Quotes about teaching
page 11

“We treat the children like children. It is the powerful with their war that treats them like they are adults. We talk to them. We teach them that the word, together with love and dignity, is what makes us human beings. We don't teach them how to fight. Well, yes, but only how to fight with their words. They learn. They know that the reason we are in all this is so that they won't have to do the same. And they talk and they also listen. Contrary to what you say, we teach the children that words don't kill but that yes it is possible to kill words and, along with them, the act of being human.”

Subcomandante Marcos (1957) Mexican activist

"I shit on all the revolutionary vanguards of this planet" http://www.csuchico.edu/zapatist/HTML/Archive/Communiques/etaJAN.html January, 2003

Love, War, Children, Learning

“I was perversely delighted to see the Catholic Church and the Vatican go after nuns because I think they made a major error. People are quite clear in viewing nuns as the servants and the teachers and the supporters of the poor. You contrast that with the fact that the Vatican did virtually nothing about long-known pedophiles, and it’s just too much.
Their stance on abortion is also quite dishonest historically, because as the Jesuits (who always seem to be more honest historians of the Catholic Church) point out, the Church approved of and even regulated abortion well into the mid-1800s. The whole question of ensoulment was determined by the date of baptism. But after the Napoleonic Wars there weren’t enough soldiers anymore and the French were quite sophisticated about contraception. So Napoleon III prevailed on Pope Pius IX to declare abortion a mortal sin, in return for which Pope Pius IX got all the teaching positions in the French schools and support for the doctrine of papal infallibility. … My favorite line belongs to an old Irish woman taxi driver in Boston. Flo Kennedy and I were in the backseat talking about Flo’s book, Abortion Rap (1971), and the driver turned around and said, “Honey, if men could get pregnant, abortion would be a sacrament.” I wish I’d gotten her name so we could attribute it to her.”

Gloria Steinem (1934) American feminist and journalist

The Humanist interview (2012)

Men, War, People, Books

“I will go about, from kingdom to kingdom,
training many disciples.
They — heedful, resolute
doing my teachings —
despite your wishes, will go
where, having gone,
there's no grief.”

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

Sn 3.2, Buddha's Purpose
Pali Canon, Sutta Pitaka, Khuddaka Nikaya (Minor Collection), Sutta Nipata (Suttas falling down), Sutta 3.2. Padhana Sutta

Training

“To amuse is not to teach. The object of teaching is to erect a framework of knowledge in a child's mind and gradually to bring the child as near as may be to the average level of intelligence. Later in life the facts taught by experience and new discoveries will add themselves to this framework. It is wrong to attempt to upset this natural order and to appeal to a child's mind by diverting it with the spectacle of modern life. Teaching by means of pictures, radio, and the cinema is in itself ineffective; these methods must not be used unless they involve (and this is possible) some effort or special enthusiasm. That which is learned without difficulty is soon forgotten, and for the same reason, oral instruction which does not require the pupil's personal participation is almost always rather useless. Eloquence slides in and out of young minds. To listen is not to work.”

André Maurois (1885–1967) French writer

Naturally this does not apply to the teaching of modern languages.
Un Art de Vivre (The Art of Living) (1939), The Art of Working

Life, Intelligence, Nature, Knowledge

“But suppose we were to teach creationism. What would be the content of the teaching? Merely that a creator formed the universe and all species of life ready-made? Nothing more? No details?”

Isaac Asimov (1920–1992) American writer and professor of biochemistry at Boston University, known for his works of science fiction …

"The Dangerous Myth of Creationism" in Penthouse (January 1982); reprinted as Ch. 2 : "Creationism and the Schools" in The Roving Mind (1983), p. 16
General sources

Life, Universe

“On entering life, then, young people meet with various collective opinions, more or less narrow-minded. The more the individual has it in him to become a real personality, the more he will resist following a herd. But even if an inner voice says to him; “Become thyself! Be thyself!” he hears its appeal with despondency. Has he a self? He does not know; he is not yet aware of it. He therefore looks about for a teacher, an educator, one who will teach him, not something foreign, but how to become his own individual self.
We had in Denmark a great man who with impressive force exhorted his contemporaries to become individuals. But Søren Kierkegaard’s appeal was not intended to be taken so unconditionally as it sounded. For the goal was fixed. They were to become individuals, not in order to develop into free personalities, but in order by this means to become true Christians. Their freedom was only apparent; above them was suspended a “Thou shalt believe!” and a “Thou shalt obey!” Even as individuals they had a halter round their necks, and on the farther side of the narrow passage of individualism, through which the herd was driven, the herd awaited them again one flock, one shepherd.
It is not with this idea of immediately resigning his personality again that the young man in our day desires to become himself and seeks an educator. He will not have a dogma set up before him, at which he is expected to arrive.”

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

Source: An Essay on Aristocratic Radicalism (1889), pp. 9-10

Life, People, Education, Idea

“Fifteen years ago Follett expounded a philosophy of management that even to-day is a generation ahead of practice, and one can find therein a significant parallel with the pioneering work of Frederick W. Taylor. In his teaching, the adoption of a new philosophy of management—“the mental revolution” as he put it—was a fundamental part of his new technique; but, as knowledge of his methods spread, the practice of scientific management was allowed to develop and expand shorn from its underlying philosophy. Mary Follett was not concerned merely with the technique, the methods of management; her contacts with business and its leaders gave her ample chance of seeing the new technique emerge and grow. But with deeper insight she could see what too many business leaders missed, that the philosophy of management and its psychological foundations were still unheeded, perhaps even unknown. In this lies the greatness of her contribution. It is as modern and applicable to-day as it was when first she spoke; it will be as modern and applicable tomorrow.”

Henry C. Metcalf (1867–1942) American business theorist

Source: Dynamic administration, 1942, p. xxvii

Business, Knowledge, Chance, Parting

“To teach pride in knowledge is to put up an effective barrier against any advance upon what is already known, since it makes one ashamed to look beyond the bounds imposed by one's own ignorance.”

G. Spencer-Brown (1923–2016) British mathematician

Appendix 1.
Laws of Form, (1969)

Knowledge

“Good Lord, I see Thee that art very Truth; and I know in truth that we sin grievously every day and be much blameworthy; and I may neither leave the knowing of Thy truth, nor do I see Thee shew to us any manner of blame. How may this be?
For I knew by the common teaching of Holy Church and by mine own feeling, that the blame of our sin continually hangeth upon us, from the first man unto the time that we come up unto heaven: then was this my marvel that I saw our Lord God shewing to us no more blame than if we were as clean and as holy as Angels be in heaven.”

Julian of Norwich (1342–1416) English theologian and anchoress

Summations, Chapter 50
Context: Yet here I wondered and marvelled with all the diligence of my soul, saying thus within me: Good Lord, I see Thee that art very Truth; and I know in truth that we sin grievously every day and be much blameworthy; and I may neither leave the knowing of Thy truth, nor do I see Thee shew to us any manner of blame. How may this be?
For I knew by the common teaching of Holy Church and by mine own feeling, that the blame of our sin continually hangeth upon us, from the first man unto the time that we come up unto heaven: then was this my marvel that I saw our Lord God shewing to us no more blame than if we were as clean and as holy as Angels be in heaven. And between these two contraries my reason was greatly travailed through my blindness, and could have no rest for dread that His blessed presence should pass from my sight and I be left in unknowing how He beholdeth us in our sin. For either behoved me to see in God that sin was all done away, or else me behoved to see in God how He seeth it, whereby I might truly know how it belongeth to me to see sin, and the manner of our blame. My longing endured, Him continually beholding; — and yet I could have no patience for great straits and perplexity, thinking: If I take it thus that we be no sinners and not blameworthy, it seemeth as I should err and fail of knowing of this truth; and if it be so that we be sinners and blameworthy, — Good Lord, how may it then be that I cannot see this true thing in Thee, which art my God, my Maker, in whom I desire to see all truths?

