“Those upon the teaching ray will learn to teach by teaching. There is no surer method, provided it is accompanied by a deep love, personal yet at the same time impersonal, for those who are to be taught. Above everything else, I would enjoin upon you the inculcation of the group spirit, for that is the first expression of true love.”
Source: Education in the New Age (1954) p. 14
Help us to complete the source, original and additional information
Alice A. Bailey 109
esoteric, theosophist, writer 1880–1949Related quotes
Ibn Shu’ba al-Harrani, Tuhaf al-'Uqul, p. 297
“Those who can't do, teach. And those who can't teach, teach gym.”
Source: Annie Hall: Screenplay
“The authority of those who teach is often an obstacle to those who want to learn.”
“The best of those amongst you is the one who learns the Qur’an and then teaches it to others.”
Al-Amali of Shaykh at-Tusi, Volume 1, Page 5
Shi'ite Hadith
“Every course would be a course in methods of learning and, therefore, in methods of teaching.”
Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.
“and taught him the only thing he had to learn about love: that nobody teaches life anything.”
Source: Love in the Time of Cholera
On the teachings of Jesus, in Ch. 5 : His Advertisements
The Man Nobody Knows (1924)
Quote in a questionnaire, Max Ernst filled out in 1948, the U.S; as cited in Max Ernst: a Retrospective, ed. Werner Spies & Sabine Rewald, Metropolitan Museum of Art, New York 2005, p. 7
1936 - 1950
Source: The Man Who Never Missed (1985), Chapter 10 (p. 87)