Quotes about teachers
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“No teacher has ever been better prepared to teach a lesson.”

Christa McAuliffe (1948–1986) American educator and astronaut

As quoted in American Heroes of Exploration and Flight (1996) by Anne E. Schraff, p. 102

“Freedom means having the right to freely educate your children, and freely means no obligation to send them in a public school, where teachers want to inculcate principles different from the principles that their parents want to inculcate them in a familiar context.”

Silvio Berlusconi (1936) Italian politician

On public school, in Adoptions, gay couples and public school in la Repubblica (1 March 2011) http://www.repubblica.it/politica/2011/02/26/news/berlusconi_rafforza-12922793/index.html 2011

Children, Education, School, Parent

“The followers of Heraclitus insisted the Immortal Principle was change and motion. But Parmenides' disciple, Zeno, proved through a series of paradoxes that any perception of motion and change is illusory. Reality had to be motionless.
The resolution of the arguments of the Cosmologists came from a new direction entirely, from a group Phædrus seemed to feel were early humanists. They were teachers, but what they sought to teach was not principles, but beliefs of men. Their object was not any single absolute truth, but the improvement of men. All principles, all truths, are relative, they said. "Man is the measure of all things."”

Robert M. Pirsig book Zen and the Art of Motorcycle Maintenance

These were the famous teachers of "wisdom," the Sophists of ancient Greece.
Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29

Wisdom, Men, Truth, Feeling

“Danger is a good teacher, and makes apt scholars. So are disgrace, defeat, exposure to immediate scorn and laughter. There is no opportunity in such cases for self-delusion, no idling time away, no being off your guard (or you must take the consequences) — neither is there any room for humour or caprice or prejudice.”

William Hazlitt (1778–1830) English writer

"The Indian Jugglers" Table Talk: Essays On Men And Manners http://www.blupete.com/Literature/Essays/TableHazIV.htm (1821-1822)

Laughter, Time

“Seize every opportunity you have to learn. Keep your eyes and ears wide open and seize life — don't let the moments slip through your fingers like a fistful of sand. Be your own teacher. Let life write your textbook.”

Richie Sambora (1959) musician, songwriter

Doctorate Award Speech, Kean University (2004)

Life, Learning

“If you don't clearly understand what you are looking for in a teacher or in internal work, you will inevitably accept someone else's agenda as your own. While you may start internal transformative work on the suggestion or advice of another person, at some point your practice has to become a response to your own questions about life and being.”

Ken McLeod (1948) Canadian lama

Wake Up To Your Life. (2002) pg. 12. (Topic: Practice)

Life, Understanding, Question, Personality

“I tried to be natural, in other words the exact opposite of what drawing teachers call 'faithful to nature'. I made my first experiments with free form.”

Hans Arp (1886–1966) Alsatian, sculptor, painter, poet and abstract artist

Looking, Arp, Jean; as quoted by Soby, James Thrall. Arp: The Museum of Modern Art. Doubleday, New York, 1958, Print. p. 12
1960s

Faith, Nature, Drawing

“As parents and teachers we need to bring up more of our children with generosity of spirit.”

Benjamin Spock (1903–1998) American pediatrician and author of Baby and Child Care

Source: Decent and Indecent: Our Personal and Political Behavior (1970), p. 132

Children, Parent

“History is truly the witness of times past, the light of truth, the life of memory, the teacher of life, the messenger of antiquity; whose voice, but the orator's, can entrust her to immortality?”
Historia vero testis temporum, lux veritatis, vita memoriae, magistra vitae, nuntia vetustatis, qua voce alia nisi oratoris immortalitati commendatur?

Marcus Tullius Cicero (-106–-43 BC) Roman philosopher and statesman

De Oratore Book II; Chapter IX, section 36

Life, Truth, History, Light

“Science is a magnificent force, but it is not a teacher of morals. It can perfect machinery, but it adds no moral restraints to protect society from the misuse of the machine. It can also build gigantic intellectual ships, but it constructs no moral rudders for the control of storm tossed human vessel. It not only fails to supply the spiritual element needed but some of its unproven hypotheses rob the ship of its compass and thus endangers its cargo.”

William Jennings Bryan (1860–1925) United States Secretary of State

Undelivered Trial Summation
Scopes Trial (1925), Summations

Science, Perfection

“The teacher you need is the person you’re living with.”

Byron Katie (1942) American spiritual writer

Loving What Is: Four Questions That Can Change Your Life (2002)

Personality

“As a teacher of philosophy, a very dubious profession in this country, I am in a position to observe how precarious a hold the intellect has upon American life; and this is not true merely of the great majority of students but of cultured people, of intellectuals, to whom here in America a philosophical idea is an alien and embarrassing thing. In their actual life Americans are not only a non-intellectual but an anti-intellectual people.”

William Barrett (philosopher) book Irrational Man: A Study in Existential Philosophy

Source: Irrational Man: A Study in Existential Philosophy (1958), Chapter Eleven, The Place Of The Furies, p. 238

Life, People, Idea, Country

“While still in Calcutta I made my first contact with another mighty scripture, the Granth Saheb of Sri Garibdas. This Jat saint of Haryana has been the patron saint of my family ever since an ancestor of ours, who was the saint's contemporary, became his votary in the first half of the 18th century. We revere him as the Satguru (true teacher) who was an avatara of the Highest Being. He was totally illiterate but composed and sang some 18000 verses of very sublime poetry which scales the highest spiritual heights. The story goes that my ancestor would not have his first morning sip of water unless he had paid homage to the saint who lived at a distance of 4 miles from our village.”

Garib Das (1717–1778) Hindu Yogi

Goel, S. R. (2007). How I became a Hindu.

Family, Water

“Maynard Keynes was born into a certain civilisation at a particular moment of history, and was one of its foremost products. He inherited both its aspirations and its tensions. He grew up in the shadow of its great figures, notably Henry Sidgwick and Alfred Marshall, the teachers and colleagues of is father. His style of thought and way of life both bear Cambridge's unmistakable imprint.”

Robert Skidelsky (1939) Economist and author

John Maynard Keynes: 1883-1946: Economist, Philosopher, Statesman (2003), Ch. 2. Cambridge Civilisation: Sidgwick and Marshall

Life, Way, History

“A difficulty in seeking Truth is the notion that certain men are ordained of heaven to seek Truth for all mankind and that we are to accept their acquisitions in the place of seeking for ourselves. We can never attain Truth by proxy. By divine ordination every man is an original investigator of Truth. He denies his own reason who hands over his religious views and opinions to any priest or religious teacher… We are to accept nothing on the opinions of others. What another man has thought and believed, what a Church Council or synod has formulated is nothing to me, only that it may be a reason for personal investigation ending in acceptance or rejection as I may find it in harmony with reason and well established truth.”