God, Truth, Art, Angels

“The doctrine of the Kingdom of Heaven, which was the main teaching of Jesus, is certainly one of the most revolutionary doctrines that ever stirred and changed human thought.”

H. G. Wells book The Outline of History

Source: The Outline of History (1920), Ch. 28

Change

“But that is not how life teaches you, and I would say that life is the best teacher of all. Most of the time, life does not talk to you. It just sort of pushes you around. Each push is life saying, ‘Wake up. There’s something I want you to learn.”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

Life, Learning, Teachers, Time

“Buddha didn’t teach that life hurts because of pain; it hurts because the cause of suffering hasn’t been examined.”

Deepak Chopra (1946) Indian-American physician, public speaker and writer

The Book of Secrets: Unlocking the Hidden Dimensions of Your Life (2004)

Life, Pain, Suffering, Hurt

“Who is more humble? The scientist who looks at the universe with an open mind and accepts whatever it has to teach us, or somebody who says everything in this book must be considered the literal truth and never mind the fallibility of all the human beings involved?”

Carl Sagan (1934–1996) American astrophysicist, cosmologist, author and science educator

Charlie Rose: An Interview with Carl Sagan http://www.charlierose.com/guest/view/4553, May 27, 1996.

Truth, Books, Universe

“To love, to be beloved again, and know
A gulf between us:—aye, 'tis misery!
This agony of passion, this wild faith,
Whose constancy is fruitless, yet is kept
Inviolate:—to feel that all life's hope,
And light, and treasure, clings to one from whom
Our wayward doom divides us. Better far
To weep o'er treachery or broken vows,—
For time may teach their worthlessness:—or pine
With unrequited love;—there is a pride
In the fond sacrifice—the cheek may lose
Its summer crimson; but at least the rose
Has withered secretly—at least, the heart
That has been victim to its tenderness,
Has sighed unechoed by some one as true,
As wretched as itself.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

The Lover’s Rock from The London Literary Gazette (5th October 1822) Poetical Sketches. 3rd series - Sketch the Fifth
The Vow of the Peacock (1835)

Love, Life, Faith, Hope

“Some Calvinist divines identified an "idol" as anything "feigned in the mind by imagination." There is a haunting similarity between such teachings and Galileo's bold attack upon what he called "secondary qualities" in nature.”

Theodore Roszak (1933–2011) American social historian, social critic, writer

Source: The Gendered Atom: Reflections on the Sexual Psychology of Science (1999), Ch.10 The Black Madonna

Imagination, Nature

“Yes, first impressions do count but every single impression counts. You cannot fake being positive, but you can practise and teach yourself to appear and act in a positive manner.”

Nigel Cumberland (1967) British author and leadership coach

Source: Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), p.18

Appearance

“What really got under Londa’s skin, I soon learned, was not the Messiah’s sermon per se but the discontinuity between its sublime directives and the ignominious course of Western history, a spectacle that, the more we thought about it, increasingly struck Londa and me as largely a fancy-dress danse macabre, Titus Andronicus on a hemispheric and ultimately global scale, though I hastened to point out that the chronicles of other civilizations were likewise awash in blood. What had gone wrong? She wanted to know. When and why had the teachings of Jesus Christ become an optional component of Christianity?”

James K. Morrow (1947) (1947-) science fiction author

Source: The Philosopher's Apprentice (2008), Chapter 6 (pp. 128-129)

History, Learning, Christ

“Genius is supposed to be a power of producing excellencies, which are out of the reach of the rules of art; a power which no precepts can teach, and which no industry can acquire.”

Joshua Reynolds (1723–1792) English painter, specialising in portraits

Discourse no. 6
Discourses on Art

Art

“Some day, even the experts will figure out, that crime is not caused by rap music…or even my music, but by a power structure of self-absorbed property owners so brain dead and stupid they won't even see that if you're too goddamn greedy to pay taxes for schools and services, they're not going to be any good any more! And that uneducated time bombs are a very poor investment as a future work force. And if you go on teaching people that life is cheap, and leave them to rot in ghettos and jails, they may one day feel justified in coming back to rob and kill you. Duh!”

Jello Biafra (1958) singer and activist

"Rob Now, Pay Later", Home Alive: The Art of Self Defense (1996)

Life, People, Stupidity, School

“This is why the mainstream Western academics does not teach Abhinavagupta, Aryabhata, Bharata, Bhartrihari, Shankara, Kalidasa, Kapila, Kautilya, Nagarjuna, Panini, Patanjali and Ramanuja, among many other Indian greats on par with the great Greek thinkers. This violates the principle that the classical thinkers of all civilizations ought to be incorporated into curricula based solely on their merit and current relevance.”

Rajiv Malhotra book Indra's Net

Indra's Net (2014)

“The pursuit of perfection in art must always be a noble duty to the artist, but... Here [at the Drachenfels ] he feels, more than in any other place, too vividly his inability... Stop it, painter! Just please yourself with the impression it makes on your soul; try, if you can, to keep this impression pure, it will teach you how to create …”

Barend Cornelis Koekkoek (1803–1862) painter from the Northern Netherlands

(original Dutch, citaat van B.C. Koekkoek:) Het streven naar volmaaktheid in den kunst moet den kunstenaar steeds een edelen pligt zijn, maar hier.. .Hier [bij de Drachenfels] gevoelt hij, meer dan op eenige andere plek, te levendig zijn onvermogen.. .Laat af, schilder! Vergenoeg u met den indruk dien het op uwe ziel maak; tracht, zo ge kunt, dezen rein te bewaren, het zal u leren scheppen..
Source: Herinneringen aan en Mededeelingen van…' (1841), p. 121

Art, Feeling, Soul, Perfection

“I was born in Iowa. My mom was a social worker and my dad had an education degree but they decided to teach my siblings and me at home. However, Iowa was one of the last three states in the country where homeschooling was illegal. You could literally be taken away from your parents by the government for truancy. That experience as a child really burned into me how an intrusive government could completely change your life. My parents dragged me to the Capitol at 10 and I started working on my first campaign at 12. I still maintain my healthy fear of a big and burdensome government.”

Elijah Haahr (1982)

Up Close and Personal with Speaker Pro Tem Elijah Haahr https://themissouritimes.com/40993/close-personal-speaker-pro-tem-elijah-haahr/ (May 18, 2017)

Life, Education, Fear, Home

“Man's carnivorous nature is not taken for granted, or praised in the fundamental teachings of Judaism. The rabbis of the 111:32). The implication is clear, that Judaism was engaged in weaning men from such practices. Judaism as a religion offers the option of eating animal flesh, and most Jews do, but in our own country there has been a movement towards vegetarianism among very pious Jews. A whole galaxy of central rabbinic and spiritual teachers including several past and present Chief Rabbis of the Holy Land, have been affirming vegetarianism as the ultimate meaning of Jewish moral teaching. They have been proclaiming the autonomy of all living creatures as the value which our religious tradition must now teach to all of its believers.”

Arthur Hertzberg (1921–2006) American rabbi and historian

“The Jewish Declaration on Nature,” from “ The Assisi Declarations http://www.arcworld.org/downloads/THE%20ASSISI%20DECLARATIONS.pdf” in for WWF's 25th anniversary (29 September 1986).

