confronted with the daily spectacle of a hundred yoga devotees descending on their canteen.

Exsurge Domine (1520)
Context: No one of sound mind is ignorant how destructive, pernicious, scandalous, and seductive to pious and simple minds these various errors are, how opposed they are to all charity and reverence for the holy Roman Church who is the mother of all the faithful and teacher of the faith; how destructive they are of the vigor of ecclesiastical discipline, namely obedience. This virtue is the font and origin of all virtues and without it anyone is readily convicted of being unfaithful.
Therefore we, in this above enumeration, important as it is, wish to proceed with great care as is proper, and to cut off the advance of this plague and cancerous disease so it will not spread any further in the Lord's field as harmful thorn-bushes.

1840s, The Point of View for My Work as an Author (1848)
Context: To be a teacher does not mean simply to affirm that such a thing is so, or to deliver a lecture, etc. No, to be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and the way he understands it.

Lecture II : The Universal Categories, § 2 : Struggle, CP 5.51
Pragmatism and Pragmaticism (1903)

Go Rin No Sho (1645), Introduction
Context: When I reached thirty I looked back on my past. The previous victories were not due to my having mastered strategy. Perhaps it was natural ability, or the order of heaven, or that other schools' strategy was inferior. After that I studied morning and evening searching for the principle, and came to realise the Way of strategy when I was fifty.
Since then I have lived without following any particular Way. Thus with the virtue of strategy I practise many arts and abilities — all things with no teacher. To write this book I did not use the law of Buddha or the teachings of Confucius, neither old war chronicles nor books on martial tactics. I take up my brush to explain the true spirit of this Ichi school as it is mirrored in the Way of heaven and Kwannon. The time is the night of the tenth day of the tenth month, at the hour of the tiger.

"The Truth of Orthodoxy" as translated in Vestnik of the Russian West European Patriarchal Exarchate (1952)
Context: The greater part of Eastern teachers of the Church, from Clement of Alexandria to Maximus the Confessor, were supporters of Apokatastasis, of universal salvation and resurrection. And this is characteristic of (contemporary) Russian religious thought. Orthodox thought has never been suppressed by the idea of Divine justice and it never forgot the idea of Divine love. Chiefly — it did not define man from the point of view of Divine justice but from the idea of transfiguration and Deification of man and cosmos.

Part V: More Rage. More Rage., page 191.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)
Context: One reason why our society has failed to curb bullying is that we like bullies. Hell, we are bullies. Research has shown that bullies are not the anti-social misfits that adults, in their forced amnesia, want them to be. Rather, bullies are usually the most popular boys, second only on the clique-ranking to those described as friendly, outgoing, and self-confident. The Santana High kids and parents both felt that there was no point in complaining to the administration because they wouldn't have done anything anyway, a reflection of the fact that popular winners are treated better than losers. At Columbine, parents and students both felt that bullies were favored by teachers and administrators, and that complainers were often ignored or blamed. Indeed, losers pay for being losers twice over in our schools, taking both the punishment and the blame.

Source: Flatland: A Romance of Many Dimensions (1884), PART II: OTHER WORLDS, Chapter 19. How, Though the Sphere Showed Me Other Mysteries of Spaceland, I Still Desired More; and What Came of It
Context: I despair not that, even here, in this region of Three Dimensions, your Lordship's art may make the Fourth Dimension visible to me; just as in the Land of Two Dimensions my Teacher's skill would fain have opened the eyes of his blind servant to the invisible presence of a Third Dimension, though I saw it not.Let me recall the past. Was I not taught below that when I saw a Line and inferred a Plane, I in reality saw a Third unrecognized Dimension, not the same as brightness, called "height"? And does it not now follow that, in this region, when I see a Plane and infer a Solid, I really see a Fourth unrecognized Dimension, not the same as colour, but existent, though infinitesimal and incapable of measurement?

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 62.
Context: Oh, wonderful teacher! Oh, favored disciples! Oh, famous school — that built no marble halls, and collected no grand library, but turned all life into opportunity; made houses and streets and seaside and mountain-tops, places of discipline and recitation and delight! Oh, blest example — shining this day on the pages of history — our example, our dream, our desire!

