Quotes about teaching
page 14

“My whole life has been spent trying to teach people that intense concentration for hour after hour can bring out in people resources they didn't know they had.”

Edwin H. Land (1909–1991) American scientist and inventor

"A Talk with Polaroid's Dr. Edwin Land" in Forbes Vol. 115, No. 7 (1 April 1975), p. 49

Life, People

“Well, you know, a lot of work nowadays [c. 1991] tends to be illustrative of theory already written, and some of it tends to be quite consciously didactic, as if the determination is to teach somebody something. And letting that go for the moment, as far as its value is concerned, it's exactly the opposite of what I seem to find most useful, and that is to leave things open and not determine anything except the very clear form. The form is always very simple and clear. What is experienced is uncertain and unforeseeable, which is why I do it, and its point is never clear to me, even after I've done it. So that's a very, very different way of looking at the nature of our responsibility in the world.”

Allan Kaprow (1927–2006) American artist

In an interview with Robert C. Morgan, 1991; in the 'Journal of Contemporary Art, 4', no. 2, p. 56-69

World, Way, Nature

“The consolidation of State capitalism in Russia itself was the determining basis for the character of the Communist Party. Whilst in its foreign propaganda it continued to speak of communism and world revolution, decried capitalism, called upon the workers to join in the fight for freedom, the workers in Russia were a subjected and exploited class, living mostly in miserable working conditions, under a strong and oppressive dictatorial rule, without freedom of speech, of press, of association, more strongly enslaved than their brethren under Western capitalism. Thus an inherent falsehood must pervade politics and teachings of that party. … The doctrine it taught under the name of Marxism was not the theory of the overthrow of highly developed capitalism by a highly developed working class, but its caricature. … The Communist Party did not intend to make the workers independent fighters capable by their force of insight themselves to build their new world, but to make them obedient followers ready to put the party into power.”

Antonie Pannekoek (1873–1960) Dutch astronomer and Marxist theorist

Workers Councils (1947), Section 2.5

World, Communication, Freedom, Strong

“Education should be related to an intercultural and interdependent world. A world in which education teaches man to foster sharing attitudes, to compete with oneself and not with others, learning to be tolerant, and to develop pity and solidarity for the suffering of mankind. A world free from prejudices, where learning to care, learning to be, learning to share, learning to grasp the whole and act on the parts, and learning to carry on learning should be society’s main objectives.”

Miguel Angel Escotet social scientist

As quoted in Emerging Trends In Inclusive Education (2007) by Kaushal Sharma and B.C. Mahapatra, p. 347

World, Education, Suffering, Learning

“Most merciful and gracious God, who hast preserved me unto this hour, I most humbly acknowledge Thee as the guide and companion of my youth. Thou hast protected me through the dangers of infancy and childhood, and in my youth Thou didst bless me with the full enjoyment, the happy intimacy, of the best of fathers. Be as gracious and merciful then as Thou hast hitherto been, now that I am about to enter a new stage of existence. Teach me, I beseech Thee, to strengthen in my soul the cultivation of Thy truth, the recollection of the uncertainty of life, the greatness of the objects for which I was created. Revive those delightful religious impressions which in early days I felt more strongly than now; and as Thou hast been pleased lately to permit me to look to a way of life to which formerly I dared not to do, let the leisure I shall enjoy enlarge my warmth of heart towards Thee. Make every branch of study which I may pursue strengthen my confidence in Thy ever-ruling providence, that, undeceived by views of false philosophy, I may ever in singleness of heart elevate my mind from Thy works unto Thy divine essence. Keep from me a vain and overbearing spirit; let me- ever have a thorough sense of my own ignorance and weakness; and keep me through all the trials and troubles of a transitory state in body and soul unto everlasting life, for Jesus Christ's sake. Amen.”

James David Forbes (1809–1868) Scottish physicist and glaciologist

"Completing my Twenty-first Year" (1839), a prayer written by Forbes on April 20th, 1830. Life and letters of James David Forbes p. 450.

Life, God, Happiness, Truth

“When General Osborne came to see me just after the victory, he asked me what I thought should be done to educate the Germans. I said there is only one thing to be done and that is to teach them disobedience, as long as they are obedient so long sooner or later they will be ordered about by a bad man and there will be trouble. Teach them disobedience, I said, make every German child know that it is its duty at least once a day to do its good deed and not believe something its father or its teacher tells them, confuse their minds, get their minds confused and perhaps then they will be disobedient and the world will be at peace. The obedient peoples go to war, disobedient people like peace, that is the reason that Italy did not really become a good Axis, the people were not obedient enough, the Japs and the Germans are the only really obedient people on earth and see what happens, teach them disobedience, confuse their minds, teach them disobedience, and the world can be peaceful. General Osborne shook his head sadly, you'll never make the heads of an army understand that.”

Gertrude Stein (1874–1946) American art collector and experimental writer of novels, poetry and plays

Off we all went to see Germany. In: LIFE Magazine, Vol. 19, No. 6, August 6, 1945, S.56, ISSN 0024-3019. google books https://books.google.at/books?id=0EkEAAAAMBAJ&pg=PA54&lpg=PA54&dq=%22gertrude+stein%22+%22off+we+all+went%22&source=bl&ots=xOi2_KGtgA&sig=rCjhy5aEb48I1LiWrDQNNVtw37c&hl=de&sa=X&ved=2ahUKEwij1sqZr7_cAhUFdcAKHQQhB_sQ6AEwAHoECAAQAQ#v=onepage&q=%22gertrude%20stein%22%20%22off%20we%20all%20went%22&f=false

War, People, World, Education

“To increase the number of men and women in all lands who will refuse absolutely to sanction the use of any unchristian weapon, who will follow without compromise the teaching and example of Jesus Christ, and who will seek diligently by every possible means to spread abroad in the lives of individuals and of nations the spirit of Jesus, this is the only sure way to abolish war.”

Kirby Page (1890–1957) American clergyman

Source: The Sword or the Cross, Which Should be the Weapon of the Christian Militant? (1921), Ch.6 p. 107

Women, Men, War, Way

“Vedanta teaches that consciousness is singular, all happenings are played out in one universal consciousness and there is no multiplicity of selves.”

Erwin Schrödinger (1887–1961) Austrian physicist

Source: My View of the World (1951), Chapter 5

Universe

“Saviour! teach me, day by day,
Love's sweet lesson to obey;
Sweeter lesson cannot be,
Loving Him who first loved me.
Charity is the very livery of Christ.”

Hugh Latimer (1485–1555) British bishop

Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 395.

Love, Christ

“The untransacted destiny of the American people is to subdue the continent — to rush over this vast field to the Pacific Ocean — to animate the many hundred millions of its people, and to cheer them upward — to set the principle of self-government at work — to agitate these herculean masses — to establish a new order in human affairs — to set free the enslaved — to regenerate superannuated nations — to change darkness into light — to stir up the sleep of a hundred centuries — to teach old nations a new civilization — to confirm the destiny of the human race — to carry the career of mankind to its culminating point — to cause stagnant people to be re-born — to perfect science — to emblazon history with the conquest of peace — to shed a new and resplendent glory upon mankind — to unite the world in one social family — to dissolve the spell of tyranny and exalt charity — to absolve the curse that weighs down humanity, and to shed blessings round the world!
Divine task! immortal mission! Let us tread fast and joyfully the open trail before us! Let every American heart open wide for patriotism to glow undimmed, and confide with religious faith in the sublime and prodigious destiny of his well-loved country.”

William Gilpin

Address to the U.S. Senate (2 March 1846); quoted in Mission of the North American People, Geographical, Social, and Political (1873), by William Gilpin, p. 124.

Love, People, World, Family

“Because the first thing that will occur, once the legalization occurs, is that if this curriculum is not being taught already, it will be mandated, it must be taught in the schools. You cannot get out of it. Why? If you would not teach this, it would be considered discriminatory.”

