Quotes about teaching (2663 quotes, page 12)

“I came to MIT from Harvard University, where I was a lecturer. I had been at the Harvard Psychoacoustic Laboratory during World War II and stayed on at Harvard as a lecturer, mainly doing research, but also a little bit of teaching—statistics and physiological psychology—subjects like that.
Then there came a time that I thought that I had better go pay attention to my career. I had just been having a marvelous time there. I am not a good looker for jobs; I just came to the nearest place I could, which was in our city. I arranged to come down here and start up a psychology section, which we hoped would eventually become a psychology department. For the purposes of having a base of some kind I was in the Electrical Engineering Department. I even taught a little bit of electrical engineering.
I fell in love with the summer study process that MIT had. They had one on undersea warfare and overseas transport—a thing called Project Hartwell. I really liked that. It was getting physicists, mathematicians—everybody who could contribute—to work very intensively for a period of two or three months. After Hartwell there was a project called Project Charles, which was actually two years long (two summers and the time in between). It was on air defense. I was a member of that study. They needed one psychologist and 20 physicists. That led to the creation of the Lincoln Laboratory. It got started immediately as the applied section of the Research Laboratory for Electronics, which was already a growing concern at MIT.”

J. C. R. Licklider (1915–1990) American psychologist and computer scientist

Licklider in: " An Interview with J. C. R. LICKLIDER http://conservancy.umn.edu/bitstream/107436/1/oh150jcl.pdf" conducted by William Aspray and Arthur Norberg on 28 October 1988, Cambridge, MA.

Love , War , World , Hope

“More than any of his predecessors Plato appreciated the scientific possibilities of geometry... By his teaching he laid the foundations of the science, insisting upon accurate definitions, clear assumptions, and logical proof. His opposition to the materialists, who saw in geometry only what was immediately useful to the artisan and the mechanic is… clear. …That Plato should hold the view… is not a cause for surprise. The world's thinkers have always held it. No man has ever created a mathematical theory for practical purposes alone. The applications of mathematics have generally been an afterthought.”

David Eugene Smith (1860–1944) American mathematician

Source: History of Mathematics (1923) Vol.1, p. 90

World , Mathematics , Science

“Although teaching in the class is so terribly tiring... I continued my work perfunctorily in a way that nobody could notice it. Because I lived with that firm intention: in a few years I will start painting. And I saved for this by being as sober as possible with everything.”

Suze Robertson (1855–1922) Dutch painter

(version in original Dutch / origineel citaat van Suze Robertson:) Al is dat klassikale lesgeven ook zóó vermoeiend.. ..ik zette mijn werk plichtmatig voort, zodat wel niemand 't aan mij kon merken. Want ik leefde op het vaste voornemen: over eenige jaren ga ik schilderen. En daar spaarde ik voor, door in alles zoo sober mogelijk te wezen.
Source: 1900 - 1922, Onder de Menschen: Suze Robertson' (1912), p. 31

Way , Painting

“We are concerned with the artistic and social side of life, and have only to notice the coincidence that while the Virgin was miraculously using the power of spiritual love to elevate and purify the people, Eleanor and her daughters were using the power of earthly love to discipline and refine the Courts. Side by side with the crude realities about them, they insisted on teaching and enforcing an ideal that contradicted the realities, and had no value for them or for us except in the contradiction.

The ideals of Eleanor and her daughter Mary of Champagne were a form of religion, and if you care to see its evangels, you had best go directly to Dante and Petrarch.”

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

Mont Saint Michel and Chartres (1904)

Love , Life , People , Religion

“Monotheism came to this country for the first time as the war-cry of Islamic invaders who marched in with the Quran in one hand and the sword in the other. It proclaimed that there was no God but Allah and that Muhammad was the Prophet of Allah. It claimed that Allah had completed his Revelation in the Quran and that Muslims who possessed that Book were the Chosen People. It invoked a theology which called upon the believers to convert or kill the infidels, particularly the idolaters, capture their women and children and sell them into slavery and concubinage all over the world, slaughter their sages and saints and priests, break or at least desecrate their idols, destroy or convert into mosques their places of worship, plunder their properties, occupy their lands, and heap humiliations on such of them as cannot be converted or killed either due to their capacity for fighting back or the need of the conquerors for slave labour. The enormities which the votaries of Islamic Monotheism practised on a vast scale and for a long time vis-a-vis Hindu religion, culture and society, were unheard of by Hindus in the whole of their hoary history. Muslim theologians, sufis and historians who witnessed or read or heard of these doings hailed the doers as soldiers of Allah and heroes of Islam. They thanked Allah and the Prophet who had declared a permanent war on the infidels and bestowed their progeny and properties on the believers. They quoted chapter and verse from the Quran and the Sunnah of the Prophet in order to prove that what was being done to Hindus was fully in keeping with the highest teachings of Islam.”

Sita Ram Goel (1921–2003) Indian activist

History of Hindu-Christian Encounters (1996)

Women , God , War , Children

“1. The human mind is so constructed that it must see every perception in a time-relation—in an order—and every perception of an object in a space-relation—as outside or beside our perceiving selves.
2. These necessary time-relations are reducible to Number, and they are studied in the theory of number, arithmetic and algebra.
3. These necessary space-relations are reducible to Position and Form, and they are studied in geometry.
Mathematics, therefore, studies an aspect of all knowing, and reveals to us the universe as it presents itself, in one form, to mind. To apprehend this and to be conversant with the higher developments of mathematical reasoning, are to have at hand the means of vitalizing all teaching of elementary mathematics.”

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

Editor's Introduction, The Teaching of Elementary Mathematics https://books.google.com/books?id=NKoAAAAAMAAJ (1906) by David Eugene Smith

Mathematics , Study , Universe , Time

“Teachers teach because they care. Teaching young people is what they do best. It requires long hours, patience, and care.”

Horace Mann (1796–1859) American politician

As quoted in The Quotable Teacher (2006) by Randy Howe, p. 67

Teachers' Day , People , Teachers , Patience

“The whole history of negotiation with the Soviet Union teaches us that if you do something they want without insisting on something in return, the Soviets do not regard it as a kindness to be reciprocated, but as a weakness to be exploited. There is a lot of fashionable nonsense talked about how we misunderstand Communism, misrepresent Communism, see Communists under every bed. An attempt is being made, it seems, to create an atmosphere where truth and commonsense on these matters is actively discouraged. I believe the people of this country understand better the truth of the matter than those who try to mislead them. We must work for a real relaxation of tension, but in our negotiations with the Eastern bloc we must not accept words or gestures as a substitute for genuine detente. No flood of words emanating from a summit conference will mean anything unless it is accompanied by some positive action by which the Soviet leaders show that their ingrained attitudes are really beginning to change.”

Margaret Thatcher (1925–2013) British stateswoman and politician

Speech to Chelsea Conservative Association (26 July 1975) http://www.margaretthatcher.org/document/102750
Leader of the Opposition

People , Truth , History , Communication

“In social terms the identification of poet with teacher is now complete. The first question one poet now asks another upon being introduced is "Where do you teach?" The problem is not that poets teach. The campus is not a bad place for a poet to work. It's just a bad place for all poets to work. Society suffers by losing the imagination and vitality that poets brought to public culture. Poetry suffers when literary standards are forced to conform with institutional ones.”

Dana Gioia (1950) American writer

Essays, Can Poetry Matter? (1991)

Imagination , Question , Problem , Suffering

“Maybe that’s what the Masters are afraid of. Maybe celibacy isn’t as necessary as the Rule of Roke teaches. Maybe it’s not a way of keeping the power pure, but of keeping the power to themselves.”

Ursula K. Le Guin (1929–2018) American writer

“Dragonfly” (p. 200)
Earthsea Books, Tales from Earthsea (2001)

Way

“Nations are represented not merely as self-centered, independent moral systems, but as, in some degree, mutually repellent systems. This notion is partly the product of the false patriotic teaching of our schools and press, which seek to feed our sense of national unity more upon exclusive than inclusive sentiments. Nations are represented as rivals and competitors in some struggle for power, or greatness, or prestige, instead of as coöperators in the general advance of civilization.”