शिक्षा (Education)
Context: In the fields of life there isn't any geometry. Here if whole is taken out from the whole then whole itself remains. Inside one is substance, inside atom is the world. Science cannot find everything and our psychological studies end within the darkness of intellect. This is why no teacher can teach.

Teaching as a Subversive Activity (1969)
Context: Conventional "requirements" …are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."

Lecture III: Of the more Important Divisions and Essential Parts of Knowledge
A Course of Popular Lectures (1829)
Context: I must intreat your patience — your gentle hearing. I am not going to question your opinions. I am not going to meddle with your belief. I am not going to dictate to you mine. All that I say is, examine; enquire. Look into the nature of things. Search out the ground of your opinions, the for and the against. Know why you believe, understand what you believe, and possess a reason for the faith that is in you…
But your spiritual teachers caution you against enquiry — tell you not to read certain books; not to listen to certain people; to beware of profane learning; to submit your reason, and to receive their doctrines for truths. Such advice renders them suspicious counsellors. By their own creed, you hold your reason from their God. Go! ask them why he gave it.

Conclusion : The Moral of this Examination
A Perplexed Philosopher (1892)
Context: Stepping out of their proper sphere and arrogating to themselves an authority to which they have no claim, professed teachers of spiritual truths long presumed to deny the truths of the natural sciences. But now professed teachers of the natural sciences, stepping in turn out of their proper sphere and arrogating to themselves an authority to which they have no claim, presume to deny spiritual truths. And there are many, who having discarded an authority often perverted by the influence of dominant wrong, have in its place accepted another authority which in its blank materialism affords as efficient a means for stilling conscience and defending selfish greed as any perversion of religious truth.
Mr. Spencer is the foremost representative of this authority. Widely regarded as the scientific philosopher; eulogized by his admirers as the greatest of all philosophers — as the man who has cleared and illuminated the field of philosophy by bringing into it the exact methods of science — he carries to the common mind the weight of the marvelous scientific achievements of our time as applied to the most momentous of problems. The effect is to impress it with a vague belief that modern science has proved the idea of God to be an ignorant superstition and the hope of a future life a vain delusion.

"Evidence"
Evidence (2009)

Conclusion : The Moral of this Examination
A Perplexed Philosopher (1892)
Context: It is not merely the authority of Mr. Spencer as a teacher on social subjects that I would discredit; but the blind reliance upon authority. For on such subjects the masses of men cannot safely trust authority. Given a wrong which affects the distribution of wealth and differentiates society into the rich and the poor, and the recognized organs of opinion and education, since they are dominated by the wealthy class, must necessarily represent the views and wishes of those who profit or imagine they profit by the wrong.
That thought on social questions is so confused and perplexed, that the aspirations of great bodies of men, deeply though vaguely conscious of injustice, are in all civilized countries being diverted to futile and dangerous remedies, is largely due to the fact that those who assume and are credited with superior knowledge of social and economic laws have devoted their powers, not to showing where the injustice lies but to hiding it; not to clearing common thought but to confusing it.

Diwali does not end when the lights go out (2013)
Context: For the Jains, Diwali is celebrated as the joyous day on which Mahavir, the great Jain teacher, attained the eternal joy of liberation or nirvana. It is an occasion for rejoicing and gratitude for a life spent in rigorous religious search, realization and teaching centered on non-violence.
For the Sikhs, Diwali is a "day of freedom," when the Mughal Emperor, Jehangir, freed the sixth Sikh Guru (teacher), Hargobind, from prison. Guru Hargobind refused to accept his freedom unless the emperor released detained Hindu leaders. Guru Hargobind is celebrated as seeing his own religious freedom as inseparable from the freedom of others.
Even for the Hindu community, there is a confluence of many traditions connected with Diwali. Some celebrate Diwali as ushering the New Year and others as the triumph of Krishna over the evil, Narakasura.

