Quotes about teachers
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“To the great Greek teachers, even to Socrates, as it still is practically to us all, this one and only truth of living religion was more or less but a distant thought, summoned into direct consciousness at intervals by a reflective effort, and brought to bear upon conduct amid the clamours of our animal being. To Jesus, on the contrary, it is an ever-present perception, like light to vision, like space to our movements, like time to our projects in life.”

George Holmes Howison (1834–1916) American philosopher

Source: The Limits of Evolution, and Other Essays, Illustrating the Metaphysical Theory of Personal Ideaalism (1905), The Right Relation of Reason to Religion, p.244

Life, Truth, Religion, Effort

“Yes, there was a lot of fuss about it, then [c. 1879-80].... [that] I also was permitted to enter the nude class [c. at the Art Academy in Rotterdam, evening classes! ].. that was never done before me by other ladies. I was the first who claimed it. And even in a local newspaper they cried shame about it: a young woman who painted nude model. And moreover.. a teacher with so many girls under her guidance.”

Suze Robertson (1855–1922) Dutch painter

at the Dutch Highschool
(version in original Dutch / origineel citaat van Suze Robertson:) Ja, dat is toen nog een heel ding geweest [c. 1879-80].. ..[dat] ik ook toegelaten werd tot de naaktklasse [c. op de Kunst-academie in Rotterdam, avondlessen!].. ..dat werd vóór mij nooit door dames gedaan. Ik was de eerste die er aanspraak op maakte. En tot zelfs in een plaatselijk blad werd er schande van gesproken: een jonge vrouw, die schilderde naar naakt model. En dan nog wel een lerares met zóóveel meisjes onder haar leiding. [op de Rotterdamse H.B.S.]
Source: 1900 - 1922, Onder de Menschen: Suze Robertson' (1912), p. 31

Art, Girl, Painting

“I wanted to be the Great Liberating Teacher, to raise them from their knees after days of drudgery in office and factories, to help them cast off their shackles, to lead them to the mountaintop, to breathe the air of freedom. Once their minds were clear of cant, they’d see me as a savior.”

Frank McCourt book Teacher Man

Teacher Man (2005)

Freedom, Help

“Embarrassing cricket tales. When I was about 14, my school team played against a school called Langdon, somewhere or other in the wilds of East London. They batted first and racked up 180-3 off 20 overs. We got 13. My PE teacher called it the most humiliating day of his life. Years later, he got done for sex offences. I wonder what he thinks now.”

Ben Dirs journalist

Cricket England v West Indies, First test, day five as it happened, 2007-05-21, 2007-05-26, BBC http://news.bbc.co.uk/sport1/hi/cricket/england/6675703.stm,

Life, School, Sex, Thinking

“To instigate changes toward democracy a situation has to be created for a certain period where the leader is sufficiently in control to rule out influences he does not want and to manipulate the situation to a sufficient degree. The goal of the democratic leader in this transition period will have to be the same as any good teacher, namely to make himself superfluous, to be replaced by indigenous leaders from the group.”

Kurt Lewin (1890–1947) German-American psychologist

As cited in: M.K. Smith (2001) " Kurt Lewin, groups, experiential learning and action research http://www.infed.org/thinkers/et-lewin.htm". In: The Encyclopedia of Informal Education. 1940s, Resolving social conflicts; selected papers on group dynamics, 1948

Democracy, Change

“Profound thanks to Columbia Pictures and the lovely forms of Lisa Henson, Gary Wiggan, and Mark Canter for hiring a first-time writer; to James Shamus for his rare intelligence; to Sidney Pollack for asking all the right questions, like 'Why couldn't these women go out and get a job?' Why, indeed. To the cast and crew, for being impeccable. To my friend and my teacher, Lindsay Doran, for being the single most frustrating reason why I can't claim all the credit for myself. And finally, I would like with your permission to dedicate this Oscar to our director, Ang Lee. Ang, wherever you are, this is for you. [Beaming smile]”

Emma Thompson (1959) British actress and writer

68th Academy Awards speech (1996)

Love, Women, Smile, Intelligence

“Blue Labour has complete disrespect for the managerialism of New Labour and has much more honour for the workforce. If you talk about schooling, we'd like to see parents have a third of the power, teachers have a third of the power and the funders – whether it's the state or local authority – a third of the power, and negotiate a common good. New Labour sought managerial solutions in the private sector and that's what led to the banking collapse; they sought managerial solutions in the public sector which led to the erosion of the public ethos – so we will put people first, relationships first and that's a very different thing.”

Maurice Glasman, Baron Glasman (1961) British philosopher

The Guardian article, 30 June 2011 https://www.theguardian.com/politics/2011/jun/30/labour-guru-german-public-service-vision

People, School, Parent

“People tend to fall into three psychological types, all differently motivated. There is the type, motivated by economic factors, money…And there is the type motivated by ‘face,’ or pride. This type is a spender, fighter, boaster, lover, sportsman, gambler; he has a will to power and an itch for glory. And there is the professional type, which claims to follow a code of ethics rather than simply seeking money or glory—priests and ministers, teachers, scientists, medical men, some artists and writers. The idea is that such a man believes that he is devoting his life to some purpose more important than his individual self. You follow me?”

Robert A. Heinlein book Space Cadet

Source: Space Cadet (1948), Chapter 9 “Long Haul”, p. 111

Life, Men, Money, People

“My gratitude to them [my first teachers] grows as I myself grow older.”

George Sarton (1884–1956) American historian of science

Preface.
A History of Science Vol.2 Hellenistic Science and Culture in the Last Three Centuries B.C. (1959)

Gratitude

“What’s happened, though, the ACLU wants teachers to believe they cannot teach Creation in the public schools. That just is a lie. By the way, in case you don’t know, ACLU stands for the America Communist Lawyers Union. The stated purpose of the founder was to advance communism. That’s the purpose of the ACLU. Now maybe all the lawyers involved don’t know that. But that is the stated purpose of that organization. They want to advance communism around the world.”

Kent Hovind (1953) American young Earth creationist

Creation seminars (2003-2005), The Age of the Earth

Lie, World, School, Way

“Teachers … preach “the superiority of the intelligence”; but they preach it because in their opinion it is the intelligence which shows us the actions required for our interests, i. e. from exactly the same passion for the practical.”

Julien Benda (1867–1956) French essayist

Source: Treason of the Intellectuals (1927), p. 151

Intelligence, Passion

“The fire put an end to the typically bustling business activities in downtown Beijing. But its psychological impact was much stronger than the financial losses. It left the Beijing residents in a constant state of terror and fear…Most missionary properties, residences of the foreign teachers at the Imperial University and the Eastern and the Southern Cathedrals were reduced to aches. Many Chinese priests and christian converts perished together in the roaring flames.”

Xiang Lanxin (1956)

The Origins of the Boxer War: A Multinational Study (作者)) http://books.google.com/books?id=lAxresT12ogC&dq=yangcun+dong+fuxiang&q=sheng+jia#v=onepage&q=magic%20power%20may%20, page 275.