J.A. Hobson (1858–1940) English economist, social scientist and critic of imperialism

p, 125
The Morals of Economic Irrationalism (1920)

School , Sense , Falseness

“Theories of genius are the peculiar constructions of our own philosophical times; ages of genius had passed away, and they left no other record than their works; no preconcerted theory described the workings of the imagination to be without imagination, nor did they venture to teach how to invent invention.”

Isaac D'Israeli (1766–1848) British writer

Source: The Literary Character, Illustrated by the History of Men of Genius (1795–1822), Ch. IV.

Age , Imagination , Time

“In my tender years and bairn-age, at schools, having on the one part contracted a loving familiaritie with a certain gentleman a papist, and on the other part being attentive to the sermons of that worthy man of God, Maister Christopher Goodman, teaching upon the Apocalyps, I was moved in admiration against the blindness of papists that could not most evidentlie see their seven hilled Citie of Rome, painted out there so lively by Saint John, as the Mother of all Spiritual Whoredome: that not onlie bursted I oute in continuall reasoning against my said familiar, but also from thence forth I determined with myself by the assistance of God's spirit to employ my study and diligence to search out the remanent mysteries of that holy booke (as to this houre praised be the Lord I have bin doing at all such times as convenientlie I might have occasion) &c.”

John Napier (1550–1617) Scottish mathematician

A Plaine Discovery of the Whole Revelation of St. John (1593) Preface, as quoted by David Stewart Erskine Earl of Buchan, Walter Minto, An Account of the Life, Writings, and Inventions of John Napier, of Merchiston (1787) a reference to his education at the University of St. Andrews

Love , God , Books , Age

“After teaching a class in Creative Writing a few years back, my own creative powers fell to an all0time low. I really had a case of writer's block, and my idealistic young assistant complained that I simply sat around the loft doing absolutely nothing-which was absolutely true. This gave me time to think (as the French say): Can creative writing be taught?”

William S. Burroughs book The Adding Machine: Collected Essays

"A Word to the Wise Guy"
The Adding Machine: Collected Essays (1985)

Thinking , Time

“There is no greater fallacy than the belief that aims and purposes are one thing, while methods and tactics are another, This conception is a potent menace to social regeneration. All human experience teaches that methods and means cannot be separated from the ultimate aim. The means employed become, through individual habit and social practice, part and parcel of the final purpose; they influence it, modify it, and presently the aims and means become identical.”

Emma Goldman book My Disillusionment in Russia

My Disillusionment in Russia (1923)

Parting

“The enlightenment idea of privacy is breaking apart under the strain of new technologies, social tools and the emergence of the database state. We cannot hold back the tide, but we can use it as an opportunity to rethink what we understand by 'personality', how we engage and interact with others and where the boundaries can be put between the public and private. Those of us who are ahead of the curve when it comes to the adoption and use of technologies that undermine the old model of privacy have much to teach those who will come after us, and can offer advice and support to those who might be unhappy to have their movements, eating habits, friendships and patterns of media consumption made available to all. But every Twitterer, Tumblr, Dopplr or Brightkite user at Lift is sharing more data with more people than even the FBI under Hoover or the Stasi at the height of its powers could have dreamed of. And we do so willingly, hoping to benefit in unquantifiable ways from this unwarranted - in all senses - disclosure. I'll argue that we are in the vanguard of creating not just new forms of social organisation but new ways of being human.”

Bill Thompson (1960) English technology writer, born 1960

" The Death of Privacy and Why We Should Welcome It http://liftconference.com/death-privacy-and-why-we-should-welcome-it," January 18, 2009. (Remarks made during the Lift Conference)

Friendship , People , Dreams , Hope

“The discipline of poetry may be expected first to teach the evocative power of words, to introduce the student, if we may so put it, to the mighty power of symbolism, and then to show him that there are ways of feeling about things which are not provincial either in space or time.”

Richard M. Weaver (1910–1963) American scholar

“The Power of the Word,” pp. 52-53.
Language is Sermonic (1970)

Way , Feeling , Time

“Yoga teaches that whatever we want in life we can have if we are willing to provide it for others. So if yogis want to be free, they understand that to deprive others of freedom will ultimately not benefit their project—to be free themselves. Following that logic, yogis abhor slavery and examine their own lives to find ways that they themselves might be condoning slavery and then eradicate those ways of acting. The fact is that animals who are raised for food are slaves. Making kind choices when it comes to the food we eat is one of the most basic ways to begin to ensure our own happiness and freedom. The cause for our own happiness, health, and freedom lies in how happy and free we can make the lives of others. The definition of others includes other animals.”

Sharon Gannon (1951) American yoga teacher

Simple Recipes for Joy (2014)

Life , Health , Food , Way

“We are a nation under God, and in God we do indeed trust. We should acknowledge the Creator, as did the founders, in ceremony and word. He should remain on our currency, in the Pledge, in the teaching of our history…”

Mitt Romney (1947) American businessman and politician

Faith in America speech, 2007

God , History

“History teaches, but it has no pupils.”

Antonio Gramsci (1891–1937) Italian writer, politician, theorist, sociologist and linguist

Letter from Prison (21 June 1919), translated by Hamish Henderson, Edinburgh University Student Publications.

History

“In the end, young people are at risk of being disinherited from their community if that community lacks the courage and confidence to teach its history.”

John Howard (1939) 25th Prime Minister of Australia

Australia Day Address, 25 January 2006

People , Confidence , History , Communication

“To fall suddenly sick when you have never been ill is a hard lesson. If it teaches anything, it teaches you that you must not trust to the thing you know, that it is better to build on shifting sand than the rock which may confound you on the day it shatters.”

Tanith Lee book Vazkor, Son of Vazkor

Book One, Part III “White Lynx”, Chapter 1 (p. 78)
Vazkor, Son of Vazkor (1978)

“What, finally, are the functions of reason and rationality in human behaviors? They are the functions, respectively, of the prince’s tutor and his councilor. The tutor teaches the prince to promote the public good in the long term. The councilor tells him how to act in order to achieve his goals, whatever they might be, in the most efficient way. It is not incumbent upon the councilor to impose the demands of reason; but if the tutor has done his job well, the prince will make them his own.”

Jon Elster (1940) Norwegian academic

Reason and Rationality (2009)

Way , Behavior

“The more we emphasize teaching a merely Right-Hand map of systems theory or a Gaia Web of Life, instead of equally emphasizing the importance of interior development from egocentric to sociocentric to worldcentric, then the more we are contributing to Gaia's demise.”

Ken Wilber book Sex, Ecology, Spirituality

Sex, Ecology, Spirituality (1995, 2000)

Life

“The movie stars Michelle Pfeiffer as LouAnne Johnson… [h]er teaching methods are inventive. She bribes them with candy bars and free trips to amusement parks, and involves them in the words of that important poet, Bob Dylan (the Tambourine Man might have been a drug dealer!). Soon they're in the school library, finding connections between Bob Dylan and Dylan Thomas… [w]hat, exactly, will these disadvantaged inner-city kids accomplish by being bribed with candy bars and the "relevancy" of Bob Dylan? Can they read and write? Can they compete in the job market? An educational system that has brought them to the point we observe in the first classroom scene has already failed them so miserably that all of Miss Johnson's karate lessons are not going to be much help.”

Roger Ebert (1942–2013) American film critic, author, journalist, and TV presenter

Review of http://www.rogerebert.com/reviews/dangerous-minds-1995 Dangerous Minds (11 August 1995)
Reviews, One-and-a-half star reviews

Education , School , Star , Reading

“I discovered soon that teaching has the handicap of retrospection. And that I don't believe in. So I started [at the w:Bauhaus in Dessau] instead a method of handling material with the material itself. So that was my main change. Whereas Itten before [Itten left the Bauhaus in 1923 and Albers followed him as art-teacher] had only spoken about the appearance, 'matiere' - (the French word) and I said I would turn from 'matiere' - the outside - to the inside, to the capacity of the material, before the appearance. And that changed the attitude basically I think.”