Michele Bachmann (1956) American politician

2010s

School

“If you ask me what I want to achieve, it's to create an awareness, which is already the beginning of teaching.”

Elie Wiesel (1928–2016) writer, professor, political activist, Nobel Laureate, and Holocaust survivor

In a 1978 interview with John S. Friedman, published in The Paris Review 26 (Spring 1984); and in Elie Wiesel : Conversations (2002) edited by Robert Franciosi, p. 85

“It was even possible for the most venerated patriarchs of the Church, like St. Augustine and St. Thomas Aquinas, to conclude that heretics should be tortured (Augustine) or killed (Aquinas). Martin Luther and John Calvin advocated the wholesale murder of heretics, apostates, Jews, and witches. You are, of course, free to interpret the Bible differently—though isn't it amazing that you have succeeded in discerning the true teachings of Christianity, while the most influential thinkers in the history of your faith failed?”

Sam Harris (1967) American author, philosopher and neuroscientist

Source: 2000s, Letter to a Christian Nation (2006), p. 11-12

Faith, History

“The sequence of different positions of the same particle at different times forms a one-dimensional continuum in the four-dimensional space-time, which is called the world-line of the particle. All that physical experiments or observations can teach us refers to intersections of world-lines of different material particles, light-pulsations, etc., and how the course of the world-line is between these points of intersection is entirely irrelevant and outside the domain of physics. The system of intersecting world-lines can thus be twisted about at will, so long as no points of intersection are destroyed or created, and their order is not changed. It follows that the equations expressing the physical laws must be invariant for arbitrary transformations.”

Willem de Sitter (1872–1934) Dutch cosmologist

Kosmos (1932), Above is Beginning Quote of the Last Chapter: Relativity and Modern Theories of the Universe -->

World, Law, Light, Change

“Ian McEwan: I guess my starting point would be: the brain is responsible for consciousness, and we can be reasonably sure that when that brain ceases to be, when it falls apart and decomposes, that will be the end of us. From that quite a lot of things follow, especially morally. We are the very privileged owners of a brief spark of consciousness, and we therefore have which one can work towards and maybe make sacrifices, and, crucially, make sacrifices of other people. We have a marvellous gift, and you see it develop in children, this ability to become aware that other people have minds just like your own and feelings that are just as important as your own, and this gift of empathy seems to me to be the building block of our moral system.Richard Dawkins: I profoundly agree with you, and I've always felt that one of the things that is wrong with religion is that it teaches us to be satisfied with answers which are not really answers at all.Ian McEwan: And if you have a sacred text that tells you how the world began or what the relationship is between this sky-god and you, it does curtail your curiosity, it cuts off a source of wonder. The loveliness of the world in its wondrousness is not apparent to me in Islam or Christianity and all the other major religions.”

Ian McEwan (1948) British author

from The Root of All Evil?, Channel 4 documentary, United Kingdom (January 2006).

God, Children, People, World

“The zealous care with which J. M. W. Turner endeavoured to do his duty, is proved by a large existing series of drawings, exquisitely tinted, and often completely coloured, all by his own hand, of the most difficult perspective subjects—illustrating not only directions of line, but effects of light - with a care and completion which would put the work of any ordinary teacher to utter shame. In teaching generally — he would neither waste time nor spare it - he would look over a student's drawing at the Academy, point to a defective part, make a scratch on the paper at the side, say nothing. If the student saw what was wanted, and did it, Turner was delighted; but if the student could not follow. Turner left him.”

John Ruskin (1819–1900) English writer and art critic

Quote, c. 1850's; describing Turner's perspective lectures; as quoted in The life of J.M.W. Turner, Volume II, George Walter Thornbury; Hurst and Blackett Publishers, London, 1862, p. 108

Light, Teachers, Time, Parting

“Full-time participant observation over an extended period of time tends to be an age-graded phenomenon. Such studies are most likely to be done by young people, in our student years. When we are established professionals, with teaching or other professional responsibilities, we are unlikely to have the time and the motivation to make such a full commitment.”

William Foote Whyte (1914–2000) American sociologist

Source: Learning from the Field, 1984, p. 63

People, Age, Motivation, Study

“No one can examine this record and escape the conclusion that in the great outline of its principles the Declaration was the result of the religious teachings of the preceding period. The profound philosophy which Jonathan Edwards applied to theology, the popular preaching of George Whitefield, had aroused the thought and stirred the people of the Colonies in preparation for this great event. No doubt the speculations which had been going on in England, and especially on the Continent, lent their influence to the general sentiment of the times. Of course, the world is always influenced by all the experience and all the thought of the past. But when we come to a contemplation of the immediate conception of the principles of human relationship which went into the Declaration of Independence we are not required to extend our search beyond our own shores. They are found in the texts, the sermons, and the writings of the early colonial clergy who were earnestly undertaking to instruct their congregations in the great mystery of how to live. They preached equality because they believed in the fatherhood of God and the brotherhood of man. They justified freedom by the text that we are all created in the divine image, all partakers of the divine spirit.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Speech on the Anniversary of the Declaration of Independence (1926)

God, People, World, Search

“Since 1914…I wait for the natural to return; for newspapers to report news with care for accuracy and grammar; for schools to teach and for pupils to study; for faces to be sane and intelligent, and even humorous; for American artists and poets and writers to be exuberant and optimistic…it is all gone with the music of Vienna and the gaiety of San Francisco. But I still see everything against that background, and really I see nothing funny anywhere. The Beatnik beard and the mini skirt and the topless waitress, they ARE funny, I know they are funny but they only make me tired, I don't laugh.”

Rose Wilder Lane (1886–1968) American journalist

letter to Roger MacBride (March 5, 1968).
reflecting her impressions of the world of 1968, at the age of 81.

School, Music, Intelligence, Nature

“They abandon themselves credulously to every fanatic scoundrel who speaks to their baser qualities, confirms them in their vices, teaches them nationality means barbarism and isolation.”

Johann Wolfgang von Goethe (1749–1832) German writer, artist, and politician

Attributed to Goethe by German novelist Thomas Mann in his novel The Beloved Returns. The line was Mann's invention, though it was later quoted during the Nuremburg trials by prosecutor Sir Hartley Shawcross, who quoted the passage as if it truly had been written by Goethe. Misattributed Source: http://hdl.handle.net/2027/spo.act2080.0051.419 Thomas Mann in America

“More and more American pharmacists are refusing to fill prescriptions for birth control because of their personal moral objections. Hey, you know what would really teach us a lesson? If you took off your pretend doctor jacket and got another job. … Now, of course, I know the other side is saying, yes, but this is a moral issue. Yeah, but the problem is, not everyone gets their morals from the same book. You go by the book that says slavery is okay but sex is wrong until after marriage, at which point it becomes a blessed sacrament between a husband and the wife who is withholding it.
In conclusion, let me say to all the activist pharmacists out there, the ones who think sex is bad probably because sex with them always is. Fellas, a pharmacist is not a law-giver, not even a doctor. In the medical pecking order, you rank somewhere in between a chiropractor and a tree surgeon.
You don't answer to a law above the laws of men. You work for Sav-On. The doctors are the ones who make medical decisions because they went to medical school, whereas you were transferred from the counter where people drop off film.”

Bill Maher (1956) American stand-up comedian

New Rules (2005)

Men, Marriage, People, Books

“The proper method for hastening the decay of error is not by brute force, or by regulation which is one of the classes of force, to endeavour to reduce men to intellectual uniformity; but on the contrary by teaching every man to think for himself.”

William Godwin (1756–1836) English journalist, political philosopher and novelist

Vol. 2, bk. 8, ch. 6
Enquiry Concerning Political Justice (1793)

Men, Error, Thinking

“This is organized crime and there is a network all over the country. It's been going on for centuries and is passed down from generation to generation. The mothers teach their daughters… The psychics you see in the storefront who are dressed kind of shabby and don't have that much money actually are the same people who when they drive away go live in a million dollar house on the Intracoastal and they're driving around in a Maserati… It leaves the victims penniless and emotionally broken.”