Benjamin Fish Austin (1850–1933) Nineteenth-century Canadian educator/Methodist Minister/Spiritualist

Sermon (1899)

Men, Truth, Personality

“That is why, perhaps, all of us derive Pissarro. He had the good luck to be born in the West Indies, where he learned how to draw without a teacher. He told me all about it. In 1865 he was already cutting out black, bitumen, raw sienna and the ocher's. That's a fact. Never paint with anything but the three primary colours and their derivatives, he used to say me. Yes, he was the first Impressionist.”

Paul Cézanne (1839–1906) French painter

Camille Pissarro was Cézanne's 'teacher' in impressionistic landscape painting; they frequently painted together in open air.
Source: Quotes of Paul Cezanne, after 1900, Cézanne, - a Memoir with Conversations, (1897 - 1906), p. 164, in: 'What he told me – I. The motif'

Learning, Drawing, Painting

“You see," said my Teacher, "how little your words have done. So far as the Monarch understands them at all, he accepts them as his own — for he cannot conceive of any other except himself — and plumes himself upon the variety of 'Its Thought' as an instance of creative Power. Let us leave this God of Pointland to the ignorant fruition of his omnipresence and omniscience: nothing that you or I can do can rescue him from his self-satisfaction.”

Edwin Abbott Abbott book Flatland

Source: Flatland: A Romance of Many Dimensions (1884), PART II: OTHER WORLDS, Chapter 20. How the Sphere Encouraged Me in a Vision

God, Understanding

“I write repeatedly—against my will—of those things I fear most happening. Losing a loved one, losing a parent, losing a child. I'm in terror of losing a child. It's never happened to me, but I am clearly compelled to write about it over and over again, and in a way I think, psychologically at least, this says more about me autobiographically as a novelist than the fact that Danny Angel goes to the Iowa Writers Workshop and has Kurt Vonnegut as a teacher, which I also did.”

John Irving (1942) American novelist and screenwriter

The Best of The Sunday Edition, CBC.ca, CBC, Michael Enright, October 25, 2009, November 5, 2009 http://podcast.cbc.ca/mp3/sundayedition_20091026_22073.mp3,

Love, Fear, Angels, Way

“You know in childhood it is difficult to be different. I spent long times in hospitals and it was complicated, but it made me know how strong I can be, and it helped me to get my wills. A long time ago I started to shoot my little short with my own cam with friends, but in 2005 came my first professional work. I visited an FX make up workshop and took a look at what else the teacher was doing outside of classes. He was working for movies and then I offered myself for work and have them take benefit of my peculiar body.”

Javier Botet (1977) Spanish actor

Holy “Mama” – An Interview with Javier Botet https://thedodgy.com/2013/11/22/holy-mama-an-interview-with-javier-botet/ (November 22, 2013)

Strong, Time, Help, Childhood

“Decency, security, and liberty alike demand that government officials shall be subjected to the same rules of conduct that are commands to the citizen. In a government of laws, existence of the government will be imperiled if it fails to observe the law scrupulously. Our government is the potent, the omnipresent teacher. For good or for ill, it teaches the whole people by its example. Crime is contagious. If the government becomes a lawbreaker, it breeds contempt for law; it invites every man to become a law unto himself; it invites anarchy. To declare that in the administration of the criminal law the end justifies the means -- to declare that the government may commit crimes in order to secure the conviction of a private criminal -- would bring terrible retribution. Against that pernicious doctrine this court should resolutely set its face.”

Louis Brandeis (1856–1941) American Supreme Court Justice

Dissenting, Olmstead v. United States, 277 U.S. 438 (1928).
Judicial opinions

People, Law

“What a teacher imparts by word of mouth is nothing in comparison with what he teaches us to get for ourselves from books.”

Georges Duhamel (1884–1966) French writer

Source: Défense des Lettres [In Defense of Letters] (1937), p. 43

Books

“This year we must continue to improve the quality of American life. Let us fulfill and improve the great health and education programs of last year, extending special opportunities to those who risk their lives in our armed forces. I urge the House of Representatives to complete action on three programs already passed by the Senate—the Teacher Corps, rent assistance, and home rule for the District of Columbia. In some of our urban areas we must help rebuild entire sections and neighborhoods containing, in some cases, as many as 100,000 people. Working together, private enterprise and government must press forward with the task of providing homes and shops, parks and hospitals, and all the other necessary parts of a flourishing community where our people can come to live the good life. I will offer other proposals to stimulate and to reward planning for the growth of entire metropolitan areas. Of all the reckless devastations of our national heritage, none is really more shameful than the continued poisoning of our rivers and our air. We must undertake a cooperative effort to end pollution in several river basins, making additional funds available to help draw the plans and construct the plants that are necessary to make the waters of our entire river systems clean, and make them a source of pleasure and beauty for all of our people. To attack and to overcome growing crime and lawlessness, I think we must have a stepped-up program to help modernize and strengthen our local police forces. Our people have a right to feel secure in their homes and on their streets—and that right just must be secured. Nor can we fail to arrest the destruction of life and property on our highways.”

Lyndon B. Johnson (1908–1973) American politician, 36th president of the United States (in office from 1963 to 1969)

1960s, State of the Union Address (1966)

Life, People, Health, Pleasure

“Christianity possesses the great advantage over Judaism of being represented as coming from the mouth of the first Teacher not as a statutory but as a moral religion, and as thus entering into the closest relation with reason so that, through reason, it was able of itself, without historical learning, to be spread at all times and among all peoples with the greatest trustworthiness.”

Immanuel Kant (1724–1804) German philosopher

Book IV, Part 1, Section 1, “The Christian religion as a learned religion”
Religion within the Limits of Reason Alone (1793)

People, Religion, Learning, Time

“The one that's easy to say now is, "I Support The Troops". Doesn't cost ya anything. But I've got a question for you: can you really support the troops if you also support these massive tax cuts for the very rich? Because the people we say are our heroes are paid by tax dollars. And we hear about, teachers have to buy their own school supplies, soldiers in this country are on food stamps…couldn't somebody in congress stand up and say, "Why don't we take half of that big tax cut and give it to our heroes?"”

Bill Maher (1956) American stand-up comedian

Or is that why they're our heroes, because they work cheap?
Victory Begins at Home (20 January 2004)

People, School, Food, Question

“Don't trust your teachers.”

Carlo Rovelli (1956) Italian physicist

Lectures at The First Quantum Geometry and Quantum Gravity School, March 23 - April 3, 2007, Zakopane, Poland.