Josef Albers (1888–1976) German-American artist and educator

Homage to the square' (1964), Oral history interview with Josef Albers' (1968)

Art , Thinking , Teachers , Appearance

“All means are sacred when they are dictated by inner necessity. All means are reprehensible when they do not spring from the fountain of inner necessity… The artist must be blind to 'recognized' and 'unrecognized' form, deaf to the teachings and desires of his time. His open eyes must be directed to his inner life and his ears must be constantly attuned to the voice of inner necessity.”

Wassily Kandinsky (1866–1944) Russian painter

Quoted in: Sunil Goonasekera (1991) George Keyt, Interpretations. p. 146
Talking about the means in painting
1910 - 1915, Concerning the Spiritual in Art, 1911

Life , Spring , Time

“But I would like to think for a moment about a man who in the morning teaches his students that a false attribution of a Watteau drawing or an inaccurate transcription of a fourteenth-century epigraph is a sin against the spirit and in the afternoon or evening transmits to the agents of Soviet intelligence classified, perhaps vital information given to him in sworn trust by his countrymen and intimate colleagues. What are the sources of such scission? How does the spirit mask itself?”

George Steiner (1929–2020) American writer

"The Cleric of Treason," The New Yorker (1980-12-08).
George Steiner: A Reader (1984)

Intelligence , Thinking , Drawing , Falseness

“A general policy towards Hindu temples was proclaimed in April 1669. Maasir-i-alamgiri records: "On the 17th of Zil Kada 1079 (9th April 1669) it reached the ears of His Majesty, the protector of the faith, that in the province of Thatta, Multan, and Benares, but especially in the latter, foolish Brahmans were in the habit of expounding frivolous books in their schools, and that students and learners, Muslims as well as Hindus, went there, even from long distances, led by a desire to become acquainted with the wicked sciences they taught. The Director of the Faith, consequently, issued orders to all governors of provinces to destroy with a willing hand the schools and temples of the infidels and they were strictly enjoined to put an entire stop to the teaching and practising of idolatrous forms of worship. On the 15th Rabiul-akhir (end September) it was reported to his religious Majesty, leader of the unitarians, that in obedience to order, the government officers had destroyed the temple of Bishnath at Benares."….”

Aurangzeb (1618–1707) Sixth Mughal Emperor

Goel, Sita Ram (2001). The story of Islamic imperialism in India. ISBN 9788185990231 Ch. 7.
Quotes from late medieval histories, 1660s

Books , School , Faith , Science

“It isn't that some gay will get some rights. It's that everyone else in our state will lose rights. For instance, parents will lose the right to protect and direct the upbringing of their children. Because our K-12 public school system, of which 90% of all youth are in the public school system, they will be required to learn that homosexuality is normal, equal and perhaps you should try it. And that will occur immediately, that all schools will begin teaching homosexuality.”

Michele Bachmann (1956) American politician

2000s

Children , Youth , School , Parent

“I had no intention of getting back into politics. I was teaching at Bowdoin and happily retired from politics.”

Angus King (1944) United States Senator from Maine

On his decision to get back into politics, after the surprise announcement of the widely respected Senator Olympia Snowe that she would not run for office again, as quoted in "Maine’s Incoming Independent Senator Angus King on Caucusing With the Dems" on PBS NewsHour (19 November 2012) http://www.pbs.org/newshour/bb/politics-july-dec12-king_11-19/

“If you want to change people by talking about God, then there is only one way: instead of teaching God, you must live God. Because: “teaching” God is unthinkable in any other way than the way you would teach love or poetry. You teach love only through love, poetry only through writing poetry, faith in God only through a contagious way of trusting.”

Eugen Drewermann (1940) German psychologist and theologian

Jesus von Nazareth (1996)

Love , God , People , Faith

“We are doomed to repeat the mistakes of the past, and no amount of education gleaned from our propensity for self-destruction and misguided thinking ever teaches us anything. Not anything that we remember for more than a generation or two.”

Terry Brooks book Bearers of the Black Staff

Bearers of the Black Staff

Education , Thinking , Past

“And though your soul it can't be bought, your mind can wander. I can feel your love teaching me how, how to kneel.”

Bono (1960) Irish rock musician, singer of U2

"Vertigo"
Lyrics, How to Dismantle an Atomic Bomb (2004)

Love , Feeling , Soul

“If you can show me how I can cling to that which is real to me, while teaching me a way into the larger society, then I will not only drop my defenses and my hostility, but I will sing your praises and help you to make the desert bear fruit.”

Ralph Ellison (1914–1994) American novelist, literary critic, scholar and writer

"What These Children Are Like" (1963), in The Collected Essays, ed. John F. Callahan (New York: Modern Library, 1995), p. 555.

Hostility , Way , Singing , Help

“The use of the divine gift of common sense would teach the opponents of the philosophy that what was shown to be fraud was not spiritualism and that a doctrine that thrives in the midst of the bitterest oppression and grows in the fire of persecution has some measure of truth in its keeping to give it vitality”

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

Defence at his Heresy Trial

Truth , Fraud , Sense

“I am in this same river. I can't much help it. I admit it: I'm racist. The other night I saw a group (or maybe a pack?) or white teenagers standing in a vacant lot, clustered around a 4x4, and I crossed the street to avoid them; had they been black, I probably would have taken another street entirely. And I'm misogynistic. I admit that, too. I'm a shitty cook, and a worse house cleaner, probably in great measure because I've internalized the notion that these are woman's work. Of course, I never admit that's why I don't do them: I always say I just don't much enjoy those activities (which is true enough; and it's true enough also that many women don't enjoy them either), and in any case, I've got better things to do, like write books and teach classes where I feel morally superior to pimps. And naturally I value money over life. Why else would I own a computer with a hard drive put together in Thailand by women dying of job-induced cancer? Why else would I own shirts made in a sweatshop in Bangladesh, and shoes put together in Mexico? The truth is that, although many of my best friends are people of color (as the cliche goes), and other of my best friends are women, I am part of this river: I benefit from the exploitation of others, and I do not much want to sacrifice this privilege. I am, after all, civilized, and have gained a taste for "comforts and elegancies" which can be gained only through the coercion of slavery. The truth is that like most others who benefit from this deep and broad river, I would probably rather die (and maybe even kill, or better, have someone kill for me) than trade places with the men, women, and children who made my computer, my shirt, my shoes.”

Derrick Jensen book The Culture of Make Believe

Source: The Culture of Make Believe (2003), p. 69

Life , Women , Men , Money

“As the base rhetorician uses language to increase his own power, to produce converts to his own cause, and to create loyal followers of his own person—so the noble rhetorician uses language to wean men away from their inclination to depend on authority, to encourage them to think and speak clearly, and to teach them to be their own masters.”

Thomas Szasz (1920–2012) Hungarian psychiatrist

Source: Anti-Freud (1990), p. 55.

Men , Thinking , Dependency , Personality

“When Alexander had asked a Brahmin as to what they taught which inspired Hindu warriors to such high heroism, the Brahmin had replied in one sentence – “We teach our people to live with honour.””