Bob Nygaard private detective specializing in psychic fraud

Bob Nygaard: Boca Raton private investigator says south Florida is a hotbed for fake fortune tellers https://web.archive.org/web/20160414094952/https://www.wptv.com/news/region-s-palm-beach-county/boca-raton/a-boca-raton-private-investigator-says-south-florida-is-a-hotbed-for-fake-fortune-tellers, WPTV West Palm Beach (14 April 2016)

Money, People, Housing, Daughters

“Surely just about everybody has faced a moral dilemma and secretly wished, "If only somebody — somebody I trusted — could just tell me what to do!" Wouldn't this be morally inauthentic? Aren't we responsible for making our own moral decisions? Yes, but the virtues of "do it yourself" moral reasoning have their limits, and if you decide, after conscientious consideration, that your moral decision is to delegate further moral decisions in your life to a trusted expert, then you have made your own moral decision. You have decided to take advantage of the division of labor that civilization makes possible and get the help of expert specialists.We applaud the wisdom of this course in all other important areas of decision-making (don't try to be your own doctor, the lawyer who represents himself has a fool for a client, and so forth). Even in the case of political decisions, like which way to vote, the policy of delegation can be defended. … Is the a dereliction of [one's] dut[y] as a citizen? I don't think so, but it does depend on my having good grounds for trusting [the delegate's] judgment. … That why those who have an unquestioning faith in the correctness of the moral teachings of their religion are a problem: if they themselves haven't conscientiously considered, on their own, whether their pastors or priests or rabbis or imams are worthy of this delegated authority over their own lives, then they are in fact taking a personally immoral stand.This is perhaps the most shocking implication of my inquiry, and I do not shrink from it, even though it may offend many who think of themselves as deeply moral. It is commonly supposed that it is entirely exemplary to adopt the moral teachings of one's own religion without question, because -- to put it simply — it is the word of God (as interpreted, always, by the specialists to whom one has delegated authority). I am urging, on the contrary, that anybody who professes that a particular point of moral conviction is not discussable, not debatable, not negotiable, simply because it is the word of God, or because the Bible says so, or because "that is what all Muslims [Hindus, Sikhs… ] [sic] believe, and I am a Muslim [Hindu, Sikh… ]" [sic], should be seen to be making it impossible for the rest of us to take their views seriously, excusing themselves from the moral conversation, inadvertently acknowledging that their own views are not conscientiously maintained and deserve no further hearing.”

Daniel Dennett book Breaking the Spell: Religion as a Natural Phenomenon

Breaking the Spell (2006)

Life, Wisdom, God, Faith

“"How do you make your prayer-meetings interesting?" The whole subject is mixed up. "Interesting" to whom? The Lord? The suppliants? The spectators? The only way is to teach men to pray; to eliminate those who preach or rhapsodize or scold or "lament" interminably, to promote general fervor among the people, and apply to the meeting the ordinary principles of common sense.”

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

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 475.

Men, People, Way, Sense

“The rainbow stands as a poignant reminder that God keeps His promises. Despite the wickedness in the world, God has not sent another global Flood to destroy all flesh. Interestingly, if the Flood of Noah’s day was just a local flood like many Christians sadly believe and teach, God has broken His promise time and time again. Since the time of Noah, there have been numerous local floods—some of them very devastating to human and animal life. But there’s never been another global Flood because God keeps His promises.”

Ken Ham (1951) Australian young Earth creationist

Rainbow Lights at the Ark https://answersingenesis.org/blogs/ken-ham/2016/12/20/rainbow-lights-at-ark/, Around the World with Ken Ham (December 20, 2016) Around the World with Ken Ham (May 2005 - Ongoing)

Life, God, World, Time

“Indeed. there is a whole section in the Old Testament which does not square with its dominant ideas. The Proverbs, to my mind the best part of the Bible, represents a non-Mosaic tradition. In its spirit, it is very different from the Pentateuch and the Prophets; its ethics is high; it represents a very different spiritual tradition, the tradition of Self-knowledge. Its teaching is mostly, anonymous; it has also a woman teacher… rather an exception in the Bible…”

Ram Swarup (1920–1998) Indian historian

Hindu View of Christianity and Islam (1992)

Idea, Knowledge, Teachers, Parting

““I hate students,” [Zizek] said, “they are (as all people) mostly stupid and boring.
In a recent interview at this year’s Zizek Conference in Ohio, Zizek talked about his personal life before delving into his thoughts on teaching. “I hate giving classes,” Zizek said, citing office hours and grading papers as his two biggest peeves. “I did teach a class here [at the University of Cincinnati] and all of the grading was pure bluff,” he continues. “I even told students at the New School for example… if you don’t give me any of your shitty papers, you get an A. If you give me a paper I may read it and not like it and you can get a lower grade.” He received no papers that semester. But it’s office hours that are the main reason he does not want to teach.
“I can’t imagine a worse experience than some idiot comes there and starts to ask you questions, which is still tolerable. The problem is that here in the United States students tend to be so open that sooner or later, if you’re kind to them, they even start to ask you personal questions [about] private problems… What should I tell them?”
“I don’t care,” he continued. “Kill yourself. It’s not my problem,””

Slavoj Žižek (1949) Slovene philosopher

As quoted by Eugene Wolters, " Professor of the Year: 'If You Don't Give Me Any of Your Shitty Papers You Get an A http://www.critical-theory.com/professor-of-the-year-if-you-dont-give-me-any-of-your-shitty-papers-you-get-an-a/'", Critical-Theory.com, May 26 2014; square brackets and lack of accent marks as in orginal

Life, Hate, People, Stupidity

“To teach is to learn twice over.”

Joseph Joubert (1754–1824) French moralist and essayist

Learning

“Framed with regard to the established religion, this philosophy runs essentially parallel thereto; and so, being perhaps intricately composed, curiously trimmed, and thus rendered difficult to understand, it is always at bottom and in the main nothing but a paraphrase and apology of the established religion. Accordingly, for those teaching under these restrictions, there is nothing left but to look for new turns of phrase and forms of speech by which they arrange the contents of the established religion. Distinguished in abstract expressions and thereby rendered dry and dull, they then go by the name of philosophy.”

Arthur Schopenhauer book Parerga and Paralipomena

In Folge hievon wird, so lange die Kirche besteht, auf den Universitäten stets nur eine solche Philosophie gelehrt werden dürfen, welche, mit durchgängiger Rücksicht auf die Landesreligion abgefaßt, dieser im Wesentlichen parallel läuft und daher stets,—allenfalls kraus figurirt, seltsam verbrämt und dadurch schwer verständlich gemacht,—doch im Grunde und in der Hauptsache nichts Anderes, als eine Paraphrase und Apologie der Landesreligion ist. Den unter diesen Beschränkungen Lehrenden bleibt sonach nichts Anderes übrig, als nach neuen Wendungen und Formen zu suchen, unter welchen sie den in abstrakte Ausdrücke verkleideten und dadurch fade gemachten Inhalt der Landesreligion aufstellen, der alsdann Philosophie heißt.
Sämtliche Werke, Bd. 5, pp. 152–153, E. Payne, trans. (1974) Vol. 1, p. 140
Parerga and Paralipomena (1851), On Philosophy in the Universities

Religion, Understanding

“It is the enemy who can truly teach us to practice the virtues of compassion and tolerance.”

Tenzin Gyatso (1935) spiritual leader of Tibet

Ocean of Wisdom: Guidelines for Living (1989) ISBN 094066609X
Unsourced variant: In the practice of tolerance, one's enemy is the best teacher.