“There is no conceivable reason why all colored people should not be treated according to the merits of each individual. It is not only the plain duty, but also the interest of us all, to have every colored man take the place for which he is best fitted by education, character, ability, manners, and culture. If others insist on keeping him in any lower and poorer place, it is not only his injury, but our universal loss. Yet which of our white congregations would take a colored pastor? How many of our New England villages would like to have colored postmasters, or doctors, or lawyers, or teachers in the public schools? A very slight difference in complexion suffices to keep a young man from getting a place as policeman, or fireman, or conductor, even on the horse cars. The trades-unions are closed against him, and so are many of our stores; while those which admit him are obliged to refuse him promotion on account of the unwillingness of white men to serve under him.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

Speech http://teachingamericanhistory.org/library/document/the-nations-problem/

Men, People, Education, School

“There is a sense in which every great book is always over the head of the reader: he can never fully comprehend it. That is why these books are great teachers; they demand the attention of the reader and keep his intelligence on the stretch.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

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

Books, Intelligence, Sense

“The religious situation of our people is very unstable. This is because of the lack of religious teachers and other dedicated people. As a result Fiji Indians are like an unsteady boat in a whirlpool.”

Totaram Sanadhya (1876–1947) Fijian writer

My Twenty-One Years in the Fiji Islands (English translation by J.D. Kelly & U.K. Singh, Fiji Museum, 1991).

People

“Some people may think that okay, when we say Perfect Master, we’re talking about God, or we’re talking about prophet, or we’re talking about something like that. But really, in laymen’s term, to explain it, is that if somebody is a flight instructor, you would call them a flight instructor, or a flight teacher, or one who teaches about airplanes. If one was a professor of maths, he had mastered it, then you would call him teacher in maths, or instructor in maths [... ] the definition of a Perfect Master is the one who can give us the perfectness, one who can teach us the perfectness.”

Prem Rawat (1957) controversial spiritual leader

October 4, 1981 Interview by John Young
1980s

God, People, Thinking, Perfection

“… Her aunt is an agnostic, an ardent advocate of women's rights, an internationalist who rests all her hopes on Esperanto, is devoted to Bernard Shaw, and spends her spare time in campaigns of anti-vivisection. Her elder brother, whom she admires exceedingly, has just spent two years at Oxford. He is an Anglo-Catholic, an enthusiast concerning all things medieval, writes mystical poetry, reads Chesterton, and means to devote his life to seeking for the lost secret of medieval stained glass. Her mother's younger brother is an engineer, a strict materialist, who never recovered from reading Haeckel in his youth; he scorns art, believes that science will save the world, scoffs at everything that was said and thought before the nineteenth century, and ruins his health by experiments in the scientific elimination of sleep. Her mother is of a quietistic frame of mind, very much interested in Indian philosophy, a pacifist, a strict non-participator in life, who in spite of her daughter's devotion to her will not make any move to enlist her enthusiasms. And this may be within the girl's own household. Add to it the groups represented, defended, advocated by her friends, her teachers, and the books which she reads by accident, and the list of possible enthusiasms, of suggested allegiances, incompatible with one another, becomes appalling.”

Margaret Mead (1901–1978) American anthropologist

Source: 1920s, Coming of Age in Samoa (1928), p. 161

Life, Women, Health, Secret

“Experience may be a bitter teacher, but She is a good one.”

Avram Davidson book Masters of the Maze

Source: Masters of the Maze (1965), Chapter 1 (p. 19)

“Stella Adler was much more than a teacher of acting. Through her work she imparts the most valuable kind of information - how to discover the nature of our own emotional mechanics and therefore those of others. She never lent herself to vulgar exploitations, as some other well-known so-called "methods" of acting have done. As a result, her contributions to the theatrical culture have remained largely unknown, unrecognized, and unappreciated.”

Stella Adler (1901–1992) American actress and teaching coach

Marlon Brando, preface to Stella Adler: The Art of Acting (2000), ed. Howard Kissel, p. 7
About

Nature

“It is remarkable that among all the preachers there are so few moral teachers. The prophets are employed in excusing the ways of men.”

Henry David Thoreau book Life Without Principle

Life Without Principle (1863)

Men, Way

“I’ve been carrying the corpus of my grandfather — to change the famous saying—with me all my life. I was given very early two volumes of his sermons; and I never go anywhere without them. … He actually took his parish out of the Unitarian Church. As he put it, “They have defrocked not only me, but my church.” For thirty years he and the church, the New Bedford parish, were in the wilderness. Then the Unitarians, about 1890, caught up with him and embraced him. By this time he was president of the Free Religious Association and was lecturing all over the country on the necessity for a religion without dogma.
And this inheritance has been my guiding light: I regard myself simply as a continuance of my grandfather, and primarily, therefore, as a teacher and preacher, and a distributor, in poetic terms, of the news of the world, by which I mean new knowledge. This is gone into at some length in Ushant. And elsewhere I have said repeatedly that as poetry is the highest speech of man, it can not only accept and contain, but in the end express best everything in the world, or in himself, that he discovers. It will absorb and transmute, as it always has done, and glorify, all that we can know. This has always been, and always will be, poetry’s office.”

Conrad Aiken (1889–1973) American novelist and poet

The Paris Review interview (1963)

Life, World, Religion, Knowledge

“Just giving people devices has a really horrible track record. You really have to change the curriculum and the teacher. And it's never going to work on a device where you don't have a keyboard-type input. Students aren't there just to read things. They're actually supposed to be able to write and communicate. And so it's going to be more in the PC realm—it's going to be a low-cost PC that lets them be highly interactive.”

Bill Gates (1955) American business magnate and philanthropist

A Conversation With Bill Gates About the Future of Higher Education http://chronicle.com/article/A-Conversation-With-Bill-Gates/132591/ in The Chronicle of Higher Education (25 June 2012) 2000s

People, Communication, Change, Reading

“He is a farmer. He lives a simple life. He's pretty well educated. He's read Shakespeare, he's read Wordsworth. His wife is a teacher. They have a very comfortable life. They don't have anything to complain about in eighteen forty-nine. This is a key point. They did not have anything that would cause them distress. His expectations were perfectly comfortable expectations of an average family, a farming family in America. The Gold Rush changed that. Suddenly he wanted more. Suddenly he wasn't satisfied.”

J. S. Holliday (1924–2006) American historian

About William Swain
The West (1996)

Life, Education, Family, Change

“I shook myself; I was dreaming. As I went to bed the words of the eighth-grade class’s teacher, when the class got to Evangeline, kept echoing in my ears: “We’re coming to a long poem now, boys and girls. Now don’t be babies and start counting the pages.” I lay there like a baby, counting the pages over and over, counting the pages.”

Randall Jarrell (1914–1965) poet, critic, novelist, essayist

“The Taste of the Age”, p. 42; conclusion
A Sad Heart at the Supermarket: Essays & Fables (1962)

Dreams, Girl, Boy, Baby

“His teacher was Varsa, and he was a contemporary of Katyayana, Vyadi, and Indradatta. Panini is said to have secured the favour of Shiva and obtained from him the alphabet in the form of fourteen pratyadhara sutras.”

Pāṇini ancient Sanskrit grammarian

Kathasarita Sagara in: "History of Indian Literature".