Fear, Business, Universe, Loss

“Teachers and pop icons, empty drums beat loudest noise. We swap their quotes and CDs like children trading toys. Follow along, bite the barbed hook deep in our jaw…”

Dawud Wharnsby (1972) Canadian musician

"The War/La Ilaha Il Allah"
Out Seeing The Fields (2007)

Children, Quotes

“I was told by a teacher in the Deep South once when I spoke on the necessity for Christian education at the request of the pastor, it was a hostile congregation, they did not like the fact that their pastor was strong for a Christian school, and one person after another at the door told me ‘well, you, of course, are not southern, you don’t know the south. This is the Deep South, every person in our schools, every teacher is a born again Christian’. After everyone was gone, this teacher had been standing, watching, came up and said ‘they don’t know what they’re talking about. We may be born again Christians, but our textbooks that we are required to stick to are anti-Christian to the core’.”

Rousas John Rushdoony (1916–2001) American theologian

Audio lectures, Dangers Inherent in Public Education (March 24, 1986)

Hostility, Education, School, Strong

“Please don't read the preface for the teacher.”

Edmund Landau (1877–1938) German Jewish mathematician

Grundlagen der Analysis [Foundations of Analysis] (1930) Preface for the Student, as quoted by Eli Maor, Trigonometric Delights (2013)

Reading

“Experience is a wonderful teacher, but one whose lessons come too late.”

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

Volume 2: In Green's Jungles (2000), Ch. 1
Fiction, The Book of the Short Sun (1999–2001)

“Between the ages of five and nine I was almost perpetually at war with the educational system. …As soon as I learned from my mother that there was there was a place called school that I must attend willy-nilly—a place where you were obliged to think about matters prescribed by a 'teacher,' not about matters decided by yourself—I was appalled.”

Fred Hoyle (1915–2001) British astronomer

The Small World of Fred Hoyle: an Autobiography (1986)

War, Age, Education, School

“The teachers are everywhere. What is wanted is a learner.”

Wendell Berry (1934) author

"Healing".
What Are People For? (1990)

“Letters from teachers continue to confirm the incompetence which they deny. A teacher in Montana says that my criticisms of teachers are "nieve." No, that wasn't a typographical error. He spelled it that way twice.”

Thomas Sowell (1930) American economist, social theorist, political philosopher and author

1980s–1990s, Barbarians inside the Gates and Other Controversial Essays (1999)

Way, Error

“Children […] had sat in those very box buildings under buzzing fluorescent lights listening to their science teachers prattle about the wonders of space travel and gene splicing and how we were all going to live to be a hundred and twenty five years old in "smart" computer-controlled houses where all we had to do was speak to bump up the heat or turn on giant home theater screens in a life of perpetual leisure and comfort. It made me sick to think about. Not because there's something necessarily wrong with leisure or comfort, but because that's where our aspirations ended. And in the face of what had actually happened to us, it seemed obscenely stupid.”

James Howard Kunstler book World Made By Hand

Source: World Made By Hand (2008), Chapter 6, p. 33–34

Life, Children, Stupidity, Travel

“Your own self is your ultimate teacher (sadguru). The outer teacher (Guru) is merely a milestone. It is only your inner teacher, that will walk with you to the goal, for he is the goal.”

Nisargadatta Maharaj (1897–1981) Indian guru

Guru/Gnani
Source: "I am That." P.51.

“From the far reaches of the Mediterranean Sea to the Indus River, the faithful approached the city of Mecca. All had the same objective to worship together at the most sacred shrine of Islam, the Kaaba in Mecca. One such traveler was Mansa Musa, Sultan of Mali in Western Africa. Mansa Musa had prepared carefully for the long journey he and his attendants would take. He was determined to travel not only for his own religious fulfillment, but also for recruiting teachers and leaders, so that his realms could learn more of the Prophet's teachings.”

Mahmud Kati (1468–1593) Malian historian

Faith, Travel, Learning, Sea

“He that first started that doctrine, that knavery is the best defense against a knave, was but an ill teacher, advising us to commit wickedness to secure ourselves.”

Plutarch book Moralia

Of Bashfulness; on Zeno
Moralia, Others

“We shall not shock anyone, we shall merely expose ourselves to good-natured or at any rate harmless ridicule, if we profess ourselves inclined to the old fashioned and simple opinion according to which Machiavelli was a teacher of evil.”

Leo Strauss book Thoughts on Machiavelli

Introduction
Thoughts on Machiavelli (1958)

Fashion, Nature, Evil

“During the thirty years I have spent abroad I have felt I was more privileged than my Western colleagues, whether writers or teachers of literature, for events both recent and long past took in my mind a sharply delineated, precise form. Western audiences confronted with poems or novels written in Poland, Czechoslovakia or Hungary, or with films produced there, possibly intuit a similarly sharpened consciousness, in a constant struggle against limitations imposed by censorship. Memory thus is our force, it protects us against a speech entwining upon itself like the ivy when it does not find a support on a tree or a wall.”

Czeslaw Milosz (1911–2004) Polish, poet, diplomat, prosaist, writer, and translator

Nobel lecture (8 December 1980)

Literature, Support, Tree, Memory

“I've come up with the three things you never want to hear at your kid's parent/teacher conference. Number one: "You're only responsible for the first $10,000 worth of damage." Number two: "We have medication for this." And number three: "It was more than an ounce and he was less than 100 yards from the school."”

Bill Engvall (1957) American comedian and actor

Cheap Drunk: An Autobiography (2002)

School, Parent

“A Government with Heart for public servants, teachers, police, soldiers, and even ordinary employees.”

Francis Escudero (1969) Filipino politician

2015, Speech: Declaration as Vice Presidential Candidate

Heart

“As a public teacher of mere striplings, I am often amazed by the facility and absence of resistance with which the principles of the infinitesimal calculus are accepted and assimilated by the present race of learners. When I was young, a boy of sixteen or seventeen who knew his infinitesimal calculus would have been almost pointed at in the streets as a prodigy, like Dante, as a man who had seen hell. Now-a-days, our Woolwich cadets at the same age, talk with glee of tangents and asymptotes and points of contrary flexure and discuss questions of double maxima and minima, or ballistic pendulums, or motion in a resisting medium, under the familiar and ignoble name of sums.”

James Joseph Sylvester (1814–1897) English mathematician

J. J. Sylvester. "Additional Notes to Prof. Sylvester's Exeter British Association Address", Collected Mathematical Papers, Vol. 2 (1908), pp. 717–718 https://babel.hathitrust.org/cgi/pt?id=miun.aas8085.0002.001;view=1up;seq=732

Age, Boy, Hell, Question

“My point is that Boy Scout leaders, YMCA leaders, and others bring them in that direction, and teachers. And if you look over the history of societies, you will find, of course, that some of the highly intelligent people.”

Richard Nixon (1913–1994) 37th President of the United States of America

1970s, They're Born That Way (1971)

People, History, Intelligence, Boy

“Fears to look bad in front of other people, to say something wrong, to be laughed at - all those fears deprive us of half of our abilities. This is one of the main school problems. That teacher understands it, who can teach students to study without fear of the teacher, without fear of classmates, and, the most important, without fear of a subject.”

Simon Soloveychik (1930–1996) Russia writer and philosopher

Source: The Last Book (1999), Ch.20 (In Russian, Последняя книга,1999, ISBN 5-8246-0030-9

People, Fear, School, Understanding

“They saw themselves, you could see, as real grown-up devotchkas already, what with the old hipswing when they saw your Faithful Narrator, brothers, and padded groodies and red all ploshed on their goobers…. They viddied themselves as real sophistoes…. They had the same ideas or lack of, and the same colour hair — a like dyed strawy. Well, they would grow up real today…. No school this afterlunch, but education certain, Alex as teacher.”