“The purpose of teaching individualism, then, is not to make individualists but to find them. Rather, to help them find themselves. If a student takes readily to such values as the primacy of the individual, the free market place, or the immorality of taxation, he is an individualist; if he swallows hard, he must be counted a recruit for the other side.”

Frank Chodorov (1887–1966) American libertarian thinker

Source: One is A Crowd: Reflections of An Individualist (1952), p. 3

Help

“There has been a rush of competitors anxious to be first in the field with a new text-book on the more "practical" lines which now find so much favour. The natural desire of each teacher who writes such a text-book is to give prominence to some special nostrum which he has found successful with pupils. One result is, too often, a loss of a due sense of proportion… It is, perhaps too early yet to prophesy what will be the ultimate outcome of the new order of things; but it would at least seem possible that history will repeat itself and that, when chaos has come again in geometrical teaching, there will be a return to Euclid more or less complete for the purpose of standardising it once more.”

Thomas Little Heath (1861–1940) British civil servant and academic

The Thirteen Books of Euclid's Elements (1908)

Books, History, Nature, Sense

“What do I care about Jupiter? Justice is a human issue, and I do not need a god to teach it to me.”

Jean Paul Sartre The Flies

Orestes, Act 2
The Flies (1943)

God, Justice

“One danger of a man succeeding is that it teaches his wife and daughter not to worry about success.”

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

Source: Why Men Are the Way They Are (1988), p. 148.

Success, Daughters

“You don't have to know the future and all the marvelous details of endtime prophecy. These events will happen whether you know them or not. But it's a good thing to know and to understand these things so that you'll be able to know what's going on and what's happening, as well as be able to teach and warn others.”

David Berg (1919–1994) Children of God founder

A More Sure Word of Prophecy (2 Peter 1:19)

Understanding, Future

“There are some who, for varying reasons, would appease Red China. They are blind to history's clear lesson, for history teaches with unmistakable emphasis that appeasement but begets new and bloodier war. It points to no single instance where this end has justified that means, where appeasement has led to more than a sham peace. Like blackmail, it lays the basis for new and successively greater demands until, as in blackmail, violence becomes the only other alternative.”

Douglas MacArthur (1880–1964) U.S. Army general of the army, field marshal of the Army of the Philippines

1950s, Farewell address to Congress (1951)

War, Peace, History, Success

“Seek Knowledge and adorn it with forbearance and dignity. Be humble to those whom you teach and to those from whom you learn. Don't be tyrannical in your teaching conduct, for you will forfeit that to which you are entitled to (the reward) on account of it.”

Ja'far al-Sadiq (702–765) Muslim religious person

Muhammad Kulayni, Usūl al-Kāfī - The Book of the Merits of Knowledge.
Religous Wisdom

Knowledge, Learning

“The promise of a future life is held to have such prominence in Christ's teaching as to lead Paul to say that the Master "brought life and immortality to light." How did he do this? By filling the life of to-day with the consciousness of eternal things, of truths and principles which would not change if the whole visible universe were to pass away.
No one to-day, I think, will maintain that Christ created the hope which he aroused to an activity before undreamed of. The majority of the Jews believed in a life after death, as is shown by the segregation of the Sadducees from the orthodox of the synagogue. The new teaching vindicated the spiritual rights and interests of man. From the depths of his own heart was evolved the consciousness of a good that could not die. Man, the creature of a day, has a vested interest in things eternal.”

Julia Ward Howe (1819–1910) American abolitionist, social activist, and poet

Beyond the Veil

Life, Death, Truth, Hope

“I am overwhelmed by an irresistible temptation to do my climb by moonlight and unroped. This is contrary to all my rock climbing teaching & does not mean poor training, but only a strong-headedness.”

William Shockley (1910–1989) American physicist and inventor

Memo to himself in 1947, regarding work on the transistor, as quoted in Broken Genius : The Rise and Fall of William Shockley, Creator of the Electronic Age (2006) by Joel N. Shurkin, Ch. 7, p. 125.

Strong, Training

“I think of the company advertising "Thought Processors" or the college pretending that learning BASIC suffices or at least helps, whereas the teaching of BASIC should be rated as a criminal offence: it mutilates the mind beyond recovery.”

Edsger W. Dijkstra (1930–2002) Dutch computer scientist

Dijkstra (1984) Source: The threats to computing science http://www.cs.utexas.edu/users/EWD/transcriptions/EWD08xx/EWD898.html (EWD898). 1980s

Thinking, Learning, Help

“The approach that dominates organizational theory, teaching, and practice for most of the twentieth century looked at organizations from the top-down, starting with a view of the CEO as the "leader" who shapes the organization's strategy, structure, culture, and performance potential. The nature of work and the role of the workforce enter the analysis much later, after considerations of technology and organization design have been considered. However, if the key source of value in the twenty-first-century organization is to be derived from the workforce itself, an inversion of the dominant approach will be needed. The new perspective will start not at the top of the organization, but at but at the front lines, with people and the work itself — which is where value is created. Such an inversion will lead to a transformation in the management and organization of work workers, and knowledge. This transformation was signalled by McGregor, but we must go further.”

Wanda Orlikowski American computer scientist

Thomas Kochan, Wanda Orlikowski, and Joel Cutcher-Gershenfeld. "Beyond McGregor's theory Y," in: Douglas McGregor (1960), The Human Side of Enterprise; Annotated Edition, 2006, p. 366

People, Nature, Knowledge

“Always have a book at hand, in the parlor, on the table, for the family; a book of condensed thought and striking anecdote, of sound maxims and truthful apothegms. It will impress on your own mind a thousand valuable suggestions, and teach your children a thousand lessons of truth and duty. Such a book is a casket of jewels for your household.”

Tryon Edwards (1809–1894) American theologian

Source: A Dictionary of Thoughts, 1891, p. 464.

Children, Truth, Books, Family

“Teach we must, for we owe all that we are to all those who have been and all that we have to those who are yet to come …if they but ask!”

Irvin Kauffman

Official website http://www.irvinkauffman.com/

“In comparing civilized man with the animal world, one is as the Alpine traveller, who sees the mountains soaring into the sky and can hardly discern where the deep shadowed crags and roseate peaks end, and where the clouds of heaven begin. Surely the awe-struck voyager may be excused if, at first, he refuses to believe the geologist, who tells him that these glorious masses are, after all, the hardened mud of primeval seas, or the cooled slag of subterranean furnaces—of one substance with the dullest clay, but raised by inward forces to that place of proud and seemingly inaccessible glory. But the geologist is right; and due reflection on his teachings, instead of diminishing our reverence and our wonder, adds all the force of intellectual sublimity, to the mere aesthetic intuition of the uninstructed beholder.”

Thomas Henry Huxley (1825–1895) English biologist and comparative anatomist

Source: 1860s, Evidence as to Man's Place in Nature (1863), Ch.2, p. 131-132

World, Travel, Mountain, Animals

“[Boulding's belief in] the immediate experience of the Holy Spirit, or Inward Light, available to every man to teach, guide, reprove, and draw him up toward goodness.”

Kenneth E. Boulding (1910–1993) British-American economist

Source: 1950s, The Organizational Revolution: A study in the ethics of economic organization, 1953, p. 253. cited in: D.A. Latzko (1995) " Kenneth E. Boulding (18 January 1910-19 March 1993) http://www.personal.psu.edu/~dxl31/research/otherstuff/boulding.html" in: Proceedings of the American Philosophical Society.

Light, Drawing

“Science has taught… me to be careful how I adopt a view which jumps with my preconceptions, and to require stronger evidence for such belief than for one to which I was previously hostile. My business is to teach my aspirations to conform themselves to fact, not to try and make facts harmonise with my aspirations.”