“Numerous are the academic chairs, but rare are wise and noble teachers. Numerous and large are the lecture halls, but far from numerous the young men who genuinely thirst for truth and justice. Numerous are the wares that nature produces by the dozen, but her choice products are few.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Zahlreich sind die Lehrkanzeln, aber selten die weisen und edlen Lehrer. Zahlreich und groß sind die Hörsäle, doch wenig zahlreich die jungen Menschen, die ehrlich nach Wahrheit und Gerechtigkeit dürsten. Zahlreich spendet die Natur ihre Dutzendware, aber das Feinere erzeugt sie selten.
1930s, Mein Weltbild (My World-view) (1931)

Men, Truth, Justice, Nature

“And on this terrible day of mourning, it's hard to imagine that a time will come when life at Virginia Tech will return to normal. But such a day will come. And when it does, you will always remember the friends and teachers who were lost yesterday, and the time you shared with them, and the lives they hoped to lead. May God bless you. May God bless and keep the souls of the lost. And may His love touch all those who suffer and grieve.”

George W. Bush (1946) 43rd President of the United States

2000s, 2007, Virginia Tech Prayer Vigil (April 2007)

Love, Life, God, Hope

“When you get to a certain age, it's kind of the same thing. There's no new school to go to, no new teachers. There's some comfort in that.”

Fred Willard (1939) American actor and comedian

Source: Fred Willard Quotes - Fred Willard on Comedy, Celebrity ... at esquire.com, Dec. 20, 2010.

Age, School

“There's hardly a more effective way to solve the problems we face in our educational system than to reduce class size. A ratio of no more than 17 students per teacher ensures more 1-on-1 contact, better classroom discipline, you name it.”

Jesse Ventura (1951) American politician and former professional wrestler

I Ain't Got Time To Bleed (1999)

Education, Way, Problem

“Rather by instinct than by guidance, he turned to writing, and his professors or tutors occasionally gave his English composition a hesitating approval; but in that branch, as in all the rest, even when he made a long struggle for recognition, he never convinced his teachers that his abilities, at their best, warranted placing him on the rank-list, among the first third of his class. Instructors generally reach a fairly accurate gauge of their scholars' powers.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

Gauge

“Do you expect teachers to draw on the blackboard, how to wear a condom? This would be surely embarrassing to our teachers. The curriculum must be changed to suit Indian conditions.”

Prakash Javadekar (1951) Indian politician

On a new sex education course, as quoted in " Sex education runs into trouble http://news.bbc.co.uk/2/hi/south_asia/6949714.stm", BBC News (22 August 2007)

Change, Drawing

“Art is (1) a messenger of discontent, yet (2) no teacher of new ideals, but rather (3) an inspiration to each it touches, himself to turn creator of a world-more-ideal.”

Edgar A. Singer, Jr. (1873–1954) American philosopher

Singer, Edgar A. "Esthetic and the Rational Ideal. II." The Journal of Philosophy 23.10 (1926): 258-268; Partly cited in: William Gerber. Anatomy of what We Value Most, Rodopi, 1997, p. 55

World, Art

“Understand once again that the time of changes of continents is approaching. Maitreya is coming, in the vanguard of science, addressing its new frontiers. All the problems of science and of the evolution of all that exists are of concern to the Teacher.”

Nicholas Roerich (1874–1947) Russian painter, writer, archaeologist, theosophist, enlightener, philosopher

§ 344
Agni Yoga (1929)

Understanding, Problem, Science, Change

“A government will not pay people to contradict directly, or even only indirectly, what it has had promulgated from all the pulpits by thousands of its appointed priests or religious teachers. … Hence the maxim improbant secus docentes [We reject and condemn the man who teaches something different].”

Arthur Schopenhauer book Parerga and Paralipomena

Zuvörderst nämlich wird eine Regierung nicht Leute besolden, um Dem, was sie durch tausend von ihr angestellte Priester, oder Religionslehrer, von allen Kanzeln verkünden läßt, direkt, oder auch nur indirekt, zu widersprechen. … Daher der Grundsatz improbant secus docentes.
Sämtliche Werke, Bd. 5, pp. 152–153, E. Payne, trans. (1974) Vol. 1, p. 139
Parerga and Paralipomena (1851), On Philosophy in the Universities

People

““And do not think,” Manisfree said, “that we absolve ourselves from blame in this situation. Although we teachers purport to know more than other men, we have usually chosen to remain aloof from public life. Practical, hardheaded men of the world have always frightened us; and those men, in their hardheaded way, have brought us to this.”
“Nor is aloofness our only failure,” said Hanley of Anthropology. “Let me point out that we have taught—badly! Our few promising students became teachers, thus insulating themselves as we had. The rest of our students sat through the sleep-provoking drone of our lectures, eager only to depart and take their places in a mad world. We did not touch them, Joenes, we did not move them, and we did not teach them to think.”
“In fact,” said Blake of Physics, “we did quite the contrary. We managed to equip most of our students with a definite hatred of thinking. They learned to view culture with the greatest suspicion, to ignore ethics, and to consider the sciences solely as a means of making money. This was our responsibility and our failure. The outcome of that failure is the world.””

Robert Sheckley book Journey Beyond Tomorrow

Source: Journey Beyond Tomorrow (1962), Chapter 9 “The Need for the Utopia” (p. 74)

Life, Men, Money, World

“The little boy went first day of school
He got some crayons and started to draw
He put colors all over the paper
For colors was what he saw
And the teacher said.. "What you doin' young man?"
"I'm paintin' flowers" he said
She said… "It's not the time for art young man
And anyway flowers are green and red
There's a time for everything young man
And a way it should be done
You've got to show concern for everyone else
For you're not the only one."”

Harry Chapin (1942–1981) American musician

Flowers are Red
Song lyrics, Living Room Suite (1978)

School, Art, Color, Way

“Jesus himself could not perform miracles where the people had not faith beforehand, and when sensible men, the learned and rulers of those times, demanded of him a miracle which could be submitted to examination, he, instead of granting the request, began to upbraid them; so that no man of this stamp could believe in him. It was not until thirty to sixty years after the death of Jesus, that people began to write an account of the performance of these miracles, in a language which the Jews in Palestine did not understand. And this was at a time when the Jewish nation was in a state of the greatest disquietude and confusion, and when very few of those who had known Jesus were still alive. Nothing then was easier for them than to invent as many miracles as they pleased, without fear of their writings being readily understood or refuted. It had been impressed upon all converts from the beginning that it was both advantageous and soul-saving to believe, and to put the mind captive under the obedience of faith; and consequently there was as much credulity among them as there was "pia fraud" or "deception from good motives" among their teachers; and both of these, as is well known, prevailed in the highest degree in the early Christian church.”

Hermann Samuel Reimarus (1694–1768) German philosopher

Source: Fragments from Reimarus: Consisting of Brief Critical Remarks on the Object of Jesus and His Disciples as Seen in the New Testament, pp. 73–74

Death, Men, People, Fear

“I spent all my time at school in the library. Bad teachers can teach you to learn on your own.”