Sita Ram Goel book The Story of Islamic Imperialism in India

The Story of Islamic Imperialism in India (1994)

People

“There is, I venture to think, no ground for the ordinarily accepted statement of the relation of philosophy to theology and religion. It is usually said that while^hilosophy is the creation of an individual mind, theology or religion is, like folk-lore and language, the product of the collective mind of a people or a race. This is to confuse philosophy with philosophies, a conmion and, it must be admitted, a not unnatural confusion. But while a philosophy is the creation of a Plato, an Aristotle, a Spinoza, a Kant, or a Hegel, ^hilosophy itself is, like religion, folk-lore and language, a product of the collective mind of humanity. It is advanced, as these are, by individual additions, interpretations and syntheses, but it is none the less quite istinct from such individual contributions. philosophy is humanity's hold on Totality, and it becomes richer and more helpful as man's intellectual horizon widens, as his intellectual vision grows clearer, and as his insights become more numerous and more sure. Theology is philosophy of a particular type. It is an interpretation of Totality in terms of God and His activities. In the impressive words of Principal Caird, that philosophy which is theology seeks "to bind together objects and events in the links of necessary thought, and to find their last ground and reason in that which comprehends and transcends all— the nature of God Himself." Religion is the apprehension and the adoration of the Grod Whom theology postulates.
If the whole history of philosophy be searched for material with which to instruct the beginner in what philosophy really is and in its relation to theology and religion, the two periods or epochs that stand out above all others as useful for this purpose are Greek thought from Thales to Socrates, and that interpretation of the teachings of Christ by philosophy which gave rise, at the hands of the Church Fathers, to Christian theology. In the first period we see the simple, clear-cut steps by which the mind of Europe was led from explanations that were fairy-tales to a natural, well-analyzed, and increasingly profound interpretation of the observed phenomena of Nature. The process is so orderly and so easily grasped that it is an invaluable introduction to the study of philosophic thinking. In the second period we see philosophy, now enriched by the literally huge contributions of Plato, Aristotle and the Stoics, intertwining itself about the simple Christian tenets and building the great system of creeds and thought which has immortalized the names of Athanasius and Hilary, Basil and Gregory, Jerome and Augustine, and which has given color and form to the intellectual life of Europe for nearly two thousand years. For the student of today both these developments have great practical value, and the astonishing neglect and ignorance of them both are most discreditable.”

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

" Philosophy" (a lecture delivered at Columbia University in the series on science, philosophy and art, March 4, 1908) https://archive.org/details/philosophyalect00butlgoog"

Life , God , People , Religion

“People say they have to express their emotions. I’m sick of that. Photography doesn’t teach you how to express your emotions; it teaches you how to see.”

Berenice Abbott (1898–1991) American photographer

Art News, January 1981.

People

“Parson Amen's speculations on this interesting subject, although this may happen to be the first occasion on which he has ever heard the practice of taking scalps justified by Scripture. Viewed in a proper spirit, they ought merely to convey a lesson of humility, by rendering apparent the wisdom, nay the necessity, of men's keeping them-selves within the limits of the sphere of knowledge they were designed to fill, and convey, when rightly considered, as much of a lesson to the Puseyite, with abstractions that are quite as unintelligible to himself as they are to others; to the high-wrought and dogmatical Calvinist, who in the midst of his fiery zeal, forgets that love is the very essence of the relation between God and man; to the Quaker, who seems to think the cut of a coat essential to salvation; to the descendant of the Puritan, who whether he be Socinian, Calvinist, Universalist, or any other "1st," appears to believe that the "rock" on which Christ declared he would found his church was the "Rock of Plymouth"; and to the unbeliever, who, in deriding all creeds, does not know where to turn to find one to substitute in their stead. Humility, in matters of this sort, is the great lesson that all should teach and learn; for it opens the way to charity, and eventually to faith, and through both of these to hope; finally, through all of these, to heaven.”

James Fenimore Cooper (1789–1851) American author

Source: Oak Openings or The bee-hunter (1848), Ch. XI

Love , Wisdom , Men , God

“Christianity, with its strong emphasis on unity under one God (an emphasis that it shares with Islam), can seem an almost natural ally of empire—unless, of course, the prophetic-critical dimension of the biblical tradition, which the Jesus of the synoptics certainly represented, is allowed a hearing. But as the history of Christology in the West easily demonstrates, after the establishment of Christianity, the prophetic office of the Christ, based not only on Jesus’ teaching but (even more so) on his suffering at the hands of power, was definitely subdued in favor of his priestly and kingly offices. Triumphant peoples, successful peoples, possessing peoples—empires!—do not want crucified criminals as their chief cultic symbol, especially not when they themselves are the crucifiers … as they regularly are!”

Douglas John Hall (1928) Canadian theologian

"Where in the World Are We?" (2006)

God , People , History , Nature

“If getting used to music is the essential condition for understanding, it is hard to see just what purpose is served by writing about it. A few experiences of listening to a symphony or nocturne are worth more than any essay or analysis. The work of art itself teaches us how to understand it, and makes the critic not merely parasitical but strictly superfluous.”

Charles Rosen (1927–2012) American pianist and writer on music

Source: The Frontiers of Meaning: Three Informal Lectures on Music (1994), Ch. 1 : The Frontiers of Nonsense

Art , Music , Understanding

“Far transcend my weak invention.
’Tis a simple Christian child,
Missionary young and mild,
From her store of script’ral knowledge
(Bible-taught without a college)
Which by reading she could gather,
Teaches him to say Our Father
To the common Parent, who
Colour not respects nor hue.
White and Black in him have part,
Who looks not to the skin, but heart.”

Charles Lamb (1775–1834) English essayist

“The Young Catechist” 1827.

Knowledge , Parent , Reading , Heart

“I'm gonna spare the defeated—I'm gonna speak to the crowd
I'm gonna spare the defeated, boys, I'm going to speak to the crowd
I am goin' to teach peace to the conquered
I'm gonna tame the proud”

Bob Dylan (1941) American singer-songwriter, musician, author, and artist

Compare: "But yours will be the rulership of nations, / remember Roman, these will be your arts: / to teach the ways of peace to those you conquer, / to spare defeated peoples, tame the proud." The Aeneid of Virgil: A Verse Translation by Allen Mandelbaum, 6.1134–1137.
Song lyrics, Love and Theft (2001), Lonesome Day Blues

Peace , Boy

“Those with hard temperaments like to win through struggle; they don't like to be defeated. Inferior hard temperaments are explosive and rash, fierce and violent. Soft temperaments are placid and earnest. Inferior soft temperaments are weak-willed and do not seek a thorough understanding of the skills. Tai chi chuan stresses that hardness and softness complement each other. Training teaches one to be hard, but not excessively so, soft, yet not weak. This is to truly absorb the teachings.Those with soft temperaments easily improve. Those with inferior hard temperaments always mistake slowness and lack of force for sluggishness and weakness. Actually, slowness and forcelessness are fundamental aspects of training. Just as steel is produced by applying heat to iron, tempering it, skills of tai chi chuan are refined gradually over a long time.”

Wu Kung-tsao (1902–1983) Chinese martial artist

Wu Family T'ai Chi Ch'uan (1980)

Understanding , Time , Training

“Religiosity has appeared in the course of evolution and is advantageous for human kind. And although it is believed that it is religion that teaches us what's right and what's wrong, I think religion evolved to substantiate our morality. Brain likes to justify our beheviors.”

Jerzy Vetulani (1936–2017) Polish scientist

Woźniak, Olga; Vetulani, Jerzy (24 December 2011): Stań się dobrym. To się opłaca, interview. Gazeta Wyborcza (in Polish).

Religion , Thinking , Appearance

“The light teaches you to convert life into a festive promenade.”

Dejan Stojanovic (1959) poet, writer, and businessman

“Head,” p. 107
The Sun Watches the Sun (1999), Sequence: “Is It Possible to Write a Poem”

Life , Light

“Skeptics need to organize and mobilize — online and offline — to further the cause of reason, science and critical thinking. They need to speak out in the media and to politicians about the harm resulting from undue credulity and challenge and confront the charlatans directly to put up or shut up. Skeptics can no longer afford to keep quiet or remain indifferent in the face of a looming dark age. They need to campaign for a reform of the educational system and encourage the teaching of critical thinking in schools.”

Leo Igwe (1970) Nigerian human rights activist

A Manifesto for a Skeptical Africa (2012)

Age , Education , School , Thinking

“Housework is a breeze. Cooking is a pleasant diversion. Putting up a retaining wall is a lark. But teaching is like climbing a mountain.”