Thomas Henry Huxley (1825–1895) English biologist and comparative anatomist

1860s, Reply to Charles Kingsley (1860)

Hostility, Business, Science

“The importance of the lesson which this Society was formed to teach would be hard to overestimate. Its main purpose is to impress upon the people the necessity for reverence. This is the beginning of a proper conception of ourselves, of our relationship to each other, and our relationship to our Creator. Human nature cannot develop very far without it. The mind does not unfold, the creative faculty does not mature, the spirit does not expand, save under the influence of reverence. It is the chief motive of an obedience. It is only by a correct attitude of mind begun early in youth and carried through maturity that these desired results are likely to be secured. It is along the path of reverence and obedience that the race has reached the goal of freedom, of self-government, of a higher morality, and a more abundant spiritual life.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Authority and Religious Liberty (1924)

Life, People, Youth, Motivation

“I went to sleep with the hope that made America famous.
I had the kind of a dream that maybe they're still trying to teach in school.
Of the America that made America famous…and
Of the people who just might understand
That how together yes we can
Create a country better than
The one we have made of this land,
We have a choice to make each man
who dares to dream, reaching out his hand
A prophet or just a crazy God damn
Dreamer of a fool.”

Harry Chapin (1942–1981) American musician

What Made America Famous?
Song lyrics, Verities & Balderdash (1974)

God, People, School, Dreams

“In the winter of 2008, Jenifer and I visited Chennai Mathematical Institute. This remarkable Institute is the creation of Seshadri. It is a unique blend of an American style liberal arts college with traditional Indian guru one-on-one teaching, adding physics, computer science, history and music to its maths curriculum. Only in India could an intellectual with no business or management experience, who spends all his spare time singing classical south Indian music, have been the catalyst for such a unique educational experiment.”

David Mumford (1937) American mathematician

[David Mumford, Passages to India, Mathematics Intelligencer, 2010, Hyderabad edition, 51-55, http://www.dam.brown.edu/people/mumford/beyond/papers/2010c--PassagesIndia-journal.pdf]

Education, Art, Music, History

“Since human beings are highly adaptable it may be possible for an individual with any sort of competence to learn, in the end, according to any teaching strategy. But the experiments show, very clearly indeed, that the rate, quality and durability of learning is crucially dependent upon whether or not the teaching strategy is of a sort that suits the individual”

Gordon Pask (1928–1996) British psychologist

Source: Learning Strategies and Individual Competence (1972), p. 221 as cited in: Nigel Ford (2000) " Cognitive Styles and Virtual Environments http://docis.info/docis/lib/tian/rclis/dbl/jamsis/(2000)51%253A6%253C543%253ACSAVE%253E/advertising.utexas.edu%252Fvcbg%252Fhome%252FFord00.pdf" in: Journal of the American Society for Information Science. Vol 51, Is. 6, p. 543–557.

Learning, Dependency

“God's Torah teaches us to refrain from inflicting unnecessary pain on any animal. And not only physical pain; an animal can suffer mental pain too. … It is an important part of Torah education to train children to respect animals as sensitive beings which should not be unnecessarily deprived of the joys of life. Do not forget that the child who crudely delights in the suffering of an injured beetle or the anxiety of a harassed animal will soon be numb towards human pain too. … It seems doubtful from all that has been said whether the Torah would sanction "factory farming," which treats animals as machines, with apparent insensitivity to their natural needs and instincts.”

Aryeh Carmell (1917–2006) British rabbi

Masterplan: Judaism, Its Program, Meanings and Goals (Jerusalem: Feldheim, 1991), pp. 68 https://books.google.it/books?id=uQxdgZikdCcC&pg=PA68-69.

Life, God, Pain, Children

“The last six years afforded me much time and food for thought. I came to the conclusion that the human race is not divided into two opposing camps of good and evil. It is made up of those who are capable of learning and those who are incapable of doing so. Here I am not talking of learning in the narrow sense of acquiring an academic education, but of learning as the process of absorbing those lessons of life that enable us to increase peace and happiness in our world. Women in their role as mothers have traditionally assumed the responsibility of teaching children values that will guide them throughout their lives. It is time we were given the full opportunity to use our natural teaching skills to contribute towards building a modern world that can withstand the tremendous challenges of the technological revolution which has in turn brought revolutionary changes in social values.”

Aung San Suu Kyi (1945) State Counsellor of Myanmar and Leader of the National League for Democracy

Opening Keynote Address at NGO Forum on Women, Beijing China (1995)

Life, Women, Happiness, Children

“Humans may crave absolute certainty; they may aspire to it; they may pretend, as partisans of certain religions do, to have attained it. But the history of science — by far the most successful claim to knowledge accessible to humans — teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us.”

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. 2 : Science and Hope, p. 28

Religion, Hope, History, Understanding

“The Quakers sent me books, from which I learnt how they had, years ago, established beyond doubt the duty for a Christian of fulfilling the command of non-resistance to evil by force, and had exposed the error of the Church's teaching in allowing war and capital punishment.”

Leo Tolstoy (1828–1910) Russian writer

The Kingdom of God is Within You (1894)

War, Books, Error, Evil

“Who sings of all of Love's eternity
Who shines so bright
In all the songs of Love's unending spells? Holy lightning strikes all that's evil
Teaching us to love for goodness sake.
Hear the music of Love Eternal
Teaching us to reach for goodness sake.”

Jon Anderson (1944) English singer

Lyrics of "Loved by the Sun", on the soundtrack of the film Legend (1986).

Love, Music, Evil, Singing

“Today we can see many different forms of Buddhism, such as Zen and Theravada Buddhism. All these different aspects are practices of Buddha's teachings, and all are equally precious; they are just different presentations.”

Kelsang Gyatso (1931) Tibetan writer and lama

Modern Buddhism: The Path of Compassion and Wisdom (2011)

“"I conclude that all is well," says Oedipus, and that remark is sacred. It echoes in the wild and limited universe of man. It teaches that all is not, has not been, exhausted. It drives out of this world a god who had come into it with dissatisfaction and a preference for futile suffering. It makes of fate a human matter, which must be settled among men.”

Albert Camus book The Myth of Sisyphus

The Myth of Sisyphus (1942), The Myth of Sisyphus

Men, God, Fate, World

“I was just reading something last night from the state of California. And that the California universities — it's several, I think it's seven or eight of the California system of universities don't even teach an American history course. It's not even available to be taught. Just to tell you how bad it’s gotten in this country, where we're trying to disconnect the American people from the roots of who we are, so they have an understanding of what America should be.”

Rick Santorum (1958) American politician

2012-04-02
Santorum Claims "Seven Or Eight" Univ. California Schools Don't Teach American History
Meenal
Vamburkar
Mediaite
http://www.mediaite.com/online/santorum-claims-seven-or-eight-univ-california-schools-dont-teach-american-history/
2012-04-10
2012-04-03
Rick Santorum Speaks from His Heart - California Colleges
The Colbert Report
Comedy Central
Television
http://www.colbertnation.com/the-colbert-report-videos/411675/april-03-2012/rick-santorum-speaks-from-his-heart---california-colleges
2012-04-10

People, History, Understanding, Thinking

“A leopard doesn't change his spots just because you bring him in from the jungle and try to housebreak him and turn him into a pet. He may learn to sheathe his claws in order to beg a few scraps off the dinner table, and you may teach him to be a beast of burden, but it doesn't pay to forget that he'll always be what he was born: a wild animal.”

George Lincoln Rockwell (1918–1967) American politician, founder of the American Nazi Party

Interview with Alex Haley

Learning, Change, Animals, Forgetting

“He was reminded of a Dutch book whose moral he often returned to: De Schoonheid van hoogspanningslijnen in het Hollandse landschap, written by a couple of academics in Rotterdam University, Anne Kieke Backer and Arij de Boode. The Beauty of Electricity Pylons in the Dutch Landscape was a defence of the contribution of transmission engineering to the visual appeal of Holland, referencing the often ignored grandeur of the towers on their march from power stations to cities. Its particular interest for Ian, however, lay in its thesis about the history of the Dutch relationship to windmills, for it emphasised that these early industrial objects had originally been felt to have all the pylons’ threateningly alien qualities, rather than the air of enchantment and playfulness now routinely associated with them. They had been denounced from pulpits and occasionally burnt to the ground by suspicious villagers. The re-evaluation of the windmills had in large part been the work of the great painters of the Dutch Golden Age, who, moved by their country’s dependence on the rotating utilitarian objects, gave them pride of place in their canvases, taking care to throw their finest aspect into relief, like their resilience during storms and the glint of their sails in the late afternoon sun. … It would perhaps be left to artists of our own day to teach us to discern the virtues of the furniture of contemporary technology.”