Gregory Colbert (1960) Canadian photographer

"Dances With Whales" by Alan Riding in The New York Times (22 April 2002)

School, Learning, Time

“(…) Make your entire life an expression of your faith and love for your teacher – this is real dwelling with the Guru.”

Nisargadatta Maharaj (1897–1981) Indian guru

Guru/Gnani
Source: I am That, P.132.

Love, Life, Faith

“Tell a dream, lose a reader, said Henry James. Joyce told a dream, Finnegans Wake, and he told it in puns - cornily but rightly regarded as the lowest form of wit. This showed fantastic courage, and fantastic introversion. The truth is Joyce didn't love the reader, as you need to do. Well, he gave us Ulysses, incontestably the central modernist masterpiece; it is impossible to conceive of any future novel that might give the form such a violent evolutionary lurch. You can't help wondering, though. Joyce could have been the most popular boy in school, the funniest, the cleverest, the kindest. He ended with a more ambiguous distinction: he became the teacher's pet.”

Martin Amis (1949) Welsh novelist

Review of Ulysses, p. 446
The War Against Cliché: Essays and Reviews 1971-2000 (2001)

Love, Truth, School, Dreams

“There comes a time when the student turns his back on the teacher. His playing cannot have the necessary security, autonomy, self-faith, or communicative power until he believes his interpretation is his own.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Faith, Communication, Time

“Educators everywhere must seek new ways to promote the idea that learning is something a student does with books and materials, and a teacher who cares; that learning can happen in college and outside; and that a student's intellectual growth depends far less on geography (which college) than on what advantage he takes of the opportunities which surround him wherever he is.”

Eugene S. Wilson (1905)

"What's Going On in Schools and Colleges", Kiplinger's Personal Finance, April 1961, p. 31 http://books.google.com/books?id=fwMEAAAAMBAJ&pg=PA31 A portion of this is quoted earlier in "Education: Little Known" http://www.time.com/time/magazine/article/0,9171,895088,00.html, Time, 5 December 1960 Attributed

Books, Education, Way, Idea

“Any event largely organized by elementary school teachers was likely to come off extremely well from a logistical and crowd-control standpoint.”

Neal Stephenson book Seveneves

"The Seven Sisters"
Seveneves (2015), Part One

School

“Naturally I don't believe books and I don't believe teachers, but I do believe-it's important for me to believe you [Gene]. Christ, I've got to believe you, at least. I know you better than anybody.”

John Knowles book A Separate Peace

Finny, on his trust in Gene.
Source: A Separate Peace (1959), P. 163

Books, Nature, Christ

“McGraw was an improviser, a teacher. He brought much to the game that keeps baseball fresh and suspenseful today—the hit-and-run play, the steal, the squeeze play, the uses of the bunt and the defenses against it. He helped turn the game into a thing of fluid beauty, infielders charging the plate or roaming far from their bases, outfielders moving with each pitch, racing in for base hits before them, backing each other in the outfield, entering the infield itself on rundown plays. Yet when the game changed radically, with the introduction of the livelier baseball, McGraw naturally shifted to a power emphasis, founding his team about such men as George Kelly, Bill Terry, Mel Ott. He knew, too, that the old pitching style of permitting a man to hit a deadened ball because it would then be caught in the big fields had to be changed, and his staffs led the league year after year in strikeouts, in earned-runs.”

Arnold Hano (1922) American writer

Hano, Arnold (1967). Greatest Giants of Them All. New York, NY: G.P. Putnam's Sons. pp. 248–249.
Sports-related

Men, Beauty, Game, Nature

“The so-called "don't say gay" law is premised on the misguided belief that, by not talking about gay people, they can simply make us disappear. I am here to tell Tennessee and all LGBT youth and teachers who would be affected by this law, that I am here for you. In fact, I am lending my name to the cause. Any time you need to say the word "gay", you can simply say "Takei". For example, you could safely proclaim you are a supporter of Takei marriage. If you're in a more festive mood, you can march in a Takei pride parade. Even homophobic slurs don't seem as hurtful if someone says, "That is soooo Takei."”

George Takei (1937) American actor and author

Regarding the Tennessee Senate Judiciary Committee passing state senator Stacey Campfield's bill SB49, which bans mentioning homosexuality in public schools prior to ninth grade

Marriage, People, Youth, Law

“If you want to help me, and I know you do, believe in me. And do not help to criticize or break me, as some people do gladly, who are indifferent or hostile [towards me].... You must have faith in me. Believe me. And if you want to believe someone about me, believe an artist, someone like Mesdag or Blommers or Maris [one of Breitner's teachers, c. 1880], but not Kuyper and the likes of him.... and hear what they say and put more value on the talk 'finish better' and 'he is stubborn”

George Hendrik Breitner (1857–1923) Dutch painter and photographer

from people who, let's be honest, actually know nothing about art. (The Hague, 1881)
version in original Dutch (citaat van Breitner's brief, in het Nederlands:) Indien U mij wilt helpen en dat weet ik, geloof dan in mij. en helpt niet mee om mij af te breken, dat lieden die of onverschillig zijn of vijandig zoo gaarne doen... ...Gij moet vertrouwen in mij hebben. mij geloven. En als Ge iemand gelooven wilt over mij. geloof dan een schilder iemand als Mesdag of Blommers of Maris, maar geen de Kuyper en consorten... ...en hoor wat ze zeggen en hecht dan nog eenige waarde aan de praatjes van: 'meer af' en: 'hij is koppig' - van lui die goed beschouwd er toch eigentlijk niets van weten. (Den Haag, 1881)
Quote from Breitner's letter to A.P. van Stolk nr. 24, 11 October 1881, (location: The RKD in The Hague); as quoted by Helewise Berger in Van Gogh and Breitner in The Hague, her Master essay in Dutch - Modern Art Faculty of Philosophy University Utrecht, February 2008]], (translation from the original Dutch, Anne Porcelijn) p. 36.
this quote dates from Breitner's period in The Hague, after his Maecenas A.P. van Stolk withdrew his financial support. In his defense, Breitner cites a number of painters from the Hague School he is in contact with and who have already built up a certain reputation.
before 1890

Hostility, People, Faith, Art

“Science alone of all the subjects contains within itself the lesson of the danger of belief in the infallibility of the greatest teachers of the preceding generation.”

Richard Feynman (1918–1988) American theoretical physicist

address " What is Science? http://www.fotuva.org/feynman/what_is_science.html", presented at the fifteenth annual meeting of the National Science Teachers Association, in New York City (1966), published in The Physics Teacher, volume 7, issue 6 (1969), p. 313-320

Science

“As thou these ashes, little brook! will bear
Into the Avon, Avon to the tide
Of Severn, Severn to the narrow seas,
Into main ocean they, this deed accurst,
An emblem yields to friends and enemies
How the bold teacher's doctrine, sanctified
By truth, shall spread throughout the world dispersed.”