Source: Flatland: A Romance of Many Dimensions (1884), PART I: THIS WORLD, Chapter 10. Of the Suppression of the Chromatic Sedition
Context: p>The use of Colour was abolished, and its possession prohibited. Even the utterance of any word denoting Colour, except by the Circles or by qualified scientific teachers, was punished by a severe penalty. Only at our University in some of the very highest and most esoteric classes — which I myself have never been privileged to attend — it is understood that the sparing use of Colour is still sanctioned for the purpose of illustrating some of the deeper problems of mathematics. But of this I can only speak from hearsay. Elsewhere in Flatland, Colour is now non-existent. The art of making it is known to only one living person, the Chief Circle for the time being; and by him it is handed down on his death-bed to none but his Successor. One manufactory alone produces it; and, lest the secret should be betrayed, the Workmen are annually consumed, and fresh ones introduced. So great is the terror with which even now our Aristocracy looks back to the far-distant days of the agitation for the Universal Colour Bill.</p

1960s, Freedom From The Known (1969)
Context: You cannot depend upon anybody. There is no guide, no teacher, no authority. There is only you — your relationship with others and with the world — there is nothing else. When you realize this, it either brings great despair, from which comes cynicism and bitterness, or, in facing the fact that you and nobody else is responsible for the world and for yourself, for what you think, what you feel, how you act, all self-pity goes. Normally we thrive on blaming others, which is a form of self-pity.

Teaching as a Subversive Activity (1969)
Context: Print, in even more revolutionary ways than writing, changed the very form of civilization.... the Protestant Revolution was contemporaneous with the invention of moving type.... the printing and distribution of millions of Bibles made possible a more personal religion, as the Word of God rested on each man's kitchen table. The book, by isolating the reader and his responses, tended to separate him from the powerful oral influences of his family, teacher, and priest. Print thus created a new conception of self as well as of self-interest. At the same time, the printing press provided the wide circulation necessary to create national literatures and intense pride in one's native language. Print thus promoted individualism on one hand and nationalism on the other.

2000
Context: The New York Times is cheering the decision of Mount Holyoke College to stop requiring that students submit their SAT scores for admission, ending what the Times calls "the tyranny of the big test." While conceding that the SAT measures "mental dexterity," the editorial complains that the test does not capture qualities such as "motivation" or what the student "learned in high school."
The SAT also doesn't measure compassion, speed or good looks. It does, however, measure something more than the ability to suck up to your high school teachers and guidance counselors.

Source: 1840s, Narrative of the Life of Frederick Douglass, An American Slave (1845), Ch. 6
Context: Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read.

27
Ki Sayings (2003)
Context: When you teach people it is useless to try to change their character. Correct their bad habits first, then their true character can come through. Teachers must have a positive mind. If their attitude is negative, it infects their students. Students cannot learn from bad examples until they develop their own powers of judgement.

Pt. I
Under Western Eyes (1911)
Context: Words, as is well known, are the great foes of reality. I have been for many years a teacher of languages. It is an occupation which at length becomes fatal to whatever share of imagination, observation, and insight an ordinary person may be heir to. To a teacher of languages there comes a time when the world is but a place of many words and man appears a mere talking animal not much more wonderful than a parrot.

Source: Something More, A Consideration of the Vast, Undeveloped Resources of Life (1920), p. 84-85
Context: It is significant that the Great Teacher does not draw up a code of laws or list or sins. Nowhere does Jesus say explicitly that human slavery is a sin, or that the employment of little children for fourteen hours a day in a factory is a sin. He deals in general principles concerning the great fundamentals of life. So clear is his teaching, however, that there can be no doubt as to what he thinks of human slavery or the oppression of little children. In the teaching of Jesus, life is relationship, dwelling on friendly and affectionate terms with God, with ourselves, and with our fellowmen. Anything which destroys this relationship is sin. By this standard any thought or act may safely be judged.

"Free and Happy Student" in The Phi Delta Kappan (September 1973); later published in Reflections on Behaviorism and Society (1978).
Context: Many instructional arrangements seem "contrived", but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious.
It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.