Alain de Botton (1969) Swiss writer

Source: The Pleasures and Sorrows of Work (2009), p. 212.

Books, Age, Beauty, History

“No spiritual teaching is a direct path to enlightenment. In fact, there is no such thing as a path to enlightenment, simply because enlightenment is ever present in all places and at all times. What you can do is to remove any and all illusions, especially the ones you value most and find the most security in, that cloud your perception of Reality. Let go of clinging to your illusions and resisting what is, and Reality will suddenly come into view.”

Adyashanti (1962) Spiritual teacher

The Way of Liberation (2012)

Reality, Time

“It is important to teach our young about who they are and how culture can empower them to help the greater community. It is very difficult, especially in the age of technology to curb what mass-media and marketing try to tell us who we are, and even more difficult when those closest to you act uninterested. It is an uphill climb, sometimes alone, to find the truth.”

Lorin Morgan-Richards (1975) American poet, cartoonist, and children's writer

As quoted in interview with Golwg 360, Welsh language online magazine.

Truth, Age, Communication, Help

“MAJOR URWICK and Dr. Metcalf have rendered a conspicuous service by editing this collection of Mary Follett’s lectures on business management. They contain teaching which was of importance when the lectures were delivered, and which many people felt should be preserved in a collated form and given a wider public. The circumstances of today have increased that importance. Many people are being called upon to fill new administrative posts, and these lectures teach the principles which should underly all administrative method.”

Seebohm Rowntree (1871–1954) British philanthropist industrialist and sociologist writer

Seebohm Rowntree, "Preface" to Mary Parker Follett with Henry C. Metcalf, and Lyndall Urwick (eds.). Dynamic administration: the collected papers of Mary Parker Follett. Harper & Brother Publishing, 1942

People, Business

“He who thinks that macrobiotic living is merely a cure for physical ailments, however, can never rea be helped. It is not a new medicine to stop pain or suffering, but rather a teaching that goes to the source of pain and eradicates it.”

George Ohsawa (1893–1966) twentieth century Japanese philosopher

Source: Essential Ohsawa - From Food to Health, Happiness to Freedom - Understanding the Basics of Macrobiotics (1994), p. 81

Pain, Thinking, Suffering, Help

“The best way to keep anyone alive is by following their instructions and exemplifying their teachings, not just individually but also as a community.”

Bhakti Tirtha Swami (1950–2005) American Hindu writer

Lecture, 2005
Lectures

Way, Communication

“In recent years the fourth commandment has been stigmatized as un-German because it proposes a reward for its observance… on November I3th, 1933, the German Christians passed the following resolution : We expect our national Churches to shake themselves free of all that is un-German, in particular of the Old Testament and its Jewish morality of rewards… But it is not true to say that the fourth commandment teaches children a mercenary attitude with regard to God, that it encourages and consecrates an un-German spirit of self-seeking.”

Michael von Faulhaber (1869–1952) German Roman Catholic Cardinal

Sermon Two

God, Children

“What thrust us into war were not Hitler's political teachings: the cause, this time, was his successful attempt to establish a new economy. The causes of the war were: envy, greed, and fear.”

J. F. C. Fuller (1878–1966) British Army general

The Second World War, 1939-1945: a strategical and tactical history, (1948).

War, Fear, Time, Success

“We all have kindly impulses, fostered by two thousand years of Christian teaching, gentle Jesus, and love thy neighbour, but we have the killer instinct, too, the murderous impulse of the hunter…”

George MacDonald Fraser book Quartered Safe Out Here

Source: Quartered Safe Out Here (1992), p. 175.

Love

“There is no such thing as pointless violence. City of God, is that pointless violence? It's reality, it's real life, it has to do with the human condition. Being involved in Christianity and Catholicism when I was very young, you have that innocence, the teachings of Christ. Deep down you want to think that people are really good - but the reality outweighs that.”

Martin Scorsese (1942) American film director, screenwriter, producer and actor

Scorsese: No Such Thing As Pointless Violence, WENN (10 October 2004).

Life, God, People, Thinking

“It is only in folk tales, children's stories, and the journals of intellectual opinion that power is used wisely and well to destroy evil. The real world teaches very different lessons, and it takes willful and dedicated ignorance to fail to perceive them.”

Noam Chomsky (1928) american linguist, philosopher and activist

Talk titled "The World After September 11th", AFSC Conference at Tufts University, Massachusetts, December 8, 2001 https://web.archive.org/web/20011230091612/http://www.zmag.org/chomskyafter911.htm. Quotes 2000s, 2001

Children, World, Evil

“You know we’ve been teaching the kids that they’re nothing but animals and today a lot of them act like animals.”

Kent Hovind (1953) American young Earth creationist

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

Animals

“There was a seminar for advanced students in Zürich that I was teaching and von Neumann was in the class. I came to a certain theorem, and I said it is not proved and it may be difficult. Von Neumann didn't say anything but after five minutes he raised his hand. When I called on him he went to the blackboard and proceeded to write down the proof. After that I was afraid of von Neumann.”

George Pólya book How to Solve It

2nd ed. (1957), p. xv
How to Solve It (1945)

“The doctrine of the Essens is this: That all things are best ascribed to God. They teach the immortality of souls, and esteem that the rewards of righteousness are to be earnestly striven for; and when they send what they have dedicated to God into the temple, they do not offer sacrifices because they have more pure lustrations of their own; on which account they are excluded from the common court of the temple, but offer their sacrifices themselves; yet is their course of life better than that of other men; and they entirely addict themselves to husbandry. It also deserves our admiration, how much they exceed all other men that addict themselves to virtue, and this in righteousness; and indeed to such a degree, that as it hath never appeared among any other men, neither Greeks nor barbarians, no, not for a little time, so hath it endured a long while among them. This is demonstrated by that institution of theirs, which will not suffer any thing to hinder them from having all things in common; so that a rich man enjoys no more of his own wealth than he who hath nothing at all. There are about four thousand men that live in this way, and neither marry wives, nor are desirous to keep servants; as thinking the latter tempts men to be unjust, and the former gives the handle to domestic quarrels; but as they live by themselves, they minister one to another. They also appoint certain stewards to receive the incomes of their revenues, and of the fruits of the ground; such as are good men and priests, who are to get their corn and their food ready for them. They none of them differ from others of the Essens in their way of living, but do the most resemble those Dacae who are called Polistae [dwellers in cities].”

Josephus on the Essenes

AJ 18.1.5
Antiquities of the Jews

Life, Men, God, Food

“If one is wild and doesn’t like anything angry, when meeting with Buddha’s teaching one experiences joy and natural totality, as if two rivers flow into each other. And if one is basically trusting, the Pure Land is near, and in death, perhaps one will enter something deeply known.”

Lama Ole Nydahl (1941) Danish lama

Fearless Death: Buddhist Wisdom on the Art of Dying (2012)

Death, Nature, Joy

“No doubt once it was real progress when developers and teachers offered learners tangible material in order to teach them arithmetic of whole number… The best palpable material you can give the child is its own body.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: Mathematics as an Educational Task (1973), p. 75-76; As cited in: Anne Birgitte Fyhn (2007, p. 6)

Teachers

“We need to teach people to refuse to install non-free plug-ins; we need to teach people to care more about their long-term interest of freedom than their immediate desire to view a particular site.”