Anthony Burgess (1917–1993) English writer

Fiction, A Clockwork Orange (1962)

Education, School, Faith, Idea

“Muhammad seduced the people by promises of carnal pleasure to which the concupiscence of the flesh goads us. His teaching also contained precepts that were in conformity with his promises, and he gave free rein to carnal pleasure. In all this, as is not unexpected, he was obeyed by carnal men. As for proofs of the truth of his doctrine, he brought forward only such as could be grasped by the natural ability of anyone with a very modest wisdom. Indeed, the truths that he taught he mingled with many fables and with doctrines of the greatest falsity. He did not bring forth any signs produced in a supernatural way, which alone fittingly gives witness to divine inspiration; for a visible action that can be only divine reveals an invisibly inspired teacher of truth. On the contrary, Muhammad said that he was sent in the power of his arms—which are signs not lacking even to robbers and tyrants. What is more, no wise men, men trained in things divine and human, believed in him from the beginning, Those who believed in him were brutal men and desert wanderers, utterly ignorant of all divine teaching, through whose numbers Muhammad forced others to become his followers by the violence of his arms. Nor do divine pronouncements on the part of preceding prophets offer him any witness. On the contrary, he perverts almost all the testimonies of the Old and New Testaments by making them into fabrications of his own, as can be seen by anyone who examines his law. It was, therefore, a shrewd decision on his part to forbid his followers to read the Old and New Testaments, lest these books convict him of falsity. It is thus clear that those who place any faith in his words believe foolishly.”

Thomas Aquinas (1225–1274) Italian Dominican scholastic philosopher of the Roman Catholic Church

Summa Contra Gentiles, I, 6.4 (trans. Anton C. Pegis)

Wisdom, Men, People, Pleasure

“Let's make it clear for the dimmest bulbs among you: the kids at Columbine High didn't die from too many guns, they died from too few. I'm not suggesting that the teachers should have carried guns — not as franchised agents of the state. They should have carried guns as ordinary individuals, exercising a sacred right, and in performance of a solemn duty to protect the young lives that were placed — very foolishly, as it turned out — in their hands.”

L. Neil Smith (1946) American writer

"Murder by Gun Control".

Exercises

“If you ask me:"An openly homosexual teacher can work as a teacher? I say no. (…) I'll not do anything to discriminate you, but I'll also not do anything to put your type of relationship on the same level of the natural family.”

Gianfranco Fini (1952) Italian politician

Fini: un gay non puo' fare il maestro http://archiviostorico.corriere.it/1998/aprile/09/Fini_gay_non_puo_fare_co_0_9804094008.shtml, Il Corriere della Sera, 9 April 1998.

Family, Nature

“Edie thought Joan was the most intelligent girl she had ever met. She had an independent mind, always questioning what anyone said, including her teachers at Barnard. In one of her marginal notes in her copy of Marx's Capital and Other Writings, there are echoes of Burroughs's thinking: "Maybe Marxism is dynamic and optimistic, and Freudianism is not. Is one more serviceable than the other? Why does it always have to be either/or?”

Joan Vollmer (1923–1951) Common-law wife of William S. Burroughs

Ted Morgan, Literary Outlaw, discusses Edie Parker's impression of Joan Vollmer:
About

Girl, Intelligence, Question, Thinking

“Science is a cooperative enterprise, spanning the generations. It's the passing of a torch from teacher, to student, to teacher. A community of minds reaching back to antiquity and forward to the stars. (From the first Cosmos: ASO episode, Standing Up in the Milky Way.)”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

Cosmos: A Spacetime Odyssey (2014)

Way, Star, Communication, Science

“There is a tendency to throw computers at third world problems, which I think is often a distraction. Putting computers in the schools is great, but it may be more important to put teachers in the schools.”

Terry Winograd (1946) American computer scientist

"Talking with Terry Winograd" http://www.acm.org/ubiquity/interviews/t_winograd_1.html, Ubiquity 3 (23), 29 July 2002.

World, School, Problem, Thinking

“Judy lived in my hotel. She was just seventeen, and what she was doing in Paris was supposedly chaperoning her younger brother, a fully fledged concert pianist of fifteen, who was studying there with one of the leading teachers. In view of their combined and startling innocence, however, this was a rather useless arrangement. Their last name was Galache, and they were the issue with which the highly unlikely union of a Quaker woman from Philadelphia and a dreadfully dashing Spaniard (now, alas, dead) had been blessed. Naturally their upbringing, up to this point, had been strict and very sheltered. … Judy was so different from me that it was really ludicrous. Whereas I was hell-bent for living, she was content, at least for the time being, to leave all that to others. Just as long as she could hear all about it. She really was funny about this. Folded every which way on the floor, looking like Bambi — all eyes and legs and no chin — she would listen for ages and ages with rapt attention to absolutely any drivel that you happened to be talking. It was unbelievable.”

Elaine Dundy (1921–2008) American journalist, actress

Part One, Two
The Dud Avocado (1958)

Age, Way, Hell, Nature

“There are seven causes of inconsistencies and contradictions to be met with in a literary work. The first cause arises from the fact that the author collects the opinions of various men, each differing from the other, but neglects to mention the name of the author of any particular opinion. In such a work contradictions or inconsistencies must occur, since any two statements may belong to two different authors. Second cause: The author holds at first one opinion which he subsequently rejects: in his work, however, both his original and altered views are retained. Third cause: The passages in question are not all to be taken literally: some only are to be understood in their literal sense, while in others figurative language is employed, which includes another meaning besides the literal one: or, in the apparently inconsistent passages, figurative language is employed which, if taken literally, would seem to be contradictories or contraries. Fourth cause: The premises are not identical in both statements, but for certain reasons they are not fully stated in these passages: or two propositions with different subjects which are expressed by the same term without having the difference in meaning pointed out, occur in two passages. The contradiction is therefore only apparent, but there is no contradiction in reality. The fifth cause is traceable to the use of a certain method adopted in teaching and expounding profound problems. Namely, a difficult and obscure theorem must sometimes be mentioned and assumed as known, for the illustration of some elementary and intelligible subject which must be taught beforehand the commencement being always made with the easier thing. The teacher must therefore facilitate, in any manner which he can devise, the explanation of those theorems, which have to be assumed as known, and he must content himself with giving a general though somewhat inaccurate notion on the subject. It is, for the present, explained according to the capacity of the students, that they may comprehend it as far as they are required to understand the subject. Later on, the same subject is thoroughly treated and fully developed in its right place. Sixth cause: The contradiction is not apparent, and only becomes evident through a series of premises. The larger the number of premises necessary to prove the contradiction between the two conclusions, the greater is the chance that it will escape detection, and that the author will not perceive his own inconsistency. Only when from each conclusion, by means of suitable premises, an inference is made, and from the enunciation thus inferred, by means of proper arguments, other conclusions are formed, and after that process has been repeated many times, then it becomes clear that the original conclusions are contradictories or contraries. Even able writers are liable to overlook such inconsistencies. If, however, the contradiction between the original statements can at once be discovered, and the author, while writing the second, does not think of the first, he evinces a greater deficiency, and his words deserve no notice whatever. Seventh cause: It is sometimes necessary to introduce such metaphysical matter as may partly be disclosed, but must partly be concealed: while, therefore, on one occasion the object which the author has in view may demand that the metaphysical problem be treated as solved in one way, it may be convenient on another occasion to treat it as solved in the opposite way. The author must endeavour, by concealing the fact as much as possible, to prevent the uneducated reader from perceiving the contradiction.”