Australians in a Nuclear War (1983)
Context: I have derived immense comfort, hope, faith, inspiration from a great American, the Cistercian monk-teacher-activist Thomas Merton. Initially a contemplative religious, Merton's spiritual drive was aimed at halting the dehumanization of man in contemporary society, a sickness he saw as leading to mass violence and ultimately nuclear war. War of any kind is abhorrent. Remember that since the end of World War II, over 40 million people have been killed by conventional weapons. So, if we should succeed in averting nuclear war, we must not let ourselves be sold the alternative of conventional weapons for killing our fellow men. We must cure ourselves of the habit of war.

78 U.S. 93-94
Judicial opinions, United States v. Ballard (1944)

interview by Charles M. Young in Rolling Stone, May 28, 1992 http://www.chomsky.info/interviews/19920528.htm.
Quotes 1990s, 1990-1994
Context: If you quietly accept and go along no matter what your feelings are, ultimately you internalize what you're saying, because it's too hard to believe one thing and say another. I can see it very strikingly in my own background. Go to any elite university and you are usually speaking to very disciplined people, people who have been selected for obedience. And that makes sense. If you've resisted the temptation to tell the teacher, "You're an asshole," which maybe he or she is, and if you don't say, "That's idiotic," when you get a stupid assignment, you will gradually pass through the required filters. You will end up at a good college and eventually with a good job.

Source: The Yellow Book, 1974, p.85

1960s, Freedom From The Known (1969)
Context: What can a human being do — what can you and I do — to create a completely different society? We are asking ourselves a very serious question. Is there anything to be done at all? What can we do? Will somebody tell us? People have told us. The so-called spiritual leaders, who are supposed to understand these things better than we do, have told us by trying to twist and mould us into a new pattern, and that hasn't led us very far; sophisticated and learned men have told us and that has led us no further. We have been told that all paths lead to truth — you have your path as a Hindu and someone else has his path as a Christian and another as a Muslim, and they all meet at the same door — which is, when you look at it, so obviously absurd. Truth has no path, and that is the beauty of truth, it is living. A dead thing has a path to it because it is static, but when you see that truth is something living, moving, which has no resting place, which is in no temple, mosque or church, which no religion, no teacher, no philosopher, nobody can lead you to — then you will also see that this living thing is what you actually are — your anger, your brutality, your violence, your despair, the agony and sorrow you live in. In the understanding of all this is the truth, and you can understand it only if you know how to look at those things in your life. And you cannot look through an ideology, through a screen of words, through hopes and fears.

Source: Guide for the Perplexed (c. 1190), Part III, Ch.17
Context: Fifth Theory.—This is our theory, or that of our Law.... The theory of man's perfectly free will is one of the fundamental principles of the Law of our teacher Moses, and of those who follow the Law. According to this principle man does what is in his power to do, by his nature, his choice, and his will; and his action is not due to any faculty created for the purpose. All species of irrational animals likewise move by their own free will. This is the Will of God; that is to say, it is due to the eternal divine will that all living beings should move freely, and that man should have the power to act according to his will or choice within the limits of his capacity.

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29
Context: Lightning hits!
Quality! Virtue! Dharma! That is what the Sophists were teaching! Not ethical relativism. Not pristine "virtue." But aretê. Excellence. Dharma! Before the Church of Reason. Before substance. Before form. Before mind and matter. Before dialectic itself. Quality had been absolute. Those first teachers of the Western world were teaching Quality, and the medium they had chosen was that of rhetoric.

"Ninth Talk in Bombay, (14 March 1948) http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=270&chid=4600&w=%22What+brings+understanding+is+love%22, J.Krishnamurti Online, JKO Serial No. BO48Q1, published in The Collected Works, Vol. IV, p. 200
1940s
Context: What brings understanding is love. When your heart is full, then you will listen to the teacher, to the beggar, to the laughter of children, to the rainbow, and to the sorrow of man. Under every stone and leaf, that which is eternal exists. But we do not know how to look for it. Our minds and hearts are filled with other things than understanding of "what is". Love and mercy, kindliness and generosity do not cause enmity. When you love, you are very near truth. For, love makes for sensitivity, for vulnerability. That which is sensitive is capable of renewal. Then truth will come into being. It cannot come if your mind and heart are burdened, heavy with ignorance and animosity.