Quotes about teaching
page 15

“It is easy for a rabbi to establish prohibitions, but a rabbi's real strength is to teach Torah and rule on law with an emphasis on what is permitted.”

Ovadia Yosef (1920–2013) Israeli rabbi

Quoted in Jewish Chronicle, 11 Oct 2013 page 22.

Law

“For the Greeks who believed in the immortality of the soul it may have been harder to accept the Christian preaching of the resurrection than it was for others.. . . The teaching of the great philosophers Socrates and Plato can in no way be brought into consonance [agreement] with that of the New Testament.”

Oscar Cullmann (1902–1999) French theologian

Immortality of the Soul or Resurrection of the Dead?, p. 59

Way, Soul

“A community which is inspired by feelings of ill-will towards other communities is low and ignoble. I entertain the highest respect for the customs, laws, religious and social institutions of other communities. Nay, it is my duty, according to the teaching of the Quran, even to defend their places of worship, if need be. Yet I love the communal group which is the source of my life and behaviour; and which has formed me what I am by giving me its religion, its literature, its thought, its culture, and thereby recreating its whole past as a living operative factor, in my present consciousness.”

Muhammad Iqbál (1877–1938) Urdu poet and leader of the Pakistan Movement

Sir Muhammad Iqbal’s 1930 Presidential Address to the 25th Session of the All-India Muslim League, Allahabad, 29 December 1930 (from University of Columbia website http://www.columbia.edu/itc/mealac/pritchett/00islamlinks/txt_iqbal_1930.html)

Love, Life, Religion, Law

“Most boys or youths who have had much knowledge drilled into them, have their mental capacities not strengthened, but over-laid by it. They are crammed with mere facts, and with the opinions or phrases of other people, and these are accepted as a substitute for the power to form opinions of their own: and thus the sons of eminent fathers, who have spared no pains in their education, so often grow up mere parroters of what they have learnt, incapable of using their minds except in the furrows traced for them. Mine, however, was not an education of cram. My father never permitted anything which I learnt to degenerate into a mere exercise of memory. He strove to make the understanding not only go along with every step of the teaching, but, if possible, precede it. Anything which could be found out by thinking I never was told, until I had exhausted my efforts to find it out for myself.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)

https://archive.org/details/autobiography01mill/page/31/mode/1up p. 31

Pain, People, Youth, Education

“We use trains and planes, but they are not our trains or planes. The (Westerners) manufacture them and export them to us…. We own them, but we don't manufacture them. We don't even produce a single nail in any of these cars…. Islam teaches us to do things professionally. Doing things professionally is a religious duty…. The Prophet said that Allah ordered to excel in everyhting…. Even when killing, you must do well…. We import everything from needles to missiles. This is our nation. We still haven't manufactured an engine in our Arab countries. We assemble parts, but have no manufacturing industries.”

Yusuf Qaradawi (1926) Egyptian imam

Sheik Yousuf Al-Qaradhawi: The Islamic Nation's Problem is That Muslims Do Not Work. The Zionist Gang Has Turned the Desert into an Oasis http://www.memritv.org/clip_transcript/en/645.htm 4/15/2005. Knowledge and industry

Cars, Parting, Training, Country

“This is the most valuable lesson one can teach a fanatic: that fanaticism is self-defeating.”

Matthew Stover book Traitor

Vergere, p. 291
Traitor (2002)

“At the same time, we will not continue to pour taxpayers' money into schools that do not teach and will not change. My plan will give every failing school a fair chance to improve, but there will be a deadline, a moment of truth when parents are given better options and their children are given a way out. There are some honest differences of opinion in Congress about what form these options should take. I have my own plan which would help children in persistently failing schools to go to another public, private or charter school. Others suggest different approaches, and I am willing to listen. But all reform must be based on a principle: Children and parents, who have had only bad choices need better choices. And it is my duty as President to help them. In sending my plan to Congress, I ask that we act before this summer, when schools begin planning for the next school year. I hope to have the support of Republicans and Democrats alike, and I hope to have your support, as well. Thank you for listening.”

George W. Bush (1946) 43rd President of the United States

2000s, 2001, Radio Address to the Nation (January 2001)

Money, Children, Truth, School

“Thou must be true thyself,
If thou the truth wouldst teach;
Thy soul must overflow, if thou
Another's soul would'st reach!
It needs the overflow of heart
To give the lips full speech.Think truly, and thy thoughts
Shall the world's famine feed;
Speak truly, and each word of thine
Shall be a fruitful seed;
Live truly, and thy life shall be
A great and noble creed.”

Horatius Bonar (1808–1889) British minister and poet

"Be True," from Hymns of Faith and Hope (1867)

Life, Truth, World, Soul

“Now begins the true pilgrimage: Parsifal with the lance in hand! Here begins the symbol of renunciation! The renunciation lies, symbolically expressed, in the words, with the lance in hand! A renunciation is first, then, a renunciation in the true sense of the word, when one does not do something that one has recognized as desirable and has wished to do. The sojourn of Parsifal with the lance in hand corresponds to the 40 days that Christ shall have spent in the wastelands. It corresponds to the trials and tribulations which all candidates of all the old religions, of all mystical secret societies etc. had to undergo, before they could become initiates. This sojourn also corresponds therefore, to the 40 days of the fast and abstention, which yet today the initiates of a mystical society impose on their candidates as a test before they are left to study the mystical secret, salvational — teachings.”

Theodor Reuss (1855–1923) German singer

II. Main Part : The Unveiling of the Secret.
Parsifal and the Secret of the Graal Unveiled (1914)

Secret, Religion, Sense, Study

“To truly teach is to instill the values and knowledge which promote the common good and protect a society from the folly of historical amnesia. The utilitarian, corporate ideology embraced by the system of standardized tests and leadership academies has no time for the nuances and moral ambiguities inherent in a liberal arts education. Corporatism is about the cult of the self. It is about personal enrichment and profit as the sole aim of human existence. And those who do not conform are pushed aside.”

Chris Hedges (1956) American journalist

“Why the United States Is Destroying Its Education System” (2011)

Education, Art, Knowledge, Time

“While they are growing up, the young need adults who can suggest principles and values to them. They feel in need of people who can teach by their example, more than by their words, to expend themselves for high ideals.”

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

Homily on the fourth anniversary of the death of John Paul II http://www.vatican.va/holy_father/benedict_xvi/homilies/2009/documents/hf_ben-xvi_hom_20090402_anniv-morte-gpii_en.html (2 April 2009) 2009

People, Feeling

“According to Lewis, the dehumanization threatened by the mastery of nature has, at its deepest cause, less the emerging biotechnologies that might directly denature bodies and flatten souls, and more the underlying value-neutral, soulless, and heartless accounts that science proffers of living nature and of man. By expunging from its account of life any notion of soul, aspiration, and purpose, and by setting itself against the evidence of our lived experience, modern biology ultimately undermines our self-understanding as creatures of freedom and dignity, as well as our inherited teachings regarding how