Men, Religion, Nature, Teachers

“The method of arithmetical teaching]] is perhaps the best understood of any of the methods concerned with elementary studies.”

Alexander Bain (1818–1903) Scottish philosopher and educationalist

Source: Education as a Science, 1898, p. 288.

Study

“The chance is high that the truth lies in the fashionable direction. But, on the off-chance that it is in another direction — a direction obvious from an unfashionable view of field theory — who will find it? Only someone who has sacrificed himself by teaching himself quantum electrodynamics from a peculiar and unfashionable point of view; one that he may have to invent for himself.”

Richard Feynman (1918–1988) American theoretical physicist

"The Development of the Space-Time View of Quantum Electrodynamics," Nobel Lecture http://nobelprize.org/physics/laureates/1965/feynman-lecture.html (11 December 1965)

Truth, Fashion, Chance

“There are other difficulties in the way of accepting imperialism as an explanation of Muslim hostility, even if we define imperialism narrowly and specifically, as the invasion and domination of Muslim countries by non-Muslims. If the hostility is directed against imperialism in that sense, why has it been so much stronger against Western Europe, which has relinquished all its Muslim possessions and dependencies, than against Russia, which still rules, with no light hand, over many millions of reluctant Muslim subjects and over ancient Muslim cities and countries? And why should it include the United States, which, apart from a brief interlude in the Muslim-minority area of the Philippines, has never ruled any Muslim population? The last surviving European empire with Muslim subjects, that of the Soviet Union, far from being the target of criticism and attack, has been almost exempt. Even the most recent repressions of Muslim revolts in the southern and central Asian republics of the USSR incurred no more than relatively mild words of expostulation, coupled with a disclaimer of any desire to interfere in what are quaintly called the "internal affairs" of the USSR and a request for the preservation of order and tranquillity on the frontier.
One reason for this somewhat surprising restraint is to be found in the nature of events in Soviet Azerbaijan. Islam is obviously an important and potentially a growing element in the Azerbaijani sense of identity, but it is not at present a dominant element, and the Azerbaijani movement has more in common with the liberal patriotism of Europe than with Islamic fundamentalism. Such a movement would not arouse the sympathy of the rulers of the Islamic Republic. It might even alarm them, since a genuinely democratic national state run by the people of Soviet Azerbaijan would exercise a powerful attraction on their kinsmen immediately to the south, in Iranian Azerbaijan.
Another reason for this relative lack of concern for the 50 million or more Muslims under Soviet rule may be a calculation of risk and advantage. The Soviet Union is near, along the northern frontiers of Turkey, Iran, and Afghanistan; America and even Western Europe are far away. More to the point, it has not hitherto been the practice of the Soviets to quell disturbances with water cannon and rubber bullets, with TV cameras in attendance, or to release arrested persons on bail and allow them access to domestic and foreign media. The Soviets do not interview their harshest critics on prime time, or tempt them with teaching, lecturing, and writing engagements. On the contrary, their ways of indicating displeasure with criticism can often be quite disagreeable.”

Bernard Lewis (1916–2018) British-American historian

Books, The Roots of Muslim Rage (1990)

Hostility, People, Way, Exercises

“The fact is that I spent twenty-five years in the private sector. And that obviously teaches you something that you don't learn if you haven't spent any time in the private sector. If you were to say to me, tell me what you learned from your schooling that would help you be a President, it's like, well, how do I begin going through a list like that? You learn through life's experience. The President's experience has been exclusively in politics and as a community organizer. Both of those are fine areas of endeavor. But right now we have an economy in trouble, and someone who spent their career in the economy is more suited to help fix the economy than someone who spent his life in politics and as a community organizer.”

Mitt Romney (1947) American businessman and politician

2012-05-23
http://thepage.time.com/2012/05/23/the-complete-romney-interview-transcript/
The Complete Romney Interview Transcript
TIME
2012

Life, School, Communication, Learning

“Lead your child by the hand to the great scenes of nature; teach him on the mountain and in the valley. There he will listen better to your teaching; the liberty will give him greater force to surmount difficulties. But in these hours of liberty it should be nature that teaches rather than you. Do not allow yourself to prevail for the pleasure of success in your teaching; or to desire in the least to proceed when nature diverts him; do not take away in the least the pleasure which she offers him. Let him completely realize that it is nature that teaches, and that you, with your art, do nothing more than walk quietly at her side. When he hears a bird warble or an insect hum on a leaf, then cease your talk; the bird and the insect are teaching; your business is then to be silent.”

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

Diary entry (1774-02-15)

Pleasure, Art, Mountain, Business

“That is something I'm very passionate about. I love animals so much. To think that any animal would be trapped — it makes me so sad. It's like living in your bedroom for your entire life and never being able to go outside. … You should always speak up. That's what I'd like to teach my fans — to be real and speak up for things you're passionate about.”

Noah Cyrus (2000) American singer and actress

“Noah Cyrus Fans, Listen Up!,” video for PETA (24 October 2017) https://www.youtube.com/watch?v=OQm-cmCjWYs.

Love, Life, Sadness, Thinking

“There isn't one specific way of teaching. It varies with each student and his/her ability to grasp what is being imparted. Every student has a different purpose for learning. Some think they will get a chance to perform if they learn from a senior musician. Some even ask me to recommend them to sabhas. But I don't. I firmly believe that opportunities should come on their own. But rarely do we get students who are only interested in learning and expect nothing else. One should be passionate about the art if one is to scale heights.”

M. Balamuralikrishna (1930–2016) Carnatic vocalist, instrumentalist and playback singer

Source: Interview by Prince Rama Varma "There's no one way to teach".

Art, Way, Thinking, Learning

“[in response to a question about what was meant by his "cosmic religion"] It is not a religion that teaches that man is made in the image of God—that is anthropomorphic. Man has infinite dimensions and finds God in his conscience. This religion has no dogma other than teaching man that the universe is rational and that his highest destiny is to ponder it and co-create with its laws. There are only two limiting factors: first, that what seems impenetrable to us is as important as what is cut and dried; and, second, that our faculties are dull and can only comprehend wisdom and serene beauty in crude forms, but the heart of man through intuition leads us to greater understanding of ourselves and the universe. My religion is based on Moses: Love God and love your neighbor as yourself. And for me God is the First Cause. David and the prophets knew that there could be no love without justice or justice without love. I don't need any other religious trappings.”

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

Source: Attributed in posthumous publications, Einstein and the Poet (1983), p. 108

Love, Wisdom, God, Religion

“How are you going to teach virtue if you teach the relativity of all ethical ideas? Virtue, if it implies anything at all, implies an ethical absolute. A person whose idea of what is proper varies from day to day can be admired for his broadmindedness, but not for his virtue.”

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

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29

Idea, Personality

“Planning a good society as far ahead as one can see, does not mean that our adventures have ended; they have just begun. Human nature is growing up. As we put behind us the accidents and tears of childhood squabbles and the wooden swords and shields, and begin to try on our new space pilots'" uniform, so to speak, we begin to see what we can teach ourselves and what we can really become with new self-control over new adult powers.”

John R. Platt (1918–1992) American physicist

Cited in: Bernhard Joseph Stern ed. Science and Society. p. 135
Source: The step to man, 1966, p.169.

Nature, Tear, Childhood

“Voices in the dark
And the lights burn low
Teach yourself the art
That you never know
Try to put a message through
To your sweetheart
Won't you like to know
The secrets of the heart?”