Maimónides book The Guide for the Perplexed

Guide for the Perplexed (c. 1190), Introduction

Men, Way, Intelligence, Understanding

“The scholar, the teacher, the intellectual, have a higher duty than any of the others, for society has trained you to think as well as do.”

John F. Kennedy (1917–1963) 35th president of the United States of America

1963, Address at the Free University of Berlin

Thinking, Training

“There are still some things we haven’t quite worked out, but we know enough to be sure we’re on the right track. However apparently, our teachers are supposed to tell students that whenever we haven’t figured something out yet, we should stop our research and assume God did it—as if magic counts as an explanation. If we don’t yet know exactly how the first living cells formed, that somehow negates everything we do know to be true about evolution after that. But worse, creationists want to mislead our kids into thinking that every kind of life appeared all at once, ignoring all the evident stages of progression stretched across time, and all the apparent predecessors found in earlier strata. They want to teach as fact outright falsehoods easily disproved, as well as pseudoscience already publicly exposed in a court of law.”

Aron Ra (1962) Aron Ra is an atheist activist and the host of the Ra-Men Podcast

Patheos, Orwellian Legislative Duplicity on HB 1485 http://www.patheos.com/blogs/reasonadvocates/2017/05/05/orwellian-legislative-duplicity-hb-1485/ (May 5, 2017)

Life, God, Law, Thinking

“Fine thoughts and moral dissertations from men who have not worked and suffered may be read, but they will be forgotten. No religion, no Ethical philosophy is worth anything, if the teacher has not lived the "life of an apostle," and been ready to die "the death of a martyr." "Not in passivity [the passive affects], but in activity, lie the evil and the good of the rational social animal, just as his virtue and his vice lie not in passivity, but in activity"”

George Long (1800–1879) English classical scholar

IX. 16
The Philosophy of Antoninus

Life, Death, Men, Lie

“It is obvious that teaching is a very special art, sharing with only two other arts, agriculture and medicine, an exceptionally important characteristic A doctor may do many things for his patient, but in the final analysis, it is the patient himself who must get well, grow in health. The farmer does many things for his plants or animals, but in the final analysis, it is they that must grow in size and excellence. Similarly, although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place.”

Mortimer J. Adler book How to Read a Book

Source: How to Read a Book (1940, 1972), p. 12

Health, Art, Way, Knowledge

“The great quality teacher, Shoji Shiba, often tells people that the biggest barrier to changing understanding is the following word: IAKI, which is not a Japanese word at all. It is an acronym for I ALREADY KNOW IT… Professor Shiba then goes on to say: “Yes, you may know it, but you don't know how to do it!” There is an enormous difference between knowledge and know-how… Too many executives believe that if they listen to a lecture or read a book they will know how to do something…. Nobody ever became a great lover by just reading a book or watching a video. You have to get in and do it. There are some things you can only learn through experience.”

Myron Tribus (1921–2016) American academic

Myron Tribus "You Cannot Lead What You Do Not Understand — You Do Not Understand What You Haven't Done". Journal of Innovative Management, Fall 1996; As quoted in: William J. Altier (1999) The Thinking Manager's Toolbox. p. 9

People, Books, Lovers, Understanding

“Given a realistically sized task (and assuming that he cannot already perform it), a student is unable to generate the required performance strategy all at once. Instead, he directs his attention to various facets or subtasks and musters subroutines that build up a performance strategy bit by bit. The process is carried out by a learning strategy which, in the free learning subject, may be innate or acquired and which, for the student, is imposed externally by a teacher or learning system.”

Gordon Pask (1928–1996) British psychologist

Source: Conversation, Cognition and Learning (1975), p. 261.

Learning

“Teachers are very undervalued for what they do.”

Garth Nix (1963) Australian fantasy writer

Interview at KidsReads (2003)

“Another friend began to say, "Well, Quentin has a problem of adjusting himself to society and he…" This sentence was never finished. The ballet teacher expostulated, "I don't agree. Quentin does exactly as he pleases. The rest of us have to adapt ourselves to him."”

Quentin Crisp book The Naked Civil Servant

Source: The Naked Civil Servant (1968), Ch. 27

Problem

“Holism [is] the art — in contrast with reductionism — of seeing a complex system as a whole. Holism knows the limits to its understanding; it acknowledges that the system has its wildness, its privacy, its own reasons, its defences against invasive explanation … It does not pretend to understand the whole school just on the evidence of dissecting the geography teacher.”

David Fleming (1940–2010) British activist

Lean Logic, (2016), p. 194, entry on Holism http://www.flemingpolicycentre.org.uk/lean-logic-surviving-the-future/

School, Art, Understanding

“Now in those days, brethren, there shall arise in the world an Exalted One by name Maitreya (the Kindly One) an Arhat, a Fully Enlightened One, endowed with wisdom and righteousness, a Happy One, a World-knower, the Peerless Charioteer of men to be tamed, a teacher of the devas and mankind, an Exalted One, a Buddha like myself. He of His own abnormal powers shall realize and make known the world, and the worlds of the devas, with their Maras, their Brahmas, the host of recluses and brahmins, of devas and mankind alike, even as I do now. He shall proclaim the Norm, lovely in its beginning, lovely in its middle, and lovely in the end thereof. He shall make known the wholly perfect life of righteousness in all its purity, both in the spirit and in the letter of it, even as I do now. He shall lead an Order of Brethren numbering many thousands, even as I do now lead an order of Brethren numbering many hundreds.”

Gautama Buddha (-563–-483 BC) philosopher, reformer and the founder of Buddhism

Gautama Buddha in Digha Nikaya as quoted in Avatars down the ages by Felicity Elliot http://www.shareintl.org/archives/AgelessWisdom/aw_fe-Avatars.htm Source: Pali Canon, Sutta Pitaka, Digha Nikaya (Long Discourses)

Love, Life, Wisdom, Men

“I was very fond of strange stories when I was a child. In my village-school days, I used to buy stealthily the popular novels and historical recitals. Fearing that my father and my teacher might punish me for this and rob me of these treasures, I carefully hid them in secret places where I could enjoy them unmolested. As I grew older, my love for strange stories became even stronger, and I learned of things stranger than what I had read in my childhood. When I was in my thirties my memory was full of these stories accumulated through years of eager seeking. […] I have sometimes laughingly said to myself that it is not I who have found these ghosts and monsters, but they, the monstrosities themselves, which have found me!”

Wú Chéng'ēn (1500–1582) Chinese writer

Preface to a collection of short stories about monsters, now lost, as quoted in Arthur Waley's introduction to the American edition of Monkey (New York: Grove Press, 1943)

Love, Secret, Fear, School

“Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

World, Communication, Thinking, Reality

“You have no idea how unimportant is all that the teacher says or does not say on the surface, and how important what he himself is as teacher.”

Rudolf Steiner (1861–1925) Austrian esotericist

Curative Education, lect. 2

Idea

“Man's conception of what is most worth knowing and reflecting upon, of what may best compel his scholarly energies, has changed greatly with the years. His earliest impressions were of his own insignificance and of the stupendous powers and forces by which he was surrounded and ruled. The heavenly fires, the storm-cloud and the thunderbolt, the rush of waters and the change of seasons, all filled him with an awe which straightway saw in them manifestations of the superhuman and the divine. Man was absorbed in nature, a mythical and legendary nature to be sure, but still the nature out of which science was one day to arise. Then, at the call of Socrates, he turned his back on nature and sought to know himself; to learn the secrets of those mysterious and hidden processes by which he felt and thought and acted. The intellectual centre of gravity had passed from nature to man. From that day to this the goal of scholarship has been the understanding of both nature and man, the uniting of them in one scheme or plan of knowledge, and the explaining of them as the offspring of the omnipotent activity of a Creative Spirit, the Christian God. Slow and painful have been the steps toward the goal which to St. Augustine seemed so near at hand, but which has receded through the intervening centuries as the problems grew more complex and as the processes of inquiry became so refined that whole worlds of new and unsuspected facts revealed themselves. Scholars divided into two camps. The one would have ultimate and complete explanations at any cost; the other, overcome by the greatness of the undertaking, held that no explanation in a large or general way was possible. The one camp bred sciolism; the other narrow and helpless specialization.
At this point the modern university problem took its rise; and for over four hundred years the university has been striving to adjust its organization so that it may most effectively bend its energies to the solution of the problem as it is. For this purpose the university's scholars have unconsciously divided themselves into three types or classes: those who investigate and break new ground; those who explain, apply, and make understandable the fruits of new investigation; and those philosophically minded teachers who relate the new to the old, and, without dogma or intolerance, point to the lessons taught by the developing human spirit from its first blind gropings toward the light on the uplands of Asia or by the shores of the Mediterranean, through the insights of the world's great poets, artists, scientists, philosophers, statesmen, and priests, to its highly organized institutional and intellectual life of to-day. The purpose of scholarly activity requires for its accomplishment men of each of these three types. They are allies, not enemies; and happy the age, the people, or the university in which all three are well represented. It is for this reason that the university which does not strive to widen the boundaries of human knowledge, to tell the story of the new in terms that those familiar with the old can understand, and to put before its students a philosophical interpretation of historic civilization, is, I think, falling short of the demands which both society and university ideals themselves may fairly make.
A group of distinguished scholars in separate and narrow fields can no more constitute a university than a bundle of admirably developed nerves, without a brain and spinal cord, can produce all the activities of the human organism.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

Scholarship and service : the policies of a national university in a modern democracy https://archive.org/details/scholarshipservi00butluoft (1921)

Life, Men, God, Pain

“The world of knowledge takes a crazy turn
When teachers themselves are taught to learn.”

Bertolt Brecht book Life of Galileo

Scene 6
Life of Galileo (1939)

World, Knowledge, Learning

“Matthew Leiah Keller sat beneath a watershed tree and brooded. Other children played all around him, but they ignored Matt. So did two teachers on monitor duty. People usually ignored Matt when he wanted to be alone.
Uncle Matt was gone. Gone to a fate so horrible that the adults wouldn't even talk about it.”

Larry Niven (1938) American writer

Source: A Gift From Earth (1968), Ch. 1 : The Ramrobot

Fate, Children, People, Tree

“My work with Benton was important as something against which to react very strongly, later on; in this, it was better to have worked with him than with a less resistant personality who would have provided a much less strong opposition. At the same time Benton introduced me to Renaissance art.”

Jackson Pollock (1912–1956) American artist

remark on his former art-teacher w:Thomas Hart Benton
As quoted in Abstract Expressionism: Creators and Critics, ed. Clifford Ross, Abrahams Publishers, New York 1990, p. 137
1940's, Art and Architecture (1944)

Art, Strong, Time, Personality

“.. that one [a tree study in Gabriël's studio] is from my early times; I don't make them that way anymore; look how the thing is painted..; and those days my teachers told me that nothing would come of me in this way. What kind of folks were they? [o. a. his early and short teacher Koekoek, c. 1844-45] And which guys belonged to them? Well, let's keep mum about that; all those guys are dead already. But those days [c. 1840's] it was the ruling idea to use nature only as a tool; she had to be embellished later with imagination and so on …. imagination …. the stupidest thing in the world. (L. de Haes asked him: Do you think imagination is so improper?) Improper, I think it is simply an unhealthy trait. You see; imagination is the proper way to insanity. Imagine that you start painting from your imagination without knowing nature; after all, there will be no result whatsoever. All those people of imagination imagine so much, and it is the greatest misfortune you can have in life, you know what it is good for: to idealize your faults.”

Paul Gabriël (1828–1903) painter (1828-1903)

translation from the Dutch original: Fons Heijnsbroek
version in original Dutch / citaat van Paul Gabriël, in Nederlands: ..da's er een [ een boom-studie] uit m'n eersten tijd; zoo doe 'k het niet meer; kijk dat ding eens geschilderd wezen; en in dien tijd zeiden mijn leermeesters dat er op die manier niets van mij terecht zou komen. Wat een lui waren dat hè [o.a. zijn tijdelijke vroege leermeester Koekoek, c. 1844-45]? En wie waren dat zoo al? Ja daar zullen we maar over zwijgen; die menschen zijn nu al dood; maar 't was toen de opvatting, de natuur alleen als hulpmiddel te gebruiken; zij moest nog verfraaid worden met verbeelding en zoo al meer .... imaginatie.... 't stomste wat er op de wereld is. (L. de Haes: Vindt u verbeelding dan zoo verwerpelijk?) Verwerpelijk, och ik vind het eenvoudig een ziekelijke eigenschap, zie je wel; verbeelding, dat is de weg naar de krankzinnigheid. Verbeeld je dat je uit je verbeelding gaat schilderen zonder de natuur te kennen; daar komt immers niets van terecht. Al die menschen van verbeelding verbeelden zich zoo veel, en 't is 't grootste ongeluk wat je op de wereld kan hebben, weet je waar 't alleen goed voor is: om je gebreken te idealiseeren.
Quote of Gabriël, 1893; as cited by L. de Haes, in 'P.J.C. Gabriël'; published in Elsevier's geïllustreerd maandschrift 3., April/May 1893, pp. 453-473
1880's + 1890's

Life, People, World, Way

“Julia Hayden, the colored school teacher, one of the latest victims of the White man's League, was only seventeen years of age. She was the daughter of respectable parents in Maury County, Tennessee, and had been carefully educated at the Central College, Nashville, a favorite place for the instruction of youth of both sexes of her race. She is said to have possessed unusual personal attractions as well as intelligence. Under the reign of slavery as it is defined and upheld by Davis and Toombs, Julia Hayden would probably have been taken from her parents and sent in a slave coffle to New Orleans to be sold on its auction block. But emancipation had prepared for her a different and less dreadful fate. With that strong desire for mental cultivation which marked the colored race since their freedom, in all circumstances where there is an opportunity left them for its exhibition, the young girl had so improved herself as to become capable of teaching others. She went to Western Tennessee and took charge of a school. Three days after her arrival at Hartsville, at night, two white men, armed with their guns, appeared at the house where she was staying, and demanded the school teacher. She fled, alarmed, to the room of the mistress of the house. The White Leaguers pursued. They fired their guns I through the floor of the room and the young girl fell dead within. Her murderers escaped.”

Jefferson Davis (1808–1889) President of the Confederate States of America

"Louisiana and the Rule of Terror" http://cdnc.ucr.edu/cgi-bin/cdnc?a=d&d=EL18741010.2.9#, The Elevator (10 October 1874), Volume 10, Number 26.

Men, Fate, Youth, Age

“The integrity, beauty and fragrance of future society should be expressed through mothers. The mother is the first teacher. As such, she is the one who can influence a child the most. Whatever the mother does, the child will imbibe. A mother’s breast milk does more than nourish just the baby’s body. It also develops the baby’s mind, intellect and heart. Similarly, the life values a mother transmits to her child give it strength and courage in the future.”

Mata Amritanandamayi (1953) Hindu spiritual leader and guru

The Infinite Potential of Women (2008)

Life, Beauty, Courage, Future

“Failure in any given subject is the first qualification towards becoming a teacher.”

David Baboulene (1960) UK author

Articles

Failure

“Well, maybe it was just that I wasn't going to like anybody because I had to work and I had to explain to my teachers why I wasn't keeping up. I'd fall asleep and things in class and they'd lecture me about the reality of their classroom. I said, 'You want to see my reality?' I opened up my backpack to where you usually keep your pencils. That's where I kept my bills… electric bills, rent… That was my reality.”

Eddie Vedder (1964) musician, songwriter, member of Pearl Jam

L.A. Times 5/1/94, "He Didn't Ask for All This".

Reality

“The outstanding coach is a teacher that gets all his squad to accept the role that he considers to be the most important for the welfare of all.”

John Wooden (1910–2010) American basketball coach

Interview on Charlie Rose https://archive.org/details/WHUT_20100614_130000_Charlie_Rose (2000)

“The scarlet letter was her passport into regions where other women dared not tread. Shame, Despair, Solitude! These had been her teachers — stern and wild ones, — and they had made her strong, but taught her much amiss.”

Nathaniel Hawthorne book The Scarlet Letter

Source: The Scarlet Letter (1850), Chapter XVIII: A Flood of Sunshine

Women, Solitude, Strong, Despair

“I'm not a prophet but Fahrenheit 1/15 is being quoted by preachers. Far from being a leader but I'm still being invited by teachers.”

Lupe Fiasco (1982) rapper

"Dear Fall"
Features/Unreleased/Others

Quotes

“A parent knows an individual child's needs better than a set of guidelines will. A group of parents and teachers in a community will almost always know what's best for that community's students, than that of state board of education.”

Rupert Boneham (1964) American mentor, television personality, and politician

Rupert on the Issues (2011)

Education, Communication, Parent

“In meditation, the face of my teacher
does not come to me very clearly,
but your face does, smiling one way,
then smiling another.”

Tsangyang Gyatso, 6th Dalai Lama (1683–1706) sixth Dalai Lama of Tibet

Source: Attributed, Poems of Sadness: The Erotic Verse of the Sixth Dalai Lama Tsangyang Gyatso tr. Paul Williams 2004, p.21

Smile, Way

“As some of us noted before Saddam Hussein’s 2003 fall, banning the Ba’ath as such was a mistake – for, in a sense, the Ba’ath had also been a victim of Saddam’s savage rule. The Ba’ath, modeled on European fascist parties, was never a democratic movement. Yet, before Saddam turned it into an empty shell to be filled with his personality cult, it had been a genuine political movement, representing a significant segment of Iraqi opinion. It had started as a predominantly Shiite party seeking to downplay sectarianism by promoting pan-Arab ideas. Saddam turned it into a sectarian party, first dominated by the Arab Sunni minority and eventually by his Tikriti clan. The wisest course would’ve been to let those Ba’athists who had been purged, imprisoned and exiled under Saddam to reclaim their party and rebuild it with full respect for Iraq’s new democratic and pluralist political system. Those Ba’athists who committed crimes were known to all and could’ve been blacklisted and tried as individuals. The blanket ban suddenly transformed some 1.4 million civil servants, including tens of thousands of teachers and medical doctors and some half a million military personnel, into pariahs simply because they’d been nominal Ba’ath members. Yet most had joined simply to protect their careers under a brutal regime.”

Amir Taheri (1942) Iranian journalist

"Iraq: Reconciling with the Ba'ath" http://nypost.com/2008/01/16/iraq-reconciling-with-the-baath/, New York Post (January 16, 2008). New York Post

Idea, Sense, Personality

“The rain, the rain, the rain. You can't even hear it outside the window but still it's a sad thing. Rain, the grade school teachers say, makes the trees and flowers grow, but we're not trees and flower, and so many grade school teachers are single.”

Daniel Handler book Adverbs

Adverbs (2006), Frigidly

Sadness, School, Flowers, Tree

“In the Jewish Quarter [Judengasse] was I born and educated; until my fifteenth year, they tried to beat the Talmud into me. My teachers were inhuman beings [Unmenschen], my colleagues were bad company, inducing me to secret sin; my body was frail, my spirit raw.”

Moses Hess (1812–1875) German philosopher

Hess' Diary, September 16, 1836

Secret, Education

“I was very much surprised when Mill informed me that he had not read a line of Hegel, either in the original or in translation, and regarded the entire Hegelian philosophy as sterile and empty sophistry. I mentally confronted this with the opinion of the man at the Copenhagen University who knew the history of philosophy best, my teacher, Hans Brochner, who knew, so to speak, nothing of contemporary English and French philosophy, and did not think them worth studying. I came to the conclusion that here was a task for one who understood the thinkers of the two directions, who did not mutually understand one another. I thought that in philosophy, too, I knew what I wanted, and saw a road open in front of me.”

Georg Brandes (1842–1927) Danish literature critic and scholar

Reminiscences of my Childhood and Youth (1906), pp. 276–277

History, Understanding, Thinking, Study

“All the Democrats are for higher taxes. All of them are in favor of Hillary's socialist health-care plan. All of them are for higher pay for teachers and nurses — and no pay at all for anyone in the pharmaceutical or oil industries, especially Halliburton executives, who should be sent to Guantánamo. All the Democrats believe the way to strike fear in the hearts of the terrorists is for the federal government to invest heavily in windmills.
All the Democrats oppose the war. And all the Democrats who took a position on the war before it began were for it, but now believe that everything Bush did from that moment forward has been bad! bad! bad! … Finally, all the candidates are willing to sell out any of these other issues in service of the one burning desire of all Democrats: abortion on demand. If they could just figure out a way to abort babies using solar power, that's all we'd ever hear about.”

Ann Coulter (1961) author, political commentator

"What happened to your queer party-friends?" (22 January 2004) http://townhall.com/columnists/anncoulter/2004/01/22/what_happened_to_your_queer_party-friends/page/full/ also in How to Talk to a Liberal (If You Must), p. 49. 2004

War, Health, Fear, Way

“With what philosophical point of view did I begin my career as teacher? Looking back to that period, I see that it was a rather inchoate form of idealism, reflecting the liberal Protestant orientation I had then adopted. This idealism was gradually revised to make room for major aspects of Deweyan instrumentalism. In my years at Columbia, Dewey had impressed me as a person, and during my decade in Chicago, in close contact with colleagues whom he had deeply influenced, I came to accept what appeared to be the core of his contribution to philosophy. But continued sensitivity to insights from various quarters prevented me from becoming a disciple of any one philosopher or philosophical school.”

Edwin Arthur Burtt (1892–1989) American philosopher

Burtt (1972), cited in: D. Villemaire, (2002), E.A. Burtt, Historian and Philosopher: : A Study of the Author of The Metaphysical Foundations of Modern Physical Science. p. 20

School, Appearance, Personality

“That was the other thing that drew me to India-the language. In high school my Latin teacher taught me Greek unofficially on Monday nights. I loved Greek; I loved the idea that there was another script. And then my Latin teacher told me there was a language that was even older and more interesting than Greek: Sanskrit. So everything started coming together-the art, the literature, the language.”

Wendy Doniger (1940) American Indologist

On the aspect of her studying Sanskrit.
Q&A with Wendy Doniger, the Mircea Eliade Distinguished Service Professor and author of The Hindus

Love, School, Art, Literature

“During what years should a child be introduced to better ways of giving and receiving criticisms – to what I call “relationship language”? Before school age. The best teacher? Parents.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Women Can't Hear What Men Don't Say (2000), p. 36.

Age, School, Way, Parent

“I was very sickly and weak during the first years of my infancy, and was, as much as I can remember of myself, a very whimsical boy. Sometimes I learned with enthusiasm, and often found myself in such a kind of ecstasy, that I neither could see nor hear what passed around me. In these fits of thought I forgot playthings and playfellows; I was happy only in my own musings. I always preferred the company of little girls to boys. I was not ten years old when I presented them with some poetry and little verses, the effusions of my heated imagination; some of them fell into my hands in riper years, and after reading them over, I left off poetry altogether. I loved my first private teacher very much; I even can remember him now. My second teacher was a simpleton; he could never understand me, nor enter into my feelings. My antipathy to this man grew daily greater; I could not learn of him, nor could he teach me anything. At last, when in my thirteenth year, I got rid of him, and he being encumbered with debts, I gave him my saving-box when he left. Whether I did this for pity's sake, or joy to get rid of him, I did not know.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

My Life and Confessions, for Philippine, 1786

Love, Happiness, Feeling, Imagination

“Although one can sympathize with lay persons trying to break their attachment to a diet featuring meat, it is something else again to extend those sympathies to monks, priests, and teachers. What business have these latter to propound the Dharma when they possess neither the perception nor compassion to see the connection between meat eating and the killing of harmless animals, and when they lack the self-discipline to put Buddhist compassion before the pleasures of their palates? What right have they to wear the Buddha's robes when they won't or can't honor the bodhisattvic vows they recite daily to liberate all beings?”

Philip Kapleau (1912–2004) American Zen Buddhist monk

Source: To Cherish All Life (1981), p. 74

Pleasure, Business, Animals, Personality

“ISIS has become quite a self-financing terrorist network with their theft of oil, selling it on the black market with their destruction and seizure of antiquities, selling that on the black market, with their taking over Mosul and raiding the banks. They’ve got a source of funding, so I don’t really know. But I know that the — that Saudi individuals have certainly funded other related terrorist groups over time and also exported a lot of Wahhabi radicalism by kicking out or sending out imams and teachers to set up schools and mosques to preach that particularly harsh brand of Islam. So the Saudis have a lot that they can do to both stop and then to help.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), Speech on fighting ISIS (November 20, 2015)

School, Time, Help

“Someone watches over us when we write. Mother. Teacher. Shakespeare. God.”

Martin Amis book London Fields

London Fields (1989)

God

“Within those confining walls, teachers — a bunch of men all armed with the same information — gave the same lectures every year from the same notebooks and every year at the same point in the textbooks made the same jokes.”

Yukio Mishima (1925–1970) Japanese author

"Cigarette" ("Ta- bako") story, quoted in 三島由紀夫短編集: Seven Stories, translated by John Bester (2002), p. 110.

Men

“Children, by nature, are keen, passionate and curious. What was referred to as laziness is often merely an awakening of sensitivity, a psychological inability to submit to certain absurd duties, and a natural result of the distorted, unbalanced education given to them. This laziness, which leads to an insuperable reluctance to learn, is, contrary to appearances, sometimes proof of intellectual superiority and a condemnation of the teacher.”

Octave Mirbeau (1848–1917) French journalist, art critic, travel writer, pamphleteer, novelist, and playwright

Children, Education, Nature, Learning

“As Buddhist teachers often point out, knowledge, in the sense of prajña, is not knowledge about anything. There is no abstract knower of an experience that is separate from the experience itself.”

Francisco Varela (1946–2001) Chilean biologist

Source: The Embodied Mind (1991), p. 26, partly cited in: In 7 Quotes or Less http://evenhigherlearning.wordpress.com/2009/05/08/in-7-quotes-or-less-the-embodied-mind-by-francisco-j-varela-evan-thompson-and-eleanor-rosch/ at evenhigherlearning.wordpress.com, June 8, 2009

Knowledge, Sense

“I’ve had several teachers who inspired me. Most notable was, perhaps, an English teacher I had during my junior year of high school. All my life I’d been praised and encouraged as an artist. This particular teacher did this, but she also encouraged me as a writer, going so far as to say once, “I wouldn’t be surprised if I saw your name on a book one day.””

Kevin Henkes (1960) American children's illustrator and writer

The power of these words was enormous. I’ll never forget them. Or her. Meet the Man Behind Our Favorite Mouse: An Interview with Kevin Henkes http://www.kindercare.com/content-hub/articles/2016/march/meet-the-man-behind-our-favorite-mouse-an-interview-with-kevin-henkes (March 21, 2016)

Life, Books, School, Forgetting

“School was strange, rather amusing - with a teacher standing at the front telling you what to write. The camaraderie was interesting. I tend to remember the things you can't recreate on your own - queuing up for your dinner, learning team games, which were a complete mystery to me. I remember having to pretend I knew how to play hockey, that kind of thing.”

Joanna MacGregor (1959) British musician

The Mail on Sunday - 06/02/2000
Childhood

School, Game, Learning, Hockey

“Attention, attention, the key to practice, so many teachers have said. It’s true. When we come to know, even a little, this truly miraculous and open nature of our being, we begin to appreciate the jewels and riches in these very simple instructions that come down to us through our teachers.”

Ken McLeod (1948) Canadian lama

Buddha Nature http://www.unfetteredmind.org/buddha-nature. Unfettered Mind http://www.unfetteredmind.org. (Topic: Practice)

Nature

“Angry teachers can defeat governments”

Bob Rae (1948) Canadian politician

Source: The Three Questions - Prosperity and the Public Good (1998), Chapter Six, The Second Question: Health, Education, and the Democratic Economy, p. 121

“I feel sorry for kids these days. They get so much homework. Remember the days when we put a belt around our two books and carried them home? Now they're dragging a suitcase. They have school all day, then homework from six until eleven. There's no time left to be creative. The hardest part for me is when my thirteen-year-old is complaining about the workload. I agree with him. I'm supposed to be responsible and support the teacher. But it's like, "You're right, son. This is bullshit."”

Tom Petty (1950–2017) American musician

Esquire interview (2006)

Books, School, Feeling, Home

“I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.”

John Steinbeck (1902–1968) American writer

"...like captured fireflies" (1955); also published in America and Americans and Selected Nonfiction (2003), p. 142

Art

“[JawlenskyPickWerefkin] Yes, we [ Marianne Werefkin and Gabriéle] shared very much the same tastes and ideas, when we lived together in this house (the so-called 'Russian house' in Murnau]. She was extremely perceptive and intelligent, but Jawlensky [living with Marianne Werefkin] didn't always approve her work... Suddenly Jawlensky would pick on some tiny detail of one of Marianne's best and most original pictures and exclaim: 'That patch of color, there, is laid on much too flat and smoothly. It's just like old Riepin' [famous Russian painter Ilya Repin ] and their common former teacher in Russia]. Of course it was nonsense and he was only saying it to annoy her. But Jawlensky really was a devotee of the 'touche de peinture' of the French Fauvists, rather than an innovator, a believer in a new kind of art of the future.”

Gabriele Münter (1877–1962) German painter

Source: Interview by Edouard Roditi (1958), pp. 118-119

Art, Color, Intelligence, Idea

“Both Socrates and Christ taught economic man to be at least slightly ashamed of himself when he failed to sacrifice the lower capacity to the higher. Freud is America’s great teacher, despite his ardent wish to avoid that fate. For it was precisely the official and parental shams of high ideals that Freud questioned. In their stead, Freud taught lessons which Americans, prepared by their own national experience, learn easily: survive, resign yourself to living within your moral means, suffer no gratuitous failures in a futile search for ethical heights that no longer exist—if they ever did.”

Philip Rieff (1922–2006) American sociologist

The Triumph of the Therapeutic (1966)

Fate, Search, Failure, Question

“I paint all day. First Becka Brotmann with her loose yellow hair and just a suggestion of dahlias in the background. Then I painted Anni Brotmann at the clay pit, where the sun nearly baked us. In the afternoon I painted Rieke Gefken holding red lilies. I think it is the best thing I've done so far – I'll show it to Mackensen [her teacher in Worpswede] tomorrow. I spent another hour with Vogeler, yesterday.... he showed us a sketchbook full of his ideas for etchings.... many really fine and original things.”

Paula Modersohn-Becker (1876–1907) German artist

in a letter to her mother, from Worpswede, c. 28 August 1897; as quoted in Paula Modersohn-Becker, The Letters and Journals by Paula Modersohn-Becker, eds. Günter Busch, Liselotte von Reinken, Arthur S. Wensinger, Carole Clew Hoey - Northwestern University Press, 1998, p. 81
1897

Idea, Thinking, Sun, Painting

“Under David Cameron, we have this situation where you now need more qualifications to work as a shift manager at McDonald's than to become a teacher.”

Tristram Hunt (1974) British historian and ex-politician

Speech to the House of Commons, Wed 30 Oct 2013; reported in Evening Standard, Wed 30 Oct 2013, p. 4.

“My school was a happy place. All of us who started our schooling there completed our studies till the eighth standard. I don't remember even a single person dropping out. These days, when i visit schools, both big and small, all across the country, i tell them that true quality does not come from a great building or great facilities or great advertisements. It happens when education is imparted with love by great teachers.”

A. P. J. Abdul Kalam (1931–2015) 11th President of India, scientist and science administrator

My Journey: Transforming Dreams into Actions

Love, Happiness, Education, School

“If you ask adults how many teachers — out of the scores in elementary, middle school, high school, college and graduate school — made a singular impression on who and what they are, it's never more than three or four teachers. Everybody else is a distant second to this set.When we finally create a cloning machine, we should clone those teachers. Maybe that's 100 years from now, but that's at the top of my list. Until that happens, the educational system has not fully understood the causes and effects of achievement and success in life. There remains a culture that equates high grades with success in school and correlates success in school with success in life. That mentality is so deep within us that it may be inextricable from our behavior.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

Global Ideas from Pluto's Challenger (May 21, 2009)

Life, Education, School, Behavior

“I remember an old proverb. It says that youth thinks itself wise just as drunk men think themselves sober. Youth is not wise! Youth knows nothing about life! Youth knows nothing about anything except for massive cliches which for the most part through the media of pop songs are just foisted on them by middle-age entrepreneurs and exploiters who should know better. When we start thinking that pop music is close to God, then we'll think pop music is aesthetically better than it is. And it's only the aesthetic value of pop music that we're really concerned. I mean the only way we can judge Wagner or Beethoven or any other composer is aesthetically. We don't regard Wagner or Beethoven nor Shakespeare or Milton as great teachers. When we start claiming for Lennon or McCartney or Maharishi or any other of these pop prophets the ability to transport us to a region where God becomes manifest then I see red. We're satisfied with our little long playing record, ten pop numbers or thereabouts a side. This is great art, we've been told this by the great pundits of our age. And in consequence why should we bother to learn? There's nothing more delightful than to be told: "You don't have to learn, my boy. There's nothing in it. Modern art? There's nothing in it." When you're told these things you sit down with a sigh of relief: "Thank God I don't have to learn, I don't have to travel, I don't have to exert myself in the slightest. I am what I am. Youth is youth. Pop is pop. There's no need to progress. There's no need to do anything. Let us sit down, smoke our marijuana (an admirable thing in itself but not the end of anything), let us listen to our records and life has become a single moment. And the single moment is eternity. We're with God. Finis!”

Anthony Burgess (1917–1993) English writer

Pop Music

Life, Men, God, Youth

“How will it be with my work a year hence? Well, Mauve [van Gogh's cousin and art-teacher, in The Hague] understands all this and he will give me as much technical advice as he can, - that which fills my head and my heart must be expressed in drawing or pictures.”

Vincent Van Gogh (1853–1890) Dutch post-Impressionist painter (1853-1890)

In his letter to brother Theo, from The Hague, The Netherlands in December 1881; as quoted in Vincent van Gogh, edited by Alfred H. Barr; Museum of Modern Art, New York, 1935 https://www.moma.org/documents/moma_catalogue_1996_300061887.pdf, p. 20 (letter 166) 1880s, 1881

Art, Understanding, Heart, Drawing

“Don't be misled by the current atheistic drive to take God out of the classroom. "Separation of church and state" was to keep creeds out of the curriculum, but not God. It would be as unconstitutional to teach irreligion in the classroom as it would be to emphasize some particular religion. As teachers we are not to teach a particular faith, but parents are within their rights when they insist that the classroom is not be used by those few teachers who seek to destroy faith. Teachers who believe that teaching atheism is a necessary part of a good education are not really qualified to teach in a Judaic-Christian culture. They are entitled to be atheists but, as public employees, they are not entitled to teach it. If they do, they are violating an important constitutional principle.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

God, Education, Faith, Religion

“I would take school instruction out of the hands of the old order of decrepit, stammering, journeymen-teachers as well as from the new weak ones, who are generally no better for popular instruction, and entrust it to the undivided powers of Nature herself, to the light that God kindles and ever keeps alive in the hearts of fathers and mothers, to the interest of parents who desire that their children should grow up in favour with God and man.”

Johann Heinrich Pestalozzi (1746–1827) Swiss pedagogue and educational reformer

How Gertrude Teaches Her Children (1801), ed. Ebenezer Cooke, trans. Lucy E. Holland and Frances C. Turner (Syracuse, NY, 1894), letter VII, p. 97 http://www.archive.org/stream/howgertrudeteach00pestuoft/howgertrudeteach00pestuoft_djvu.txt

God, Children, School, Nature