Richard Stallman (1953) American software freedom activist, short story writer and computer programmer, founder of the GNU project

"Interview with Richard Stallman: Four Essential Freedoms" Roy Schestowitz, in IT Management (19 December 2007) http://tech-insider.org/free-software/research/2007/1219.html 2000s

People, Freedom

“I knew it long ago: I'm a compulsive teacher, but I can't teach. The godawful state of today's education system isn't what's stopping me. I lack at least two of the essential qualifications.
I cannot "suffer fools gladly." The smartest of my pupils would get all my attention, and the rest would have to fend for themselves. And I can't handle being interrupted.
Writing is the answer. Whatever I have to teach, my students will select themselves by buying the book. And nobody interrupts a printed page.”

Larry Niven book N-Space

Foreword: Playgrounds for the mind
N-Space (1989)

Books, Education, Fools, Suffering

“I’m going to teach them some genuine skills that I use, peppered with some spurious pop-psychology and quite a lot of bullshit.”

Derren Brown (1971) British illusionist

TV Series and Specials (Includes DVDs), Derren Brown: The Heist (2006)

“More inspiring and interesting teaching alone can make progress in education possible: for such teaching alone has power to produce greater self-activity, greater concentration of mind, greater desire to learn not only how to get a living, but how to live.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 226

Education, Learning

“Our task is not the training of interpreters, nor the indulgence of exotic tastes, nor the revelation of some arcane Truth which the Orient possesses but we do not, nor the mastery of a sterile Asiatic scholasticism, but literature. If universities are not to teach language by means of literature—by means of books which are intrinsically worth-while reading, I for one do not want to be a university teacher.”

David Hawkes (sinologist) (1923–2009) British sinologist

Source: Inaugural Lecture, Oxford, 1961, p. 27

Truth, Books, Literature, Teachers

““Your concept is a tremendous network of inconsistencies.”
“In what way?” the countess said, not very much interested.
“It seems to be based on reverence for the young, and an extremely patient and protective attitude toward their physical and mental welfare. Yet you make them live in these huge caves, utterly out of contact with the natural world, and you teach them to be afraid of death—which of course makes them a little insane, because there is nothing anybody can do about death. It is like teaching them to be afraid of the second law of thermodynamics, just because living matter sets that law aside for a very brief period.”

James Blish book A Case of Conscience

Source: A Case of Conscience (1958), Chapter 12 (pp. 149-150)

Death, World, Law, Way

“Almost without exception, the early Christian Fathers whose teachings have come down to us spoke out fearlessly against usury, which includes interest also, and on the side of Communism. They proclaimed that, inasmuch as nature had provided all things in common, it was sinful robbery for one man to own more than another, especially if that other was in want. The man who gathered much whilst others had not enough, was a murderer.”

Keir Hardie (1856–1915) Scottish socialist and labour leader

Source: From Serfdom to Socialism (1907), p. 39

Communication, Nature

“We take it that when the state of things shall have arrived which we have been above attempting to describe, man will have become to the machine what the horse and the dog are to man. He will continue to exist, nay even to improve, and will be probably better off in his state of domestication under the beneficent rule of the machines than he is in his present wild state. We treat our horses, dogs, cattle and sheep, on the whole, with great kindness, we give them whatever experience teaches us to be best for them, and there can be no doubt that our use of meat has added to the happiness of the lower animals far more than it has detracted from it; in like manner it is reasonable to suppose that the machines will treat us kindly, for their existence is as dependent upon ours as ours is upon the lower animals.”

Samuel Butler (1835–1902) novelist

Darwin Among the Machines
The Note-Books of Samuel Butler (1912), Part III - The Germs of Erewhon and of Life and Habit

Happiness, Dogs, Animals, Horse

“I have nothing to teach you that will help you to make a living. [as art teacher, advising his students]”

John Sloan (1871–1951) American painter

Source: Loughery, John. John Sloan: Painter and Rebel. New York: Henry Holt, 1995. , pp. 224-225

Art, Teachers, Help

“For in the sight of God all man is one man, and one man is all man. This man was hurt in his might and made full feeble; and he was stunned in his understanding so that he turned from the beholding of his Lord. But his will was kept whole in God’s sight; — for his will I saw our Lord commend and approve. But himself was letted and blinded from the knowing of this will; and this is to him great sorrow and grievous distress: for neither doth he see clearly his loving Lord, which is to him full meek and mild, nor doth he see truly what himself is in the sight of his loving Lord. And well I wot when these two are wisely and truly seen, we shall get rest and peace here in part, and the fulness of the bliss of Heaven, by His plenteous grace.
And this was a beginning of teaching which I saw in the same time, whereby I might come to know in what manner He beholdeth us in our sin.”

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

Summations, Chapter 51
Context: The Lord that sat stately in rest and in peace, I understood that He is God. The Servant that stood afore the Lord, I understood that it was shewed for Adam: that is to say, one man was shewed, that time, and his falling, to make it thereby understood how God beholdeth All-Man and his falling. For in the sight of God all man is one man, and one man is all man. This man was hurt in his might and made full feeble; and he was stunned in his understanding so that he turned from the beholding of his Lord. But his will was kept whole in God’s sight; — for his will I saw our Lord commend and approve. But himself was letted and blinded from the knowing of this will; and this is to him great sorrow and grievous distress: for neither doth he see clearly his loving Lord, which is to him full meek and mild, nor doth he see truly what himself is in the sight of his loving Lord. And well I wot when these two are wisely and truly seen, we shall get rest and peace here in part, and the fulness of the bliss of Heaven, by His plenteous grace.
And this was a beginning of teaching which I saw in the same time, whereby I might come to know in what manner He beholdeth us in our sin. And then I saw that only Pain blameth and punisheth, and our courteous Lord comforteth and sorroweth; and ever He is to the soul in glad Cheer, loving, and longing to bring us to His bliss.

Love, God, Peace, Understanding

“That reminded John Paul of what Andrew had said when he was teaching him to play chess. “You have to think ahead, the next move, the next move, the next move, to see where it’s all going to lead.” John Paul understood the principle as soon as Andrew explained it. But he stopped playing chess anyway, because he didn’t care what happened to little plastic figures on a board of sixty-four squares.”

Orson Scott Card Ender's Game hexalogy

Page 53
Ender's Game series, First Meetings in the Enderverse (2003), The Polish Boy

Thinking

“Again, Mahāmati, there may be some unwitted people in the future time, who, beginning to lead the homeless life according to my teaching, are acknowledged as sons of the Śākya, and carry the Kāshāya robe about them as a badge, but who are in thought evilly affected by erroneous reasonings. They may talk about various discriminations which they make in their moral discipline, being addicted to the view of a personal soul. Being under the influence of the thirst for [meat-] taste, they will string together in various ways some sophistic arguments to defend meat-eating. They think they are giving me an unprecedented calumny when they discriminate and talk about facts that are capable of various interpretations. Imagining that this fact allows this interpretation, [they conclude that] the Blessed One permits meat as proper food, and that it is mentioned among permitted foods and that probably the Tathagata himself partook of it. But, Mahāmati, nowhere in the sutras is meat permitted as something enjoyable, nor it is referred to as proper among the foods prescribed”

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

for the Buddha's followers
Mahayana, Laṅkāvatāra Sūtra, Chapter Eight. On Meat-eating

Life, People, Food, Way

“Commerce is naturally adverse to all the violent passions; it loves to temporize, takes delight in compromise, and studiously avoids irritation. It is patient, insinuating, flexible, and never has recourse to extreme measures until obliged by the most absolute necessity. Commerce renders men independent of each other, gives them a lofty notion of their personal importance, leads them to seek to conduct their own affairs, and teaches how to conduct them well; it therefore prepares men for freedom, but preserves them from revolutions.”

Alexis De Tocqueville book Democracy in America

Variant translation: Trade is the natural enemy of all violent passions. Trade loves moderation, delights in compromise, and is most careful to avoid anger. It is patient, supple, and insinuating, only resorting to extreme measures in cases of absolute necessity. Trade makes men independent of one another and gives them a high idea of their personal importance: it leads them to want to manage their own affairs and teaches them to succeed therein. Hence it makes them inclined to liberty but disinclined to revolution.
Book Three, Chapter XXI.
Democracy in America, Volume II (1840), Book Three

Love, Men, Nature, Freedom

“It is with logic as it is with other sciences. They draw wisdom from the mysterious source of plain experience. Agriculture, e. g., aims to teach the farmer how to cultivate the soil; but fields were tilled long before any agricultural college had begun its lectures. In the same way human beings think without ever having heard of logic. But by practice they improve their innate faculty of thought, they make progress, they gradually learn to make better use of it. Finally, just as the farmer arrives at the science of agriculture, so the thinker arrives at logic, acquires a clear consciousness of his faculty of thought and a professional dexterity in applying it.”

Joseph Dietzgen (1828–1888) german philosopher

Letter 2
Letters on Logic: Especially Democratic-Proletarian Logic (1906)

Wisdom, Way, Thinking, Learning

“Today, as we are coming to understand better the circular processes through which culture is developed and transmitted, we recognize that man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Learning, which is based on human dependency, is relatively simple. But human capacities for creating elaborate teachable systems, for understanding and utilizing the resources of the natural world, and for governing society and creating and creating imaginary worlds all these are very complex. In the past, men relied on the least elaborate part of the circular system, the dependent learning by children, for continuity of transmission and for the embodiment of the new. Now, with our greater understanding of the process, we must cultivate the most flexible and complex part of the system; the behavior of adults. We must, in fact, teach ourselves how to alter adult behavior so that we can give up postfigurative upbringing, with its tolerated configurative components, and discover prefigurative ways of teaching and learning. We must create new models for adults who can teach their children not what to learn but how to learn and not what they should be committed to, but the value of commitment.”

Margaret Mead (1901–1978) American anthropologist

1970s, Culture and commitment, 1970

Men, Children, World, Way

“Would you say that any one sacred book is superior to all others in the world? … I say the New Testament, after that, I should place the Koran, which in its moral teachings, is hardly more than a later edition of the New Testament. Then would follow according to my opinion the Old Testament, the Southern Buddhist Tripitaka, the Tao-te-king of Laotze, the Kings of Confucius, the Veda and the Avesta.”

Max Müller (1823–1900) German-born philologist and orientalist

Letter to his son, published in The Life and Letters of Right Honorable Friedrich Max Müller (1902) edited by Georgina Müller, Vol. II, Ch. XXXII

Books, World

“…there is something larger that’s looming out there. A force that remains patient and silent. An entity that waits to teach a lesson that we have yet to grasp. It is much better to just lie there and let it roll over you like some immense army of unquestionable wonder.”

Matthew Good (1971) Canadian singer-songwriter

At Last There is Nothing Left to Say

Lie, Waiting

“We must become better at asking and do less telling in a culture that overvalues telling. It has always bothered me how even ordinary conversations tend to be defined by what we tell rather than by what we ask. Questions are taken for granted rather than given a starring role in the human drama. Yet all my teaching and consulting experience has taught me that what builds a relationship, what solves problems, what moves things forward is asking the right questions.”

Edgar H. Schein (1928) Psychologist

Edgar H. Schein (2013). Humble Inquiry; The Gentle Art of Asking Instead of Telling. p. 3-4

Star, Question, Problem

“If there is any group that can be typified by their frequent objection to and rejection of education, it is religion. From the Dark Ages to the Revivals, from the Taliban in Pakistan to American Christian creationists, religious extremism has historically always been an impediment to progress on many levels, and especially when that involves teaching actual factual information instead of baseless beliefs. What happens to the kids on the street when the government no longer requires or provides free schooling in the essential fundamentals? How bad could it be? Let's look at how bad it's already been; Christian dominionists seem to have this fantasy where they want to take us back to the good old days of the Industrial Revolution, where there will be no middle class and where poor illiterate children return to work in unrestricted factories, with no vaccinations and no hope for their future. That's not the America I know.”

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

Youtube, Other, Don't Blame the Atheists https://www.youtube.com/watch?v=_0Ca88xNw_w (October 21, 2012)

Children, Age, Education, School

“Honey,” Jammer said, “you'll learn. Some things you teach yourself to remember to forget.”

William Gibson book Count Zero

Spoken to Jackie, Ch. 28
Count Zero (1986)

Learning, Forgetting

“Now there are classes indeed where the newly dead are instructed. I used to teach some of these.”

Jane Roberts (1929–1984) American Writer

Session 331, Page 331
The Early Sessions: Sessions 1-42, 1997, The Early Sessions: Book 7

Dead

“And let us make no mistake as to what Tone sought to do, what it remains to us to do. We need to restate our programme: Tone has stated it for us:
"To break the connection with England, the never-failing source of all our political evils, and to assert the independence of my country—these were my objects. To unite the whole people of Ireland, to abolish the memory of all past dissentions, and to substitute the common name of Irishmen in place of the denominations of Protestant, Catholic and Dissenter—these were my means."
I find here implicit all the philosophy of Irish nationalism, all the teaching of the Gaelic League and the later prophets. Ireland one and Ireland free—is not this the definition of Ireland a Nation? To that definition and to that programme we declare our adhesion anew; pledging ourselves as Tone pledged himself—and in this sacred place, by this graveside, let us not pledge ourselves unless we mean to keep our pledge—we pledge ourselves to follow in the steps of Tone, never to rest either by day or night until his work be accomplished, deeming it the proudest of all privileges to fight for freedom, to fight not in despondency but in great joy hoping for the victory in our day, but fighting on whether victory seem near or far, never lowering our ideal, never bartering one jot or tittle of our birthright, holding faith to the memory and the inspiration of Tone, and accounting ourselves base as long as we endure the evil thing against which he testified with his blood.”

Patrick Pearse (1879–1916) Irish revolutionary, shot by the British Army in 1916

Address delivered at the Grave of Wolfe Tone in Bodenstown Churchyard, Co. Kildare, 22 June 1913

People, Faith, Hope, Freedom

“I think the kicks in Wing Chun are enough. It´s much easier to use your hands than to use your feet. Your hand is able to reach your opponent long before your foot. Why take the long way to attack (circle), when there is a much more direct method of attack? If you are using your hands, then your opponent can´t see a kick coming if you have to use it. When you teach Kung Fu, you can fool a lot of people, but not yourself. You can make like a movie and do many complicated movements and kicks, but you only fool yourself as to whether that would work in a real situation of life and death.”

Wong Shun Leung (1935–1997) martial artist

Wong Shun Leung: "Your hand is able to reach your opponent long before your foot." Practical Fighting Concepts Source: Interview with Wong Shun Leung, by: Erle Montaigue http://www.vingtsunupdate.com/index.php?option=com_content&task=view&id=44&Itemid=77

Life, Death, People, Fools

“I grew up in a mostly Buddhist environment. My father, when very young, was the first American to be ordained as a Buddhist monk. He now teaches Indo-Tibetan studies at Columbia University and is regarded as this country's foremost authority on Buddhism. When the Dalai Lama comes to America, it's my father who is his host. When asked if I consider myself Buddhist, the answer is, not really. But it's more my religion than any other because I was brought up with it in an intellectual and spiritual environment. I don't practice or preach it, however. But Buddhism has had a major effect on who I am and how I think about the world. What I have learned is that I like all religions, but only parts of them.”

Uma Thurman (1970) American actress and model

Interview with Laura Yorke. Reader's Digest. July 2006

World, Religion, Thinking, Study

Quotes about teaching page 14

Quotes about teaching
page 14