William Wordsworth (1770–1850) English Romantic poet

Part II, No. 17 - Wicliffe. In obedience to the order of the Council of Constance (1415), the remains of Wickliffe were exhumed and burned to ashes, and these cast into the Swift, a neighbouring brook running hard by; and "thus this brook hath conveyed his ashes into Avon, Avon into Severn, Severn into the narrow seas, they into the main ocean. And thus the ashes of Wickliffe are the emblem of his doctrine, which now is dispersed all the world over", Thomas Fuller, Church History, section ii, book iv, paragraph 53; Compare also: "What Heraclitus would not laugh, or what Democritus would not weep?… For though they digged up his body, burned his bones, and drowned his ashes, yet the word of God and truth of his doctrine, with the fruit and success thereof, they could not burn", Fox, Book of Martyrs, vol. i. p. 606 (edition, 1611); "Some prophet of that day said,—
"'The Avon to the Severn runs, / The Severn to the sea; / And Wickliffe's dust shall spread abroad / Wide as the waters be'", Daniel Webster, Address before the Sons of New Hampshire (1849), and similarly quoted by the Rev. John Cumming in the Voices of the Dead.
Ecclesiastical Sonnets (1821)

Truth, World, Sea

“After being the CM for two consecutive terms, I had two desires. One was to unearth my childhood friends with whom I had completely lost touch. One day, I sat up and listed all the names I could remember. I remembered them all but had lost track of their whereabouts. Some 35 names popped up. I wanted to invite them to the Chief Minister's residence and share my childhood with them and also because I wanted to remind myself about the real Modi lest I lose sight of him. So, I spent time with my friends getting down-to-earth. They too felt that if I remembered and spent time with them after having reached where I have then I must be fine. So, that was my test. The other desire was to get together all the teachers in my lifetime and honour them. One of them was 93-years-old. I invited them here and organised a big function to honour them. It gave me immense happiness that I was able to honour and say thanks to those who have contributed their might in shaping me. So, I fulfilled both my desires and I am happy about it.”

Narendra Modi (1950) Prime Minister of India

2011, Interview with C. S. S. Latha, 2011

Happiness, Time, Childhood

“Books are the tools of both teacher and pupil. A library is perhaps the most important adjunct of instruction. It is open to all and is used by all. In every department of science throughout the world the keenest intellects are at work, seeking for solutions to the unending series of problems that present themselves in the physical and natural world. 'Light, more light,' said the dying philosopher, and the longing of the world is but the echo of his last faint cry. To do our duty and to give reply to the many demands made upon us requires all the light and all the experience of other minds, wheresoever they may be found.”

Henry H. Goodell (1839–1905)

Thirty-Seventh Annual Report of the Massachusetts Agricultural College, (1900), p. 17.

Books, World, Nature, Problem

“True love is not all bliss. As my teacher said, true love is bittersweet, like dark chocolate. It almost hurts a little bit. Ultimately all emotions contain their opposite.”

Adyashanti (1962) Spiritual teacher

Interview for The Sun Magazine (2007)

Love, Hurt

“The teacher's equipment gives him an everlasting job. His work is never done. His getting ready for this work is never quite complete.”

George Trumbull Ladd (1842–1921) American psychologist, educator and philosopher

The Teacher's Practical Philosophy (1911), page 18

“In May 2004, a fourteen-year-old boy at a middle-class intermediate school in Walnut Creek, an upper-middle-class suburb east of San Francisco, was detained by police who stormed his clasroom, cuffed him in front of the students and teachers, and frog-marched him across the quad… for posting a flash cartoon on his web home page. […] A few years earlier the kid would have been given a serious sit-down, but today, America has no patience for touchy-feely liberal crap. If you step out of line, Team America will be called in to destroy you.”

Mark Ames (1965) American writer and journalist

Part V: More Rage. More Rage., page 176-177.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)

School, Home, Boy, Patience

“The press is a ready example of their efforts, and of the skills they have acquired in this field. They have taken care to steer their members and sympathizers into journalism. And within journalism, they have paid attention to even marginal niches. Consider books. A book by one of them has but to reach a paper, and suggestions of names of persons who would be specially suitable for reviewing it follow. As I mentioned, the editor who demurs, and is inclined to send the book to a person of a different hue is made to feel guilty, to feel that he is deliberately ensuring a biased, negative review. That selecting a person from their list may be ensuring a biased acclamation is talked out. The pressures of prevailing opinion are such, and editors so eager to evade avoidable trouble, that they swiftly select one of the recommended names…
You have only to scan the books pages of newspapers and magazines over the past fifty years to see what a decisive effect even this simple stratagem has had. Their persons were in vital positions in the publishing houses: and so their kind of books were the ones that got published. They then reviewed, and prescribed each other’s books. On the basis of these publications and reviews they were able to get each other positions in universities and the like…. Even positions in institutions which most of us would not even suspect exist were put to intense use. How many among us would know of an agency of government which determines bulk purchases of books for government and other libraries. But they do! So that if you scan the kinds of books this organization has been ordering over the years, you will find them to be almost exclusively the shades of red and pink….
So, their books are selected for publication. They review each other’s books. Reputations are thereby built. Posts are thereby garnered. A new generation of students is weaned wearing the same pair of spectacles – and that means yet another generation of persons in the media, yet another generation of civil servants, of teachers in universities….”

Arun Shourie (1941) Indian journalist and politician

Eminent Historians: Their Technology, Their Line, Their Fraud

Books, Feeling, Decision, Effort

“Brother Leon arrived late for the performance. His late entrance was not a surprise. Everybody knew that Leon hated the student skits and sketches. Too often there had been hilarious takeoffs on the faculty and, a few years ago, a devastating burlesque of Brother Leon by a student named Henry Boudreau. Boudreau had minced across the stage, speaking in a prissy voice, wielding an oversized baseball bat the way Leon used his teacher's pointer, as a weapon. The performance had become a legend at Trinity. But funny thing about Boudreau: He had flunked out at the end of the year.”

Robert Cormier book Beyond the Chocolate War

Source: Beyond the Chocolate War (1985), p. 246-247

Hate, Way

“In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.”

Margaret Mead (1901–1978) American anthropologist

"An Anthropologist Looks at the Teacher's Role" http://varenne.tc.columbia.edu/bib/texts/med00marg42anthlook.html, in Educational Method, Vol 21, (1942) p. 219-223 1940s

Life, Way, Behavior, Sense

“You teachers are all alike, dishing out crap and expecting us to swallow it and then give it back to you, nice and neat, with a place in it for the mark to go in. But you're even phonier than the others because you put on this act — being a dame you know how — and you stand there pretending that you give a damn. Who you kidding?
We're dirt to you, just like you're dirt to the fatheads and whistle-blowers who run this jail, and they're dirt to the swindlers and horn-tooters who run the school system.”