Mike Oldfield (1953) English musician, multi-instrumentalist

Song lyrics, Discovery (1984)

Secret, Art, Light, Heart

“Believe in Jesus Christ, our Savior and our Redeemer, the Son of God, who came to earth and walked the dusty roads of Palestine-the Son of God-to teach us the way of truth and light and salvation, and who, in one great and glorious act offered an atonement for each of us. He opened the way of salvation and exaltation for each of us, under which we may go forward in the Church and kingdom of God. Be not faithless, but believe in the great and wonderful and marvelous blessings of the Atonement.”

Gordon B. Hinckley (1910–2008) President of The Church of Jesus Christ of Latter-day Saints

Selections from Addresses of President Gordon B. Hinckley, Ensign, Mar. 2001, 64.

God, Truth, Way, Light

“Honest and sincere people contribute in guaranteeing conviviality, freedom and stability. Religious teachings help in promoting and reinforcing ethics, respect, nobility, generosity, modesty, love and rightness.”

Youssef Bey Karam (1823–1889) Lebanese rebel

Youssef Bey Karam Foundation

Love, People, Freedom, Help

“In 1830… Joseph Smith… prophesied that a New Jerusalem would arise in the wilds… The Mormons sent emissaries to the Indians, whom he renamed the Lamanites, inviting them to join the Mormon colonies and to be baptized. Joseph Smith was also to have prophesied in 1843 that if he… lived until 1890—the messiah would appear in human form. …It was in 1890 that… Wovoka appeared and began teaching the [revitalized] Ghost Dance religion.”

Peter Farb (1929–1980) American academic and writer

Man's Rise to Civilization (1968)

Religion, Appearance, Dance

“.. In spite of everything, there is still no more wonderful vocation than to continue to tolerate events and to work on in the name of our mission, in the name of that spirit which lives on in our teaching and in our vision of humanity and art, the spirit which can lead us Jews down the true and just path. But along the way, peoples will spill our blood, and that of others.”

Marc Chagall (1887–1985) French artist and painter

In the last lines of his lecture at the Congress of the Jewish Scientific Institute Vilnius, in 1935, as quoted in Marc Chagall - the Russian years 1906 – 1922, editor Christoph Vitali, exhibition catalogue, Schirn Kunsthalle Frankfurt, 1991, p. 58
after 1930

People, Art, Way

“Captain, my religious belief teaches me to feel as safe in battle as in bed. God has fixed the time for my death. I do not concern myself about that, but to be always ready, no matter when it may overtake me. Captain, that is the way all men should live, and then all would be equally brave.”

Thomas Jackson (1824–1863) Confederate general

Speaking to Captain John D. Imboden (24 July 1861), as quoted in Stonewall Jackson As Military Commander (2000) by John Selby, p. 25; sometimes quoted as "My religious beliefs teach me..."

Death, Men, God, Way

“Much of my criticism of religion comes about when I see it not only affirming the system of normalcy but teaching folks how to live there comfortably. It just increases our “stuckness” in the old world. As does a lot of poor psychotherapy. Cheap religion teaches us how to live successfully in a sick system.”

Richard Rohr (1943) American spiritual writer, speaker, teacher, Catholic Franciscan priest

Source: Everything Belongs: The Gift of Contemplative Prayer (1999), p. 132

World, Religion

“Take an eighteenth century English whig. Let him be a mystic. Endow him with the logical subtlety of the great schoolmen and their belief in the powers of human reason, with the business capacity of a successful lawyer, and with the lucidity of the best type of French mathematician. Inspire him (Heaven knows how) in his early youth with a passion for Hegel. Then subject him to the teaching of Sidgwick and the continual influence of Moore and Russell. Set him to expound Hegel. What will be the result? Hegel himself could not have answered this question a priori, but the course of world history has solved it ambulando by producing McTaggart.”

C. D. Broad (1887–1971) English philosopher

From John McTaggart Ellis McTaggart (1928)

Youth, World, History, Question

“Rammstein is an award-winning music-based German-teaching system for American goths.”

Johannes Grenzfurthner (1975) Austrian artist, writer, curator, and theatre and film director

lecture performance at Mueumsquartier, Vienna, 2016

Music

“Above all, I would teach him to tell the truth. Truth-telling, I have found, is the key to responsible citizenship. The thousands of criminals I have seen in 40 years of law enforcement have had one thing in common: Every single one was a liar.”

J. Edgar Hoover (1895–1972) American law enforcement officer and first director of the FBI

"What I Would Tell a Son," Family Weekly (14 July 1963).

Truth, Law

“Poetry teaches the enormous force of a few words, and, in proportion to the inspiration, checks loquacity.”

Ralph Waldo Emerson (1803–1882) American philosopher, essayist, and poet

Parnassus, Preface (1874)

“When the government grants preferences on the basis of race, it teaches the people that discrimination is acceptable. Our laws must reflect the principle that the government discrimination on the basis of race or sex is not to be tolerated. Americans look to our government to exemplify what is right and just. So long as the federal government recognizes people as unequal under the law, we cannot achieve the fundamental truth the American people already know: we are all entitled to equal protection of the law. This legislation will ensure that the federal government leads the way in respecting this basic American principle.”

Charles T. Canady (1954) American politician and judge

The Civil Rights Act of 1997 http://www.fed-soc.org/publications/detail/the-civil-rights-act-of-1997 (December 1, 1997)

People, Truth, Law, Sex

“Abraham teaches us the right way of conversing with God: "And Abraham fell on his face, and God talked with him." When we plead with Him, our faces should be in the dust.”

Richard Cecil (clergyman) (1748–1810) British Evangelical Anglican priest and social reformer

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 332.

God, Way

“So far from holding God to be finite, I hold, and in the book clearly teach, that all minds are infinite (in the true qualitative sense of the word), and God preeminently so. (See my pp. 330 seq., 363, and 373). Eternity, self-existence, self-activity, freedom, and infinity are to me all interchangeable terms, and are so treated wherever they turn up in the course of the book. My reviewer falls into a non sequitur when he concludes that I make God finite because I make him one of a community of spirits, each absolutely real; not God's finitude, but his definiteness, is what follows from that. This confusion of the definite with the finite is very common, and is the explanation of two tendencies in sceptical thinking — the tendency to deny the personality of God, whose infinity is supposed to mean his utter indefiniteness, and the tendency, in recoil from the former, to assert God's finitude in order to save his personality, which of course must be definite. But the true infinite, as distinguished from the pseudo-infinite, the infinite of quality in contrast to the infinite of quantity, is entirely definite; more definite, indeed, than any finite can be.”

George Holmes Howison (1834–1916) American philosopher

Source: The Limits of Evolution, and Other Essays, Illustrating the Metaphysical Theory of Personal Ideaalism (1905), Appendix E: Reply to Criticisms of Mr. J.M.E. McTaggert, p.421-2

God, Books, Communication, Thinking

“Thoroughly to teach another is the best way to learn for yourself.”

Tryon Edwards (1809–1894) American theologian

Source: A Dictionary of Thoughts, 1891, p. 562.

Way, Learning

“The wise men understood that this natural world is simply a guarantee that there exists a world that is perfect. God created the world so that, through its visible objects, men could understand his spiritual teachings and the marvels of his wisdom. That's what I mean by action.”

Paulo Coelho book The Alchemist

Source: The Alchemist (1988), p. 151.

Wisdom, Men, God, World

“Religions do not teach doubt.”

Gregory Benford book Timescape

Source: Timescape (1980), Chapter 27 (p. 322)

Religion

“He said nothing to gratify curiosity, or to satisfy man's ambition by opening doors to worldly greatness. In all His teaching, Christ brought the mind of man in contact with the Infinite Mind. He did not direct the people to study men's theories about God, His word, or His works. He taught them to behold Him as manifested in His works, in His word, and by His providences.
Christ did not deal in abstract theories, but in that which is essential to the development of character, that which will enlarge man's capacity for knowing God, and increase his efficiency to do good. He spoke to men of those truths that relate to the conduct of life, and that take hold upon eternity.”

Ellen G. White book Christ's Object Lessons

Source: Christ's Object Lessons (1900), Ch. 1, p. 23

Life, Men, God, People

“All machinery is derived from nature, and is founded on the teaching and instruction of the revolution of the firmament.”

Vitruvius book De architectura

Source: De architectura (The Ten Books On Architecture) (~ 15BC), Book X, Chapter I, Sec. 4

Nature

“Christianity set itself the goal of fulfilling man’s unattainable desires, but for that very reason ignored his attainable desires. By promising man eternal life, it deprived him of temporal life, by teaching him to trust in God’s help it took away his trust in his own powers; by giving him faith in a better life in heaven, it destroyed his faith in a better life on earth and his striving to attain such a life. Christianity gave man what his imagination desires, but for that very reason failed to give him what he really and truly desires.”

Ludwig Feuerbach (1804–1872) German philosopher and anthropologist

Lecture XXX, Atheism alone a Positive View <br class="br"> Lectures on the Essence of Religion http://www.marxists.org/reference/archive/feuerbach/works/lectures/index.htm (1851)

Life, God, Faith, Imagination

“If “humility” means nothing more than the capacity to learn from criticism, then it has an undoubted value; but if “humility” means a willingness to submit to authority—to abandon or to modify what one is doing merely because it does not accord with the teachings of the Bible or the thoughts of Chairman Mao—then it is death to the spirit: the proper name for it, indeed, is “servility.””

John Passmore (1914–2004) Australian philosopher

Source: The Perfectibility of Man (1971), p. 289.

Death, Learning

“The freedom secured by the Constitution consists, in one of its essential dimensions, of the right of the individual not to be injured by the unlawful exercise of governmental power. The mandate for segregated schools, Brown v. Board of Education, 347 U. S. 483 (1954); a wrongful invasion of the home, Silverman v. United States, 365 U. S. 505 (1961); or punishing a protester whose views offend others, Texas v. Johnson, 491 U. S. 397 (1989); and scores of other examples teach that individual liberty has constitutional protection, and that liberty’s full extent and meaning may remain yet to be discovered and affirmed. Yet freedom does not stop with individual rights. Our constitutional system embraces, too, the right of citizens to debate so they can learn and decide and then, through the political process, act in concert to try to shape the course of their own times and the course of a nation that must strive always to make freedom ever greater and more secure. Here Michigan voters acted in concert and statewide to seek consensus and adopt a policy on a difficult subject against a historical background of race in America that has been a source of tragedy and persisting injustice. That history demands that we continue to learn, to listen, and to remain open to new approaches if we are to aspire always to a constitutional order in which all persons are treated with fairness and equal dignity. Were the Court to rule that the question addressed by Michigan voters is too sensitive or complex to be within the grasp of the electorate; or that the policies at issue remain too delicate to be resolved save by university officials or faculties, acting at some remove from immediate public scru-tiny and control; or that these matters are so arcane that the electorate’s power must be limited because the people cannot prudently exercise that power even after a full debate, that holding would be an unprecedented restriction on the exercise of a fundamental right held not just by one person but by all in common. It is the right to speak and debate and learn and then, as a matter of political will, to act through a lawful electoral process.”

Anthony Kennedy (1936) Associate Justice of the Supreme Court of the United States

Schuette v. Coalition to Defend Affirmative Action, 572 U. S. ____, (2016), plurality opinion.

People, Education, School, Law

“Valuable thought occurred today to share. Obvious in the moment. Can't retrieve now. Didn't capture. I teach this. Damn.”

David Allen (1945) American productivity consultant and author

18 November 2009 https://twitter.com/gtdguy/status/5819997093 <br class="br"> Official Twitter profile (@gtdguy) https://twitter.com/gtdguy

“Literature is no longer Necessary Teaching is left.”

Jack Kerouac (1922–1969) American writer

Some of the Dharma (1997)

Literature

“What humiliation, what disgrace for us all, that it should be necessary for one man to exhort other men not to be inhuman and irrational towards their fellow-creatures! Do they recognise, then, no mind, no soul in them — have they not feeling, pleasure in existence, do they not suffer pain? Do their voices of joy and sorrow indeed fail to speak to the human heart and conscience — so that they can murder the jubilant lark, in the first joy of his spring-time, who ought to warm their hearts with sympathy, from delight in bloodshed or for their ‘sport,’ or with a horrible insensibility and recklessness only to practise their aim in shooting! Is there no soul manifest in the eyes of the living or dying animal — no expression of suffering in the eye of a deer or stag hunted to death — nothing which accuses them of murder before the avenging Eternal Justice? …. Are the souls of all other animals but man mortal, or are they essential in their organisation? Does the world-idea (Welt-Idee) pertain to them also — the soul of nature — a particle of the Divine Spirit? I know not; but I feel, and every reasonable man feels like me, it is in miserable, intolerable contradiction with our human nature, with our conscience, with our reason, with all our talk of humanity, destiny, nobility; it is in frightful (himmelschreinder) contradiction with our poetry and philosophy, with our nature and with our (pretended) love of nature, with our religion, with our teachings about benevolent design — that we bring into existence merely to kill, to maintain our own life by the destruction of other life. …. It is a frightful wrong that other species are tortured, worried, flayed, and devoured by us, in spite of the fact that we are not obliged to this by necessity; while in sinning against the defenceless and helpless, just claimants as they are upon our reasonable conscience and upon our compassion, we succeed only in brutalising ourselves. This, besides, is quite certain, that man has no real pity and compassion for his own species, so long as he is pitiless towards other races of beings.”

Bogumil Goltz (1801–1870) German humorist and satirist

Das Menschendasein in seinen weltewigen Zügen und Zeichen (1850); as quoted in The Ethics of Diet: A Catena of Authorities Deprecatory of the Practice of Flesh-eating https://archive.org/stream/ethicsofdietcate00will/ethicsofdietcate00will#page/n3/mode/2up by Howard Williams (London: F. Pitman, 1883), pp. 287-286.

Love, Life, Death, Men

“The object of this book is to suggest certain lines of thought as to the deep truths underlying Christianity, truths generally overlooked, and only too often denied. The generous wish to share with all what is precious, to spread broadcast priceless truths, to shut out none from the illumination of true knowledge, has resulted in a zeal without discretion that has vulgarised Christianity, and has presented its teachings in a form that often repels the heart and alienates the intellect. The command to “preach the gospel to very creature” – though admittedly by doubtful authenticity – has been interpreted as forbidding the teaching of Gnosis to a few, and has apparently erased the less popular saying of the same Great Teacher “Give not that is holy unto the dogs, neither cast ye your pearls before swine.””

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

In Esoteric Christianity: Or, The Lesser Mysteries http://books.google.co.in/books?id=XLUipprqQkAC&pg=PT2, p. 2

Truth, Dogs, Knowledge, Swine

“Religion is the secret of life. It teaches us to love, to serve, to forgive, to endure, and to interact with our brothers and sisters with empathy and compassion. Advaita (non-duality) is a purely subjective experience. But in daily life it may be expressed as love and compassion. This is the great lesson taught by the great saints and sages of India, the exponents of Sanatana Dharma.”

Mata Amritanandamayi (1953) Hindu spiritual leader and guru

May Your Hearts Blossom (1993)

Love, Life, Secret, Religion

“The substance of the teaching of the "Gita" is contained in Chapter XI Ver. 55, which translated reads: "
He who does work for me, he who
looks upon Me as his goal,
he who worships me, free from
attachment, he who is free
from enmity to all creatures, he goes to me."”

Peter de Noronha (1897–1970) Indian businessman

The Pageant of Life (1964), On The Gita

Reading

“We are simultaneously supposed to gasp in awe at teachers' raw dedication and be forced to listen to their incessant caterwauling about how they don't make enough money. Well, which is it? Are they dedicated to teaching tomorrow's future or are they in it for the money? After all the carping about how little teachers are paid, if someone enters the teaching profession for the big bucks, aren't they too stupid to be teaching our kids?”

Ann Coulter (1961) author, political commentator

2006, Godless : The Church of Liberalism (2006)

Money, Stupidity, Teachers, Future

“As we look upon that agony and those tearful prayers, let us not only look with thankfulness; but lot that kneeling Saviour teach us that in prayer alone can we be forearmed against our lesser sorrows; that strength to bear flows into the heart that is opened in supplication; and that a sorrow which we are made able to endure is more truly cohijuered than a sorrow which we avoid.”

Alexander Maclaren (1826–1910) British minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 71.

Tear, Heart

“Science is knowledge which we understand so well that we can teach it to a computer; and if we don't fully understand something, it is an art to deal with it.”

Donald Ervin Knuth (1938) American computer scientist

Source: Computer Programming as an Art (1974), p. 668

Art, Understanding, Knowledge, Science

“Dad, by example and through his teaching, had helped me understand something that has been with me since that time: When something we learn contradicts Scripture, we need to first of all go to the Bible and study the words in context very carefully. If, after doing this, we are sure the Bible still clearly means what we had previously gleaned, then we need to question the ideas that contradict the Bible's words. Then, even if we can't find an explanation that shows where the secular idea is in error, we need to continue to search and wait for the answer. Even if we don't find answers in our lifetime, we cannot reinterpret Scripture. To do so would be to make man's ideas infallible and God's Word fallible. This would put us on a course of compromise and unbelief through the rest of Scripture, and Dad often warned us of this "slippery slope."”

Ken Ham (1951) Australian young Earth creationist

Raising Godly Children in an Ungodly World: Leaving a Lasting Legacy (2008)

God, Error, Search, Idea

“When I ask the classes I teach, “How many of you can cook a better hamburger than McDonald’s?” almost all the students raise their hands. I then ask, “So if most of you can cook a better hamburger, how come McDonald’s makes more money than you?” The answer is obvious: McDonald’s is excellent at business systems. The reason so many talented people are poor is because they focus on building a better hamburger and know little to nothing about business systems.”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

Money, People, Business, Cooking

“My "Poems" were written without a purpose, other than the expression of faiths and ideals strongly realized and emotions keenly felt. They were written for the joy of writing, and for the satisfaction of an irresistible impulse. It is my belief that it is not the business of art either to teach or to preach.”

Florence Earle Coates (1850–1927) American writer and poet

Written at Camp Elsinore, Upper St. Regis Lake, New York, June 24, 1898. From Book News, Aug 1898.

Faith, Art, Business, Joy

“"Ylma is having you work it out in the most gruesome way possible… so that when she teaches you how it's really done, it'll seem that much easier…. Like hitting yourself in the head with a hammer—it feels so good when you stop." This was the oldest joke in the world, but Barb hadn't heard it before, and he became so amused that he got physically excited and had to run back and forth across the kitchen several times to flame off energy. A few weeks ago, I would have been alarmed by this and would have tried to calm him down, but now I was used to it, and knew that if I approached him physically things would get much worse.”

Neal Stephenson book Anathem

Part 4, "Anathem"
Anathem (2008)

World, Way, Feeling, Time

“Christ has been much misinterpreted by the world. Even the most elementary principles of his teachings have been desecrated, and their esoteric depths have been forgotten. They have been crucified at the hands of dogma, prejudice, and cramped understanding. Genocidal wars have been fought, people have been burned as witches and heretics, on the presumed authority of man-made doctrines of Christianity. How to salvage the immortal teachings from the hands of ignorance? We must know Jesus as an Oriental Christ, a supreme yogi who manifested full mastery of the universal science of God-union, and thus could speak and act as a savior with the voice and authority of God.”

Paramahansa Yogananda (1893–1952) Yogi, a guru of Kriya Yoga and founder of Self-Realization Fellowship

The Second Coming of Christ: The Resurrection of the Christ Within You, (2004) by Yogananda

God, War, People, World

“Reza Shah was not an atheist and could best be described as an agnostic. He was, for a while, fascinated by the teachings of Zoroaster, Iran's pre-Islamic prophet, but his fascination should be understood in the context of his old soldier's dream of restoring Iran to its ancient grandeur. Mohammad-Reza, on the other hand, was deeply religious, even to the point of rejecting all free will.”

Amir Taheri (1942) Iranian journalist

The Unknown Life of the Shah (1991)

Dreams

“Ichthyophils imagine that human beings want a life in which they can make their own choices. But what if they can be fulfilled only by a life in which they follow each other? The majority who obey the fashion of the day may be acting on a secret awareness that they lack the potential for a truly individual existence. Liberalism – the ichthyophil variety, at any rate – teaches that everyone yearns to be free. Herzen’s experience of the abortive European revolutions of 1848 led him to doubt that this was so. It was because of his disillusionment that he criticized Mill so sharply. But if it is true that Mill was deluded in thinking that everyone loves freedom, it may also be true that without this illusion there would be still less freedom in the world. The charm of a liberal way of life is that it enables most people to renounce their freedom unknowingly.”

John Gray (1948) British philosopher

An Old Chaos: Ichthyophils and Liberals (p. 62)
The Silence of Animals: On Progress and Other Modern Myths (2013)

Love, Life, People, Secret

“Your desire or beliefs will literally be reaching back into time, teaching the nerves new tricks. Definite reorganizations in that past will occur in your present, allowing you to behave in entirely new fashions. Learned behavior therefore alters not only present and future but also past conduct.”

Jane Roberts (1929–1984) American Writer

Source: The Nature of Personal Reality (1974), p. 359 Session 654

Behavior, Fashion, Learning, Time

“Teaching others, he corrected himself.”

Dejan Stojanovic (1959) poet, writer, and businessman

“Socrates,” p. 67
The Sun Watches the Sun (1999), Sequence: “A Stone and a Word”

“Thomas considers that a religious may legitimately aspire to the title and functions of master, but since he could only teach divine things, it is only in relation to the science of divine things that secular sciences can legitimately interest him. This is demanded by the very essence of the contemplative life, the teaching of which is nothing but its immediate extension into the order of the active life.”

Étienne Gilson (1884–1978) French historian and philosopher

Introduction
Thomism: The Philosophy of Thomas Aquinas

Life, Science

“I teach identity leadership, based on the philosophy that you can’t lead anybody else until you lead yourself. Once you understand who you are, you can really focus on becoming the expert in your field.”

Stedman Graham (1951) American businessman

Financial Post: "'The key is to know who you are': Stedman Graham talks investing, self-leadership and Oprah" https://business.financialpost.com/executive/leadership/the-key-is-to-know-who-you-are-stedman-graham-talks-investing-self-leadership-and-oprah (27 April 2018)

Understanding

“I am a skeptic about everything, including God and atheism. I am not certain about issues of cosmology.… I am more certain that the miraculous stories that form the basis of most religious beliefs are myths. Yet I respect the Bible and enjoy reading and teaching it. Indeed, I find it even more fascinating as a human creation than as a divine revelation. I consider myself a committed Jew, but I do not believe that being a Jew requires belief in the supernatural.… Indeed, it is while praying that I experience my greatest doubts about God, and it is while looking at the stars that I make the leap of faith.… If there is a governing force, He (or She or It) is certainly not in touch with those who purport to be speaking on His behalf.”

Alan M. Dershowitz (1938) American lawyer, author

"Taking Disbelief Out of the Closet", Free Inquiry, 19(3), p. 7, Summer 1999.

God, Faith, Star, Reading

“The teacher offers guidance here and there, but the primary factor, the driving force, in your relationship and work together is the student's own commitment and desire to learn. Teaching is like sailing: The wind and the sails give the boat its motion. Your role (as a teacher) is to steer and guide.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Learning, Teachers

“The competitive ethic, which teaches children that they must advance at the expense of others, should be replaced by values of cooperation and a pursuit of excellence for its own sake.”

James W. Prescott (1930) American psychologist

"Body Pleasure and the Origins of Violence" (1975)

Children

“There's a good reason why nobody studies history. It just teaches you too much.”

Noam Chomsky (1928) american linguist, philosopher and activist

KGNU benefit at the University of Colorado at Boulder, April 5, 2003 (context: João Goulart) http://www.freespeech.org/fsitv/fscm2/contentviewer.php?content_id=299 <br class="br">Quotes 2000s, 2003

History, Study

“I am going to teach the South American republics to elect good men.”

Woodrow Wilson (1856–1924) American politician, 28th president of the United States (in office from 1913 to 1921)

Statement to British envoy William Tyrrell explaining his policy on Mexico (November 1913)
1910s

Men

“In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Introduction
Mindstorms: Children, Computers, and Powerful Ideas (1980)

School, Art, Mathematics, Idea

“"Fools," said I, "you do not know
Silence like a cancer grows
Hear my words that I might teach you
Take my arms that I might reach you"
But my words like silent raindrops fell
And echoed in the wells of silence.”

Paul Simon (1941) American musician, songwriter and producer

The Sound of Silence
Song lyrics, Wednesday Morning, 3 A.M. (1964)

Fools, Silence

“I know I’m also the girl who’s Chinese family doesn’t speak Chinese, and I’ve grown up watching Western philosophy movies teaching me that I should follow my heart and that I can do and be anything I desire. It almost feels like sometimes I’m too Asian, and then other times I’m not Asian enough. I don’t know… I’m not typical. I don’t fit the box. I’m just ME… Moments like these push me to grow and become better and all I can do is be the best me I can be and trust that what’s right for me will come along.”

Nikki SooHoo (1988) American actress

My Reflection in Mulan http://nikkisoohoo.com/blog/2016/11/7/my-reflection-in-mulan (November 7, 2016)

Family, Feeling, Girl, Time

“But the projects with which the architects of Russian proletarian architecture present us are not only based on pure imagination, but their construction would, if they were fitted for realization, entail enormous waste of space and materials. The dwelling complex 'Wolkenbügel' [architecture, designed by Lissitzky, with the help of [ w:Emil Roth - Swiss architect, 1924] (assuming that one could live here without either freezing or melting!), shaped like a 4, stands in a very un-constructive way on three legs in which the elevators are located. The latter take up as much space as would one or more skyscrapers. And these 'architects' are to teach the West what architecture is!”

Theo van Doesburg (1883–1931) Dutch architect, painter, draughtsman and writer

Quote of Theo van Doesburg, in Architecture and revolution — Revolutionary architecture? Utopian designs by Tatlin, Lissitzky, and others, Theo van Doesburg, in 'Het Bouwbedrijf' (1928)
1926 – 1931

Way, Imagination, Help

“Most lawyers are used to trying to win a case on some kind of technical or evidentiary ground. We had to teach them to rethink death cases. Most capital defendants are guilty.”

Morris Dees (1936) American activist

1990 Interview with Morris Dees https://www.jstor.org/stable/29759412?seq=1#page_scan_tab_contents Litigation (American Bar Association)

Death

“The best of those amongst you is the one who learns the Qur’an and then teaches it to others.”

Muhammad (570–632) Arabian religious leader and the founder of Islam

Al-Amali of Shaykh at-Tusi, Volume 1, Page 5
Shi'ite Hadith

Learning

“The Christian movement began with John the Baptist. … in his recorded teaching to the people there is not a word about the customary ritual of religion, about increased Sabbath observance, about stricter washings and sacrifices, or the ordinary exercises of piety. He spoke only of repentance, of ceasing from wrongdoing. He hailed the professional exponents of religion who came to hear him, as a brood of snakes wriggling away from the flames of the judgment. …The way to prepare for the Messianic era and to escape the wrath of the Messiah was to institute a brotherly life and to equalize social inequalities.”

Walter Rauschenbusch (1861–1918) United States Baptist theologian

Source: Christianity and the Social Crisis (1907), Ch.2 The Social Aims of Jesus, p. 49-50

Life, People, Religion, Way

“I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."The child apparently had learned what the word looked like — he had learned the visual shape of the word perfectly. The teacher, however, was teaching another aspect of reading — what words mean, what words stand for or symbolize. As often happens, what the teacher had taught and what Gary had learned were strangely incongruent.As it turned out, my friend's son always learned visual material best and fastest, a mode of learning consistently preferred by a number of students. Unfortunately, the school world is mainly a verbal, symbolic world, and learners like Gary must adjust, that is, put aside their best way of learning and learn the way the school decrees. My friend's child, fortunately, was able to make this change, but how many other students are lost along the way?”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.237

World, School, Way, Home

“Harry Dresden: Tonight you will be visited by three spirits, the ghosts of indictment past, present and future. They will teach you the true meaning of "you are still a scumbag criminal."”

Jim Butcher The Dresden Files

The Dresden Files, White Night (2007)

Past, Future

“There is no one in the world who would be more pleased to see an absolute unity in Ireland than I would, and it could be purchased tomorrow, at what does not seem to me a very big price. If the South and West of Ireland came forward tomorrow to Ulster and said – "Look here, we have to run our old island, and we have to run her together, and we will give up all this everlasting teaching of hatred of England, and we will shake hands with you, and you and we together, within the Empire, doing our best for ourselves and the United Kingdom, and for all His Majesty's Dominion will join together", I will undertake that we would accept the handshake.”

Edward Carson, Baron Carson (1854–1935) Irish politician, barrister and judge

Speech in Torquay, 30 January 1921.

World

“My dearest wish is the liberation of Namibia, for whose freedom I am quite prepared to give my life. I am conscious that I may never see the fulfilment of this hope within my own lifetime. I am more conscious for the many, many failures to achieve or accomplish what I might have achieved, as well as my failures to convince people, to win over support for our struggle within this country and elsewhere. I am deeply conscious of my failures to love, to show more patience when people have shown an inability to grasp our situation or have responded with stubborn aggression or anger. My constant reproach to myself is, if I had been more loving, perhaps Bishop X would have responded or Archbishop Y might have been more positive. But the very failing has its lessons to teach my brother and sister Namibians who will come after me and who will carry forward the struggle, learning from my mistakes. God can use my failures as well as my successes. This is a cause for great hope. "When I am weakest then am strongest!"”

Colin Winter (1928–1981) Bishop of Damaraland noted for opposing apartheid; exiled Bishop of Namibia; Irish-British Anglican bishop

God can turn my failures into triumphs: this is the mystery of the Cross. <br class="br"> The Breaking Process http://www.getcited.org/pub/103428837, London: SCM Press Ltd., 1981, p. 99. ISBN 0334001390

Love, Life, God, People

“It is over twenty years since I first heard of Hong-lou meng and the great fascination it holds for its readers (despite the fact that there has never been a complete or definitive text). I was once lucky enough to borrow a copy from a friend. Reading it (in this incomplete state) was indeed a tantalizing experience.
In the spring of this year, my friend Cheng Weiyuan came to see me and showed me the complete text that he had purchased. 'This,' he said, 'is the fruit of my labours over several years. Bit by bit I have pieced it together, with a view to publishing it for fellow-lovers of the novel. As you are at a bit of a loose end, and in need of a restorative, will you share the labour [of preparing the manuscript for the press] with me?'
Although it was only a novel, the book contained nothing contrary to the tenets of Confucian teaching, and so I gladly accepted, and fell upon the task with the eagerness of the Persian slave when he saw his pearl! Now that the work is done, I have described these circumstances for the reader's information.”

Gao E (writer)

Preface (dated 27 December 1791) to the first Cheng-Gao edition of Dream of the Red Chamber, as translated by John Minford in The Story of the Stone: The Debt of Tears (Penguin, 1979), Appendix I, p. 386

Books, Spring, Lovers, Reading

“Teach your children or your grandchildren Chinese. It is going to be the most important language of their lifetimes.”

Jim Rogers (1942) American writer

A Bull in China (2007)

Children

“We are sometimes told that we are not a biblical church. We are a biblical church. This wonderful testament of the Old World, this great and good Holy Bible is one of our standard works. We teach from it. We bear testimony of it. We read from it. It strengthens our testimony. And we add to that this great second witness, the Book of Mormon, the testament of the New World, for as the Bible says, "In the mouth of two or three witnesses shall [all things] be established" (2 Cor. 13:1).””

Gordon B. Hinckley (1910–2008) President of The Church of Jesus Christ of Latter-day Saints

Selections from Addresses of President Gordon B. Hinckley, Ensign, Mar. 2001, 64.

Books, World, Reading

“How scientists go about their job: and it's a process, it's a question of asking questions, respecting observation, respecting experiment, having tentative explanations and then testing them…. There is a problem sometimes with how we teach science at schools. Because we sometimes teach it as if it has been chiseled in stone.”

Paul Nurse (1949) Nobel prize winning British biochemist

in Charlie Rose Science Series: The Imperative of Science http://www.charlierose.com/view/interview/9027 with Paul Nurse, President of Rockefeller University, Harold Varmus, president of Memorial Sloan-Kettering Cancer Center, Shirley Ann Jackson, President of Rensselaer Polytechnic Institute, Bruce Alberts, Editor-In-Chief of Science and Lisa Randall of Harvard University.

School, Question, Problem, Science

“I think seeds for doubt can be sown when a Christian is taught a narrow perspective in certain areas, and later, when that teaching is challenged by alternatives, the person panics. -Appalachian Melody.”

Mark Heard (1951–1992) American musician and record producer

Liner Notes

Thinking, Personality

“Christianity does not, repeat, not, look forward to a gradual betterment of human behaviour and society or to the progressive spread of peace and justice upon earth. Still less does Christianity purport to offer a scheme or general outline for bringing that about. Quite the reverse, it uniformly teaches, as if to emphasize the point for good measure, that things will get worse rather than better before we are through.”

Enoch Powell (1912–1998) British politician

Wrestling with the Angel (1977), p. 61
1970s

Peace, Justice

“What is wonderful about a university like LSE is that you not only receive teaching of very high quality, you also learn where to find the knowledge you are seeking. And you make unexpected discoveries; it was a Marxist professor who introduced me to the work of Cardinal Newman, a great master of English prose as well as theology.”

Pierre Trudeau (1919–2000) 15th Prime Minister of Canada

Part 1, 1919 - 1968 The Road to 24 Sussex Drive, p. 46
Memoirs (1993)

Knowledge, Learning, Universe

“There is no. man, there is no people, without a God. That God may be a visible idol, carved of wood or stone, to which sacrifice is offered in the forest, in the temple, or in the market-place; or it may be an invisible idol, fashioned in a man's own image and worshipped ardently at his own personal shrine. Somewhere in the universe there is that in which each individual has firm faith, and on which he places steady reliance. The fool who says in his heart "There is no God" really means there is no God but himself. His supreme egotism, his colossal vanity, have placed him at the center of the universe which is thereafter to be measured and dealt with in terms of his personal satisfactions. So it has come to pass that after nearly two thousand years much of the world resembles the Athens of St. Paul's time, in that it is wholly given to idolatry; but in the modern case there are as many idols as idol worshippers, and every such idol worshipper finds his idol in the looking-glass. The time has come once again to repeat and to expound in thunderous tones the noble sermon of St. Paul on Mars Hill, and to declare to these modern idolaters "Whom, therefore, ye ignorantly worship, Him declare I unto you."
There can be no cure for the world's ills and no abatement of the world's discontents until faith and the rule of everlasting principle are again restored and made supreme in the life of men and of nations. These millions of man-made gods, these myriads of personal idols, must be broken up and destroyed, and the heart and mind of man brought back to a comprehension of the real meaning of faith and its place in life. This cannot be done by exhortation or by preaching alone. It must be done also by teaching; careful, systematic, rational teaching, that will show in a simple language which the uninstructed can understand what are the essentials of a permanent and lofty morality, of a stable and just social order, and of a secure and sublime religious faith.
Here we come upon the whole great problem of national education, its successes and its disappointments, its achievements and its problems yet unsolved. Education is not merely instruction far from it. It is the leading of the youth out into a comprehension of his environment, that, comprehending, he may so act and so conduct himself as to leave the world better and happier for his having lived in it. This environment is not by any means a material thing alone. It is material of course, but, in addition, it is intellectual, it is spiritual. The youth who is led to an understanding of nature and of economics and left blind and deaf to the appeals of literature, of art, of morals and of religion, has been shown but a part of that great environment which is his inheritance as a human being. The school and the college do much, but the school and the college cannot do all. Since Protestantism broke up the solidarity of the ecclesiastical organization in the western world, and since democracy made intermingling of state and church impossible, it has been necessary, if religion is to be saved for men, that the family and the church do their vital cooperative part in a national organization of educational effort. The school, the family and the church are three cooperating educational agencies, each of which has its weight of responsibility to bear. If the family be weakened in respect of its moral and spiritual basis, or if the church be neglectful of its obligation to offer systematic, continuous and convincing religious instruction to the young who are within its sphere of influence, there can be no hope for a Christian education or for the powerful perpetuation of the Christian faith in the minds and lives of the next generation and those immediately to follow. We are trustees of a great inheritance. If we abuse or neglect that trust we are responsible before Almighty God for the infinite damage that will be done in the life of individuals and of nations…. Clear thinking will distinguish between men's different associations, and it will be able to render unto Caesar the things which are Caesar's, and to render unto God the things which are God's.”

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

Making liberal men and women : public criticism of present-day education, the new paganism, the university, politics and religion https://archive.org/stream/makingliberalmen00butluoft/makingliberalmen00butluoft_djvu.txt (1921)

Life, Men, God, People

“An accomplished woman almost always knows more than we men, though her knowledge is of a different sort. I am sure you could teach me a thousand things--as an exquisite bird could teach a bear if there were any common language between them. Happily, there is a common language between women and men, and so the bears can get taught.”

George Eliot book Middlemarch

Middlemarch (1871)

Women, Men, Knowledge, Bird

Quotes about teaching page 11

Quotes about teaching
page 11