Fawn M. Brodie (1915–1981) American historian and biographer

Los Angeles Times Home Magazine (Feb. 20, 1977)

Mountain , Cooking

“There was a time when religion was kept secret from popular belief within the mystery cults like a holy fire, sharing a common sanctuary with philosophy. The legends of antiquity name the earliest philosophers as the originators of these mystery cults, from which the most enlightened among the later philosophers, notably Plato, liked to educe their divine teachings. At that time philosophers still had the courage and the right to discuss the singly great themes, the only ones worthy of philosophizing and rising above common knowledge. P. 7”

Friedrich Wilhelm Joseph Schelling (1775–1854) German philosopher (idealism)

Philosophy and Religion 1804)

Secret , Education , Religion , Courage

“Education on the value of free speech and the other freedoms reserved by the Bill of Rights, about what happens when you don't have them, and about how to exercise and protect them, should be an essential prerequisite for being an American citizen — or indeed a citizen of any nation, the more so to the degree that such rights remain unprotected. If we can't think for ourselves, if we're unwilling to question authority, then we're just putty in the hands of those in power. But if the citizens are educated and form their own opinions, then those in power work for us. In every country, we should be teaching our children the scientific method and the reasons for a Bill of Rights. With it comes a certain decency, humility and community spirit. In the demon-haunted world that we inhabit by virtue of being human, this may be all that stands between us and the enveloping darkness.”

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

Source: The Demon-Haunted World : Science as a Candle in the Dark (1995), Ch. 25 : Real Patriots Ask Questions

Children , World , Education , Exercises

“Ninety years from now I have no doubt that Vanderbilt University will still be fulfilling this mission. It will still uphold learning, encourage public service, and teach respect for the law. It will neither turn its back on proven wisdom or turn its face from newborn challenge. It will still pass on to the youth of our land the full meaning of their rights and their responsibilities. And it will still be teaching the truth — the truth that makes us free and will keep us free.”

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

1963, Address at Vanderbilt University

Wisdom , Truth , Youth , Law

“It is the moral element contained in it that alone gives value and dignity to a religion, and only in so far as its teachings serve to stimulate and purify our moral aspirations does it deserve to retain its ascendency over mankind.”

Felix Adler (1851–1933) German American professor of political and social ethics, rationalist, and lecturer

Section 2 : Religion
Founding Address (1876), Life and Destiny (1913)

Religion

“You know, it used to be that American culture in general understood that we’re sinful, but not anymore. Which is why teaching the gospel, starting in Genesis, is important. Sin entered into the world through Adam, as described in Genesis. The problem is that we have Christian leaders compromising God’s clear Word in Genesis with evolution, millions of years, or both. If we cannot trust what God says in Genesis, we cannot trust the gospel. Sadly, years of such compromise has greatly weakened the church to now allow for increasing open attacks on those who teach the gospel. Those attacking the gospel are intent on imposing their religion of atheism on this generation of kids.”

Ken Ham (1951) Australian young Earth creationist

"Children's Ministry accused of Psychologically Damaging Children" http://blogs.answersingenesis.org/blogs/ken-ham/2014/07/16/childrens-ministry-accused-of-psychologically-damaging-children/, Around the World with Ken Ham (July 16, 2014)
Around the World with Ken Ham (May 2005 - Ongoing)

God , World , Religion , Problem

“As preachers we are to promote Christian culture, by bringing the dead branches to the living Vine, that, grafted into it, without a rag of hum1. n righteousness between, the life of Him may enter them; and by keeping them, as far as teaching and example can do it, abiding in Him, that they may bring forth fruit.”

John Hall (1829–1898) Presbyterian pastor from Northern Ireland in New York, died 1898

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 413.

Life , Dead

“We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults—and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds.”

Stephen Jay Gould (1941–2002) American evolutionary biologist

In comparison, I only tinker with intellects already largely formed.
"The Dinosaur Rip-off", pp. 101–102
Bully for Brontosaurus (1991)

Money , Children , Education , School

“[Television] may teach self-interest rather than philanthropy, violence rather than gentleness, a disregard for human dignity rather than a respect for it. It may not always teach the truth but teach it does, and it is more than time that responsible people both within and outside the broadcasting professions said boldly what is so obvious in commonsense terms — we cannot understand what is happening in international, cultural, economic, political and social affairs without coming to grips with the way in which television influences virtually all our behavioural and thought processes.”

Mary Whitehouse (1910–2001) British activist

Television: Controlling the Explosive Influence http://archive.spectator.co.uk/article/28th-december-1974/14/television, The Spectator archive (28 December, 1974).

People , Truth , Way , Understanding

“He gave special understanding and teaching of working of miracles, as thus: — It is known that I have done miracles here afore, many and diverse, high and marvellous, worshipful and great. And so as I have done, I do now continually, and shall do in coming of time.”

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

The Thirteenth Revelation, Chapter 36

Understanding , Time

“One should keep oneself occupied all the time with wholesome deeds such as: learning, teaching, memorizing, reading, scrutinizing, and chanting the Buddhist scriptures; discharging the daily duties of a monk; discussing the Dhamma, only speaking about the Dhamma; giving or listening to Dhamma talks, and practicing asceticism.”

Mahasi Sayadaw (1904–1982) Burmese Buddhist philosopher

Source: Manual of Insight (1945), p. 18

Learning , Time , Reading

“I tried. I tried so hard to empathize with all of your weaknesses. I implored every single one of you to just say "no," and all my empathy got was for you to love Jeff Hardy that much more than you already did. But this will not deter me. I will stay the course; I still believe in teaching you people the difference between right and wrong. (Audience chants "Hardy!") Oh, obviously it's gonna be challenging, listening to you people, and by the looks of some of you, it's gonna be a big challenge. But just like any other challenge that's come down the pipe in my lifetime, I'm gonna meet that challenge head on like a man, just like I did last week. Let's take a look. (Recap of Punk's assault on Hardy) See, now I know why you people love Jeff Hardy so much. It's because you are all just like him; and, in turn, Jeff Hardy is just like all of you. The reality is, none of you have the strength to be straight-edge. (Audience resumes chant) You gravitate towards Jeff because it's the easy way out: it's easier to weak like Jeff, because you sure can't be strong like me. Oh, you can boo all you want. I know why you boo, you know why you boo. It's because I tell the truth. And the truth sometimes hurts, doesn't it? For instance, what does it say on your prescription bottle of pills? "Take one every four hours"? Well, don't tell me you people don't gobble four, six, eight at a time like they were Pez. That is drug abuse—I don't do that. I also don't smoke, and those who do are stupid. You gotta be stupid to not listen to the Surgeon General, especially when he prints the warning label on the package of smokes. You gotta be a fool. And we can talk about those funny cigarettes, and you obviously know what I'm talking about because you cheer, and that's utterly sad. That's pathetic. I…I can't even wrap my head around you people cheering, 'cause when you smoke those funny cigarettes, not only is that hazardous to your health, it's also illegal. So those who have taken a puff, not only are you poisoning yourself, you're also breaking the law, so the vast majority of everybody here in this arena is a criminal. I am not a criminal—I never have been, and I never will be. Now let's talk about alcohol. I've saved the best poison for last, see because this is a gateway drug. Don't tell me not a single one of you here has ever said, "I'm gonna go out for one drink," and one leads to two, and two drinks leads to three, and then it's a double of this, and a shot of that, and then your head winds up in the toilet, night in and night out. Congratulations, that is alcoholism. And in my book, if you even take one drink, you're an alcoholic. So I understand why you people love Jeff Hardy so much, I understand why Jeff loves you—it's because you're all weak. Whether you like it or not, whether you know it or not, you deserve better. This entire world deserves better. What you need is a leader. You need a strong leader who's gonna stand up in the face of adversity and just say "no."”

Phil Brooks (1978) American professional wrestler and mixed martial artist

You need a strong leader that's gonna carry the banner of the World Heavyweight Championship with honor, with pride, respect, dignity, integrity, and class. What you people need is a straight-edge World Heavyweight Champion. You need CM Punk.
August 7, 2009
Friday Night SmackDown

Love , People , Health , Alcohol

“A proper school should teach nothing but bookkeeping, agriculture, geometry, dead languages made deader by leaving out all the amusing literature, and the Hebrew Bible as interpreted by men superbly trained to ignore contradictions, men technically called "Fundamentalists."”

Sinclair Lewis book Elmer Gantry

Elmer Gantry (1927)

Men , School , Literature , Training

“Educators know there are only two types of schooling: indoctrination and education.
Indoctrination teaches a student how to cleave to a party line, and to recite the slogans and bromides of the accepted conformity. He is taught only how to swallow lies, and there is no assurance he will not swallow the propaganda of foes as easily as that of friends. Such folk are hopelessly provincial to their time and place. Unable to distinguish truth from fable, they swallow both or spit both out, and become zealots, or, worse yet, cynics. The zealot holds that truth can be won with no effort; the cynic, that no effort will suffice.
Education teaches the art of skeptical inquiry. The student learns the thoughts of all the great minds of the past, so that the implications and mistakes of philosophy of various schools are not unknown to him. And he learns, first, current scientific theories and, second, how frail and temporary such theories can be. He learns to be undeceived by those who claim to know a last and final truth.”

John C. Wright (1961) American novelist and technical writer

Source: Titans of Chaos (2007), Chapter 22, “The Bubble Bath” (p. 309)

Truth , Education , School , Art

“Suppose you want to teach the "cat" concept to a very young child. Do you explain that a cat is a relatively small, primarily carnivorous mammal with retractible claws, a distinctive sonic output, etc.? I'll bet not. You probably show the kid a lot of different cats, saying "kitty" each time, until it gets the idea. To put it more generally, generalizations are best made by abstraction from experience. They should come one at a time; too many at once overload the circuits.”

Ralph P. Boas Jr. (1912–1992) American mathematician

[Can We Make Mathematics Intelligible?, The American Mathematical Monthly, 88, 10, 1981, 727–731, 10.2307/2321471]

Cats , Idea , Time

“Our natural dispositions may be good; but we have been badly brought up, and are full of anti-social personal ambitions and prejudices and snobberies. Had we not better teach our children to be better citizens than ourselves? We are not doing that at present. The Russians are.”

George Bernard Shaw The Apple Cart

That is my last word. Think over it.
The Apple Cart (1928) Preface
1920s

Children , Nature , Thinking , Personality

“In titling this work The Second Coming of Christ, I am not referring to a literal return of Jesus to earth. He came two thousand years ago and, after imparting a universal path to God's kingdom, was crucified and resurrected; his reappearance to the masses now is not necessary for the fulfillment of his teachings. What is necessary is for the cosmic wisdom and divine perception of Jesus to speak again through each one's own experience and understanding of the infinite Christ Consciousness that was incarnate in Jesus. That will be his true Second Coming.”

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

Wisdom , God , Understanding , Universe

“What I love about this team is the fact that you can feel the energy and trust - even after the defeat against Sweden. That's the really special thing about this group. Even when we were a player down and a goal behind in extra time, you sensed that something was going to happen. The team kept fighting. You can't teach that. It's a feeling - and we play with that feeling.”

Hope Solo (1981) American association football player

As quoted in "Brazil-USA Quotes: USA goalkeeper and Player of the Match Hope Solo" http://www.fifa.com/womensworldcup/matches/round=255995/match=300144440/quotes.html, fifa.com (July 10, 2011)
2010s

Love , Feeling , Sense , Time

“There’s an old saying that “no matter how tall your grandpa is, you’ve got to do your own growing,” and that’s the pattern in the Church. We can teach this truth to someone, and they will say, “Well, that’s too fanciful,” and we then say to them: “Do what Joseph Smith did. Go find out for yourself.””

Boyd K. Packer (1924–2015) American Mormon leader

The Mormons http://www.mormonnewsroom.org/article/president-packer-interview-transcript-from-pbs-documentary, PBS Interview, 20 July 2007

Truth

“Our program was a scientific one it must be constantly changed at minor points to meet the continuous advance of science. And I maintain that no man – Marx, in spite of his comprehensive and deep intellect, as little as any other – can bring science to final perfection; and this position is for everyone who understands the nature of science a foregone conclusion. No socialist, therefore, has the right to condemn attacks on the theoretical ideas of the Marxian teachings or to excommunicate any one from the party because of such attacks. But it is wholly different when such attacks imply a complete overturning of our whole conception of society, as, for example, is the case with Bernstein. Then vigorous defense is in order. Far more dangerous than theoretical assaults are practical disavowals of our principles. Theoretical discussions interest only a comparatively small portion of our membership; whereas practical disavowal of principles and tactical offenses against the party program touch every party comrade and arouse the attention of every party comrade; and when they are not quickly checked and corrected they bring confusion into the whole party.”

Wilhelm Liebknecht (1826–1900) German socialist politician

No Compromise – No Political Trading (1899)

Idea , Understanding , Nature , Science

“The church has ever opposed the progress of woman on the ground that her freedom would lead to immorality. We ask the church to have more confidence in women. We ask the opponents of this movement to reverse the methods of the church, which aims to keep women moral by keeping them in fear and in ignorance, and to inculcate into them a higher and truer morality based upon knowledge. And ours is the morality of knowledge. If we cannot trust woman with the knowledge of her own body, then I claim that two thousand years of Christian teaching has proved to be a failure.”

Margaret Sanger (1879–1966) American birth control activist, educator and nurse

The Morality of Birth Control, 18 November 1921, Park Theatre, NY http://www.americanrhetoric.com/speeches/margaretsangermoralityofbirthcontrol.htm

Women , Fear , Confidence , Failure

“We got email today from an LGF reader who was browsing the Lexis research system and discovered that anti-American, anti-capitalist icon Noam Chomsky has embarrassingly capitalist tastes; among other expensive property he owns a 36,155 square foot home near Cambridge, a 13,503 square foot vacation home, and four boats. And we won’t even mention the cars. Teaching kids to hate their own country seems to pay quite well.”

Charles Foster Johnson (1953) American musician

July 23, 2002 http://www.littlegreenfootballs.com/weblog/?entry=3577&only

Hate , Cars , Home , Country

“According to the teaching of the Church, men and women with homosexual tendencies 'must be accepted with respect, compassion and sensitivity. Every sign of unjust discrimination in their regard should be avoided'. They are called, like other Christians, to live the virtue of chastity. The homosexual inclination is however 'objectively disordered' and homosexual practices are 'sins gravely contrary to chastity'.In those situations where homosexual unions have been legally recognized or have been given the legal status and rights belonging to marriage, clear and emphatic opposition is a duty. One must refrain from any kind of formal cooperation in the enactment or application of such gravely unjust laws and, as far as possible, from material cooperation on the level of their application. In this area, everyone can exercise the right to conscientious objection.”

Pope Benedict XVI (1927) 265th Pope of the Catholic Church

Doctrinal document Considerations Regarding Proposals to Give Legal Recognition to Unions between Homosexual Persons, July 31, 2003
2003

Women , Men , Marriage , Law

“My mother (from Iparralde) understood perfectly that she had to teach French, not Basque, which is a dead language.”

Manuel Fraga Iribarne (1922–2012) Spanish politician

Frases que reflejan el recorrido de Manuel Fraga, 16th January 2012, Gara, 16th January 2012, castellà http://www.gara.net/azkenak/01/315809/es/Frases-que-reflejan-recorrido-Manuel-Fraga,
Language

Dead

“Is not the reason of the confidence of the positive, critical, experimental scientists, and of the reverent attitude of the crowd towards their doctrines, still the same? At first it seems strange how the theory of evolution (which, like the redemption in theology, serves the majority as a popular expression of the whole new creed) can justify people in their injustice, and it seems as if the scientific theory dealt only with facts and did nothing but observe facts. But that only seems so. It seemed just the same in the case of theological doctrine: theology, it seemed, was only occupied with dogmas and had no relation to people's lives, and it seemed the same with regard to philosophy, which appeared to be occupied solely with transcendental reasonings. But that only seemed so. It was just the same with the Hegelian doctrine on a large scale and with the particular case of the Malthusian teaching.”

Leo Tolstoy (1828–1910) Russian writer

What then must we do? (1886)

People , Confidence , Appearance

“How can anyone believe that you can "learn" how to feel and learn how to express it? How can anyone teach another person how to laugh and how to cry? How to be cheerful and how to be sad? Teach them what pain is, and despair, and desire, and passion? Hate and love? How can anyone waste their own and somebody else's time with that idiocy? But far worse than the morons who think they can learn these things are the people who claim they can teach them. In the end, they teach bad manners. If one of their trained poodles sits down in public, he doesn't sit, he slouches - which is supposed to mean that his behavior is "natural." He or she scratches his or her head then picks his or her nose, which is supposed to mean that he or she has no complexes and acts very spontaneously. So this is what New York talk shows look like.”

Klaus Kinski (1926–1991) German actor

On method acting. p. 313
Kinski Uncut : The Autobiography of Klaus Kinski (1996)

Love , Pain , Hate , People

“If Nature did not take delight in blood,
She would have made more easy ways to good.
We that are bound by vows and by promotion,
With pomp of holy sacrifice and rites,
To teach belief in good and still devotion,
To preach of heaven's wonders and delights —
Yet, when each of us in his own heart looks,
He finds the God there far unlike his books.”

Fulke Greville, 1st Baron Brooke (1554–1628) English politician

Chorus of Priests.
Mustapha (1609)

God , Books , Way , Nature

“All this (the early excitement of Cybernetics) is now history, and in the decade which elapsed since these early baby steps of interdisciplinary communication, many more threads were picked up and interwoven into a remarkable tapestry of knowledge and endeavour: Bionics. It is good omen that at the right time the right name was found. For, bionics extends a great invitation to all who are willing not to stop at the investigation of a particular function or its realization, but to go on and to seek the universal signiﬁcance of these functions in living or artiﬁcial organisms.
The reader who goes through the following papers which constitute the transactions of the ﬁrst symposium held under the name Bionics will be surprised by the multitude of astonishing and unforeseen connections between concepts he believed to be familiar with. For instance, a couple of years ago, who would have thought to relate the reliability problem to multi-valued logics; or, who would have thought that integral or differential geometry would serve as an adequate tool in the theory of abstraction? It is hard to say in all these cases who was teaching whom: The life-sciences the engineering sciences, or vice versa? And rightly so, for it guarantees optimal information ﬂow, and everybody gains…”

Heinz von Foerster (1911–2002) Austrian American scientist and cybernetician

Von Foerster (1960) as cited in Peter M. Asaro (2007). "Heinz von Foerster and the Bio-Computing Movements of the 1960s," http://cybersophe.org/writing/Asaro%20HVF%26BCL.pdf
1960s

Life , History , Communication , Optimism

“And thus Christianity is played in “Christendom.” Artists in dramatic costumes make their appearance in artistic buildings— there really is no danger at all, anything but that: the teacher is a royal functionary, steadily promoted, making a career— and how he dramatically plays Christianity, in short, he plays comedy. He lectures about renunciation, but he himself is being steadily promoted; he teaches all that about despising worldly titles and rank, but he himself is making a career.”

Sören Kierkegaard (1813–1855) Danish philosopher and theologian, founder of Existentialism

Source: 1850s, Attack upon Christendom (1855), p. 121

Teachers , Appearance

“The Christianity of tomorrow will embrace all truth wherever it is found or however men have come to apprehend it, whether through specifically Christian teaching or through Buddhism or Mohammedanism, Hinduism, Confucianism, Taoism, Zoroastrianism or even through the bleak desert of apparent atheism.”

Leslie Weatherhead (1893–1976) English theologian

Source: The Christian Agnostic (1965), p.28

Men , Truth

“The service professions such as medicine and teaching have proud and age-old traditions. Only relatively recently have we realised that serving people's information needs can be as socially valuable as looking after their health and educational needs.”

Brian Campbell Vickery (1918–2009) British information theorist

Source: A Long Search for Information (2004), p. 1; Opening sentence.

People , Health , Age , Education

“The idea that lack of paternal guidance can explain today's masculinity crisis doesn't make sense. I suspect rather that underneath the sons' charge that their fathers did not teach them how to be men lies another, unadmitted complaint — that their fathers taught them only too well how to be men, and they are choking on the lesson. These men, as boys, faced the age-old tradeoff: If you undergo the painful process of renouncing the "feminine" aspects of your humanity and follow your father into manhood (and what choice do you have, really?) you will share in the spoils of the superior half of the race. Now, as men, they find that the spoils are far more meager than expected. No wonder they feel betrayed.”

Ellen Willis (1941–2006) writer, activist

"How Now, Iron Johns?", The Nation (13 December 1999) http://www.thenation.com/article/how-now-iron-johns/

Men , Pain , Age , Feeling

“As theories are the means by which we attempt to discourse of external existences that our senses cannot discover; and as the desire for such discourse originates a large portion of our theories; I will teach you the capacity of language for such an employment, and thereby enable you to judge more understandingly than you can at present, the utility of most theories, and the signification of all.”

Alexander Bryan Johnson (1786–1867) United States philosopher and banker

Lecture I. §4.
A Treatise on Language: Or, The Relation which Words Bear to Things, in Four Parts (1836)

Sense

“Teach both. You know, don't be afraid of information. Healthy debate is so important and it's so valuable in our schools. I am a proponent of teaching both. And you know, I say this too as the daughter of a science teacher. Growing up with being so privileged and blessed to be given a lot of information on, on both sides of the subject — creationism and evolution. It's been a healthy foundation for me. But don't be afraid of information and let kids debate both sides.”

Sarah Palin (1964) American politician

Alaska gubernatorial debate, KAKM Channel 7, , quoted in [2006-10-27, 'Creation science' enters the race, Tom, Kizzia, Anchorage Daily News, http://www.adn.com/2006/10/27/217111/creation-science-enters-the-race.html, 2008-08-31, http://web.archive.org/web/20080831102118/http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html]
on teaching creationism in public schools
2006

School , Teachers , Science , Daughters

“The nobility… of the Argentine people, in this square and all the country’s squares, causes us to offer our hand to the adversary, but this must not be taken as weak- ness. If it is necessary, the people, whose feelings I try to interpret as President of the nation, will be ready… to offer a hand, a gesture of peace with nobility and in a gesture of peace with honour, but they will also be ready to teach a lesson to anyone who dares to touch a square metre of Argentine territory.”

Leopoldo Galtieri (1926–2003) Argentine military dictator

Speech https://teachwar.wordpress.com/resources/war-justifications-archive/falklandsmalvinas-war-1982/#arg5, 10 April 1982

People , Peace , Feeling , Country

“Hayek may still have lessons to teach us. The policies he recommended during the Great Depression may have been badly flawed but his insight that prosperity cannot be restored by unending expansion of debt may have some value at a time when the limits of “Keynesian” quantitative easing are becoming clear. It is in any case far from obvious that Keynes would have supported a continuation of QE once a disastrous collapse had been averted. “Keynesianism” is a confection of Keynes’s more mechanical disciples, not an indication of how this mercurially brilliant mind would have responded to our present dilemmas. Again, Hayek’s claim that nothing can be done to mitigate the impact of free markets on social cohesion was dangerously misguided. But he was right to point out that capitalism cannot be remodelled to fit some conception of an ideally fair distribution of resources. Whether any kind of social democracy can be reconciled with the anarchic energies of global markets is an open question.”

John Gray (1948) British philosopher

The Friedrich Hayek I knew, and what he got right - and wrong (2015)

Democracy , Question , Support , Time

“That men should ‘turn the other cheek,’ should ‘love their enemies,’ should ‘resist not evil,’ has ever seemed fine to teach to children, to preach on Sundays, to round a period in a senseless oratorical flight; but it has been taken for granted that these sentiments cannot furnish the real foundation for strong characters or great states. p. 13”

Clarence Darrow (1857–1938) American lawyer and leading member of the American Civil Liberties Union

Resist Not Evil (1904)

Love , Men , Children , Strong

“Do we have the right now to tell them that when Saint Francis begged the Lord to teach him to want to console instead of seeking to be consoled — to teach him to want to love instead of desiring to be loved — that he was really being selfish? Because he knew the only way to be fulfilled and pleased and happy was to give instead of trying to get.”

Mario Cuomo (1932–2015) American politician, Governor of New York

Address at Iona College (1984)

Love , Way , Selfishness , Happiness

“You are not angry with people when you laugh at them. Humour teaches tolerance, and the humorist, with a smile and perhaps a sigh, is more likely to shrug his shoulders than to condemn.”

W. Somerset Maugham book The Summing Up

Source: The Summing Up (1938), p. 67

People , Smile

“In spite of the fact that this is merely a childish fancy, there is a particle of truth in it and I only mentioned it because now, with my tremendous teaching experience, I know too well how often even talented pupils, able to cope with their task, fail to realize with what tremendous manifestation of the human spirit they are dealing. Obviously this does not make for an artistic performance; in the best of cases they stagnate at the level of good workmanship.”

Heinrich Neuhaus (1888–1964) Soviet musician

The Art of Piano Playing (1958), In Lieu of a Preface

Truth

“One has to fill up the heart with Knowledge. The Knowledge has a form that’s called 'upadesh' (nt: sub–country; also teaching, instruction). There are many countries such as England, Germany, and India, but Knowledge is not this kind of country. This country is something different. Knowledge is the thing that when it is realized, a person becomes free.”

Prem Rawat (1957) controversial spiritual leader

Dehradun, India, December 1, 1965 (translated from Hindi)
1960s

Knowledge , Heart , Personality , Country

“We have much studied and much perfected, of late, the great civilized invention of the division of labour; only we give it a false name. It is not, truly speaking, the labour that it divided; but the men: — Divided into mere segments of men — broken into small fragments and crumbs of life; so that all the little piece of intelligence that is left in a man is not enough to make a pin, or a nail, but exhausts itself in making the point of a pin or the head of a nail. Now it is a good and desirable thing, truly, to make many pins in a day; but if we could only see with what crystal sand their points were polished, — sand of human soul, much to be magnified before it can be discerned for what it is — we should think that there might be some loss in it also. And the great cry that rises from our manufacturing cities, louder than their furnace blast, is all in very deed for this, — that we manufacture everything there except men; we blanch cotton, and strengthen steel, and refine sugar, and shape pottery; but to brighten, to strengthen, to refine, or to form a single living spirit, never enters into our estimate of advantages. And all the evil to which that cry is urging our myriads can be met only in one way: not by teaching nor preaching, for to teach them is but to show them their misery, and to preach at them, if we do nothing more than preach, is to mock at it. It can only be met by a right understanding, on the part of all classes, of what kinds of labour are good for men, raising them, and making them happy; by a determined sacrifice of such convenience or beauty, or cheapness as is to be got only by the degradation of the workman; and by equally determined demand for the products and results of healthy and ennobling labour.”

John Ruskin book The Stones of Venice

Volume II, chapter VI, section 16.
The Stones of Venice (1853)

Life , Men , Beauty , Way

“No education is worth having that does not teach the lesson of concentration on a task, however unattractive. These lessons, if not learnt early, will be learnt, if at all, with pain and grief in later life.”

Cyril Connolly book Enemies of Promise

Source: Enemies of Promise (1938), Part 3: A Georgian Boyhood, Ch. 24: Vale (p. 259)

Life , Pain , Education

“Social equality does not necessarily follow from civil equality, and yet for the purpose of a hell black and damning prejudice, our papers still insist that the Civil Rights Bill is a Bill to establish social equality. If it is a Bill for social equality, so is the Declaration of Independence, which declares that all men have equal rights; so is the Sermon on the Mount, so is the Golden Rule, that commands us to do to others as we would that others should do to us; so is the Apostolic teaching, that of one blood God has made all nations to dwell on all the face of the earth; so is the Constitution of the United States, and so are the laws and customs of every civilized country in the world; for nowhere, outside of the United States is any man denied civil rights on account of his color.”

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

Speech at the Civil Rights Mass-Meeting Held at Lincoln Hall (22 October 1883), as quoted in The Life and Times of Frederick Douglass https://archive.org/stream/lifetimesoffrede1881doug/lifetimesoffrede1881doug_djvu.txt (1881).
1880s, Speech at the Civil Rights Mass Meeting (1883)

Men , God , World , Law

“"The myths," says Horace in his Ars Poetica, "have been invented by wise men to strengthen the laws and teach moral truths." While Horace endeavored to make clear the very spirit and essence of the ancient myths, Euhemerus pretended, on the contrary, that "myths were the legendary history of kings and heroes, transformed into gods by the admiration of the nations." It is the latter method which was inferentially followed by Christians when they agreed upon the acceptation of euhemerized patriarchs, and mistook them for men who had really lived.”

Helena Petrovna Blavatsky book Isis Unveiled

Source: Isis Unveiled (1877), Volume II, Chapter IX

Men , God , Truth , Law

“My Soul gave me good counsel, teaching me and demonstrating to me that I am not exalted over the panhandler nor less than the mighty.”

Khalil Gibran (1883–1931) Lebanese artist, poet, and writer

The Vision: Reflections on the Way of the Soul (1994)
Context: My Soul gave me good counsel, teaching me and demonstrating to me that I am not exalted over the panhandler nor less than the mighty. Before my Soul taught me, I thought people consisted of two types: the weak, whom I pitied and disregarded, and the powerful, whom I followed or against I rebelled. Now, I have discovered that I was formed as one individual from the same substance from which all human beings were created. I am made up of the same elements as they are, and my pattern is theirs. My struggles are theirs, and my path is theirs.

Soul

“If I'm teaching deep things, then I view it as important to make people feel like they're learning deep things, because otherwise, they will still have a hole in their mind for "deep truths" that needs filling, and they will go off and fill their heads with complete nonsense that has been written in a more satisfying style.”

Eliezer Yudkowsky (1979) American blogger, writer, and artificial intelligence researcher

A comment on "Mind Control and Me" at LessWrong.com (March 2009) http://lesswrong.com/lw/46/mind_control_and_me/319?context=1

People , Truth , Feeling , Learning

“One of the first things they teach stockbrokers is to stay out of the stock market. Brokers make their pile from selling advice, and from commissions on stock transactions. They can't predict the market, and few risk their own money. They, at least, only affect their clients' fortunes. Economists, though, can ruin the lot of us with their advice — yet if no science can predict a relatively closed system like the stock market, how the devil are you going to 'fine tune' something a large as the American economy? I'd think it arrogant to try; as arrogant as the man with three illiterate drug-addicted spoiled brats writing a book on parenting.”

Jerry Pournelle (1933–2017) American science fiction writer and journalist

"The Voodoo Sciences" http://www.jerrypournelle.com/science/voodoo.html, 1988
Assorted

Money , Books , Thinking , Parent

“Our first rule is, then,
Know What You Want To Say. The second rule is,
Say It.
That is, do not begin by saying something else, which you think will lead up to what you want to say. I remember, when they tried to teach me to sing, they told me to "think of eight and sing seven." That may be a very good rule for singing, but it is not a good rule for talking, or writing, or any of the other things that I have to do. I advise you to say the thing you want to say. When I began to preach, another of my Nestors said to me, "Edward, I give you one piece of advice. When you have written your sermon, leave off the introduction and leave off the conclusion. The introduction seems to me always written to show that the minister can preach two sermons on one text. Leave that off, then, and it will do for another Sunday. The conclusion is written to apply to the congregation the doctrine of the sermon. But, if your hearers are such fools that they cannot apply the doctrine to themselves, nothing you can say will help them."”

Edward Everett Hale (1822–1909) American author and Unitarian clergyman

In this advice was much wisdom. It consists, you see, in advising to begin, at the beginning, and to stop when you have done.
Thirdly, and always,
Use Your Own Language.
I mean the language you are accustomed to use in daily life.
How To Do It (1871)

Life , Wisdom , Fools , Thinking

“I accept chaos. I am not sure whether it accepts me. I know there are some people terrified of the bomb, but there are others terrified to be seen carrying a Modern Screen magazine. Experience teaches that silence terrifies the most.”

Bob Dylan (1941) American singer-songwriter, musician, author, and artist

As quoted in "Cosmo Listens to Records" http://www.mediafire.com/view/za1l4i1dftotwg9/.png by Nat Hentoff, in Cosmopolitan (November 1965)

People , Silence

Quotes about teaching page 12

Quotes about teaching
page 12