Bel Kaufmanová book Up the Down Staircase

Part II, ch. 12 (Joe Ferone)
Up the Down Staircase (1965)

School

“Of what value is the study of management?
The study of management has been omitted from the student's training until comparatively recently, for a very different reason than was psychology. It was never doubted that a knowledge of management would be of great value to anyone and everyone, and many were the queer schemes for obtaining that knowledge after graduation. It was doubted that management could be studied otherwise than by observation and practice. Few teachers, if any, believed in the existence, or possibility, of a teaching science of management. Management was assumed by many to be an art, by even more it was thought to be a divinely bestowed gift or talent, rather than an acquired accomplishment. It was common belief that one could learn to manage only by going out on the work and watching other managers, or by trying to manage, and not by studying about management in a class room or in a text book; that watching a good manager might help one, but no one could hope really to succeed who had not " the knack born in him."”

Lillian Gilbreth (1878–1972) American psychologist and industrial engineer

Source: Psychology of management, 1914, p. 2-3

Books, Hope, Art, Knowledge

“For the Norse people, the Man now named Odin, and Chief Norse God, we fancy, was such a man. A Teacher, and Captain of soul and of body; a Hero, of worth immeasurable; admiration for whom, transcending the known bounds, became adoration. Has he not the power of articulate Thinking; and many other powers, as yet miraculous? So, with boundless gratitude, would the rude Norse heart feel. Has he not solved for them the sphinx-enigma of this Universe; given assurance to them of their own destiny there? By him they know now what they have to do here, what to look for hereafter. Existence has become articulate, melodious by him; he first has made Life alive!—We may call this Odin, the origin of Norse Mythology: Odin, or whatever name the First Norse Thinker bore while he was a man among men. His view of the Universe once promulgated, a like view starts into being in all minds; grows, keeps ever growing, while it continues credible there. In all minds it lay written, but invisibly, as in sympathetic ink; at his word it starts into visibility in all. Nay, in every epoch of the world, the great event, parent of all others, is it not the arrival of a Thinker in the world—!”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1840s, Heroes and Hero-Worship (1840), The Hero as Divinity

Life, Men, God, People

“The teacher should use illustrations for the better teaching of the lesson, and never to fill up time, to amuse the class, or to display his own genius.”

John Heyl Vincent (1832–1920) American theologian

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 572.

Time

“The best teachers still taught in a Socratic style, asking questions, responding to the answers with still another question. And in all of our courses, we were taught that what mattered most was asking the right question — having posed the question well, answering the question was often a relatively easy matter.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

Question

“One striking characteristic of modern education is the unanimous disapproval of exploiting the powerful feeling of shame. … Yet in ancient education, e. g. in the Socratic dialogs, this very arousal of shame is a chief device; the teacher greets the hot flush as a capital sign that the youth is educable, he has noble aims. Such a youth has dignity in his very shame.
The difference seems to be that we cannot offer available opportunities for honor, we do not have them; and therefore we must protect what shreds of dignity the youth has. Since he has no future, if we make him ashamed of his past and present, he is reduced to nothing. In other ages, the community had plenty of chances of honor, and to belong to the community itself was an honor.”

Paul Goodman book Growing Up Absurd

Source: Growing Up Absurd (1956), p. 149.

Youth, Age, Education, Feeling

“I was TORTURED by teachers! You hear me, TORTURED!” I yelled, jerking the whole podium off the floor. “Hell, I flunked the third grade twice because—BECAUSE—” I was crying so hard that I had to wipe the tears out of my eyes with the back of my hand, but this wasn’t going to stop me. I was all guts up front now. I was in that smooth-feeling, all-true place that I got into when I’d go to my room and start writing each morning before daybreak…with all my heart and soul.”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

Jerk, Feeling, Soul, Hell

“That [her lessons with Kandinsky] was a new artistic experience; Kandinsky was quite unlike the other teachers, and explained things thoroughly and penetratingly and regarded me as a human being with conscious aspirations, capable of setting myself targets to aim for. It was new to me and impressed me.”

Gabriele Münter (1877–1962) German painter

as quoted by de:Wolf-Dieter Dube, in Expressionism; Praeger Publishers, New York, 1973, p. 121
undated quotes

“Khalji’s military exploits in the east also resulted in conversions to Islam. About the end of the twelfth or the beginning of the thirteenth century, he marched into Bihar and attacked the University centres of Nalanda, Vikramshila and Uddandapur, erecting a fortress at the site of Uddandapur or Odantapuri. The Buddhist monks in these places were massacred and the common people, deprived of their priests and teachers, turned some to Brahmanism and some to Islam. Buddhism did not die out immediately or completely in Bihar. But Bakhtiyar’s raid on Bihar did deliver a shattering blow to Buddhism and its lost followers were gained mainly by Islam.”

Muhammad bin Bakhtiyar Khalji Turkic military general of Qutb al-Din Aibak

Lal, K. S. (2012). Indian muslims: Who are they.

People, Universe

“No, young man. No jokes here. There's a time and place. When you say something in class they take you seriously. You're the teacher. You say you went out with a sheep and they’re going to swallow every word. They don’t know the mating habits of the Irish.”

Frank McCourt book Teacher Man

Teacher Man (2005)

Time

“There is more to be learned from any good teacher than the subject taught.”

Gene Wolfe (1931–2019) American science fiction and fantasy writer

Volume 2, Ch. 1
Fiction, The Book of the Long Sun (1993–1996)

Learning

“I thought you understood," he said. "The world is your teacher. It will be all around you. The ocean and the wind and the stars and the moon will all teach you many things.”

Jane Roberts (1929–1984) American Writer

Source: Emir's Education In The Proper Use of Magical Powers (1979), p. 10

World, Star

“Balla [his former art teacher in Italy] flabbergasted us because, not content with being involved in a Futurist campaign, as you can well imagine him doing, he launched himself into a complete transformation. He rejected all his works and all his working methods. He started work on four pictures of movement (one painting was his 'Girl running on a balcony'), which were still realist but incredible ahead of their time.... He confided this to w:Aldo Pallazzeschi: 'They (Balla's former - so much younger pupils Boccioni and Severini] did not want anything to do with me in Paris and they were right: they have gone much further than I, but I will work and I too will progress.”

Umberto Boccioni (1882–1916) Italian painter and sculptor

In a letter to Gino Severini, Jan. 1913; as quoted in Futurism, ed. Didier Ottinger; Centre Pompidou / 5 Continents Editions, Milan, 2008
Boccioni is referring in this quote to their common former teacher Balla who lived and worked that time in Paris
1913

Art, Confidence, Imagination, Girl

“Epicurus, the great teacher of happiness, has correctly and finely divided human needs into three classes. First there are the natural and necessary needs which, if they are not satisfied, cause pain. Consequently, they are only victus et amictus [food and clothing] and are easy to satisfy. Then we have those that are natural yet not necessary, that is, the needs for sexual satisfaction. … These needs are more difficult to satisfy. Finally, there are those that are neither natural nor necessary, the needs for luxury, extravagance, pomp, and splendour, which are without end and very difficult to satisfy.”

Arthur Schopenhauer book Aphorisms on the Wisdom of Life

E. Payne, trans. (1974) Vol. 1, p. 346
Parerga and Paralipomena (1851), Aphorisms on the Wisdom of Life

Pain, Happiness, Food, Nature

“If a man strictly observe the rules of his way, and keep a rein on himself, then no matter what way it be, he will be a scholar of renown and be a teacher of multitudes.”

Yoshida Kenkō (1283–1350) japanese writer

Tsurezure-Gusa (Essays in Idleness)

Way

“The teacher does best, not when he explains, but when he impels his pupils to seek themselves the explanation.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 31

“Our single greatest defense against scientific ignorance is education, and early in the life of every scientist, the child's first interest was sparked by a teacher.”

Peter Agre (1949) American chemist, recipient of Nobel Prize in Chemistry

Peter Agre's speech at the Nobel Banquet http://nobelprize.org/nobel_prizes/chemistry/laureates/2003/agre-speech-e.html, December 10, 2003

Life, Education

“Finally a special committee published its recommendation: Finland should create a unified public school system. Reactions were all over the map. Primary school teachers believed that every student could learn equally well, while university professors tended to be skeptical. Politicians were divided.”

Anu Partanen (1975) journalist

Source: The Nordic Theory of Everything, Chapter 4

School, Learning, Universe

“There is a doctrine about the nature and place of the mind which is prevalent among theorists, to which most philosophers, psychologists and religious teachers subscribe with minor reservations. Although they admit certain theoretical difficulties in it, they tend to assume that these can be overcome without serious modifications being made to the architecture of the theory…. The official doctrine, which hails chiefly from Descartes, is something like this. With the doubtful exceptions of idiots and infants in arms every human being has both a body and a mind. Some would prefer to say that every human being is both a body and a mind. His body and his mind are ordinarily harnessed together, but after the death of the body his mind may continue to exist and function.”

Gilbert Ryle book The Concept of Mind

Source: The Concept of Mind (1949), Ch. I: Descartes' Myth, (1) The Official Doctrine

Death, Nature

“When students' language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning; there are few points of connection to curriculum materials or instruction and so students are expected to learn in an experiential vacuum. Students' silence and nonparticipation under these conditions have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Negotiating Identities: Education for Empowerment in a Diverse Society (1996), pp. 2-3

Life, World, School, Effort

“When I make presentations about India at teachers' conferences or in classrooms, the two most often asked questions are: "Why do women wear a 'dot' on their foreheads?" and "Why, when there is so much poverty in India, don't they eat all those cows?" These questions broach issues of relevance and correlating non-Western practices to similar experiences in the students' lives, within a context they can comprehend.”

Yvette Rosser (1952) American activist

Rosser, Yvette C. (Winter 2001). "The Clandestine Curriculum: The Temple of Doom in the Classroom". Education About Asia (Association of Asian Studies) 6 (3).

Women, Question

“I do not presume to preach to anyone; I do not consider myself a preacher or a teacher. Were it not that I am responsible for the book, I would prefer that my personality be not named as its author. The greatness of the subjects about which I offer information, relieves and frees me from self-conceit and forbids the plea of modesty.”

Harold W. Percival book Thinking and Destiny

Author's Forward, p. xxi
Thinking and Destiny (1946)

Books, Personality

“I don’t have many strong dislikes. I admit that as a teacher—I have no racial prejudices in general—but there were certain types, and conspicuous among them the Near Eastern populations, which I still dislike because they are fundamentally dishonest. And I must say dishonesty is a thing I intensely dislike. It was a type which, in my childhood in Austria, was described as Levantine, typical of the people of the eastern Mediterranean. But I encountered it later, and I have a profound dislike for the typical Indian students at the London School of Economics, which I admit are all one type—Bengali moneylender sons. They are to me a detestable type, I admit, but not with any racial feeling. I have found a little of the same amongst the Egyptians —basically a lack of honesty in them. If I advise speaking about honesty, I think honesty is really the best expression of what I call the morals of a civilized society. Primitive man lacks a conception of honesty.”

Friedrich Hayek (1899–1992) Austrian and British economist and Nobel Prize for Economics laureate

Conversation https://www.youtube.com/watch?v=JoV-5p88rGU&feature=youtu.be&t=53m31s with Chitester (1978); published in Nobel Prize-Winning Economist: Friedrich A. von Hayek https://archive.org/details/nobelprizewinnin00haye (1983), p. 490 1960s–1970s

People, School, Feeling, Thinking

“When one of Feuerbach’s friends attempts to get him an academic position, Feuerbach writes to him: “The more people make of me, the less I am, and vice versa. I am … something only so long as I am nothing.” Hegel felt himself free in the midst of bourgeois restriction. For him, it was by no means impossible as an ordinary official … to be something and at the same time be himself. … In the third epoch of the spirit, that is, since the beginning of the “modern” world, he says … philosophers no longer comprise a separate class; they are what they are, in perfectly ordinary relationship to the state: officially appointed teachers of philosophy. Hegel interprets this transformation as the “reconciliation of the worldly principle with itself.” It is open to each and every one to construct his own “inner world” independent of the force of circumstances which has materialized. The philosopher can now entrust the “external” side of his existence to the “order,” just as the modern man allows fashion to dictate the way he will dress. … The important thing, Hegel concludes, is “to remain true to one’s purpose” within the context of the normal life of a citizen. To be free for truth and at the same time dependent on the state—to him, these two things seemed quite consistent with each other.”

Karl Löwith book From Hegel to Nietzsche

From Hegel to Nietzsche, D. Green, trans. (1964), pp. 68-69.

Life, People, Truth, World

““Our ideas” are only partly our ideas. Most of our ideas are abbreviations or residues of the thought of other people, of our teachers (in the broadest sense of the term) and of our teachers’ teachers; they are abbreviations and residues of the thought of the past. These thoughts were once explicit and in the center of consideration and discussion. It may even be presumed that they were once perfectly lucid. By being transmitted to later generations they have possibly been transformed, and there is no certainty that the transformation was effected consciously and with full clarity. … This means that the clarification of our political ideas insensibly changes into and becomes indistinguishable from the history of political ideas.”

Leo Strauss (1899–1973) Classical philosophy specialist and father of neoconservativism

Source: What is Political Philosophy (1959), p. 73

People, History, Idea, Sense

“The idea that a pupil is a passive recipient, a container waiting to be filled by the teacher's knowledge and instruction - all this is nonsense. Teaching is a living relationship, of give and take, of mutual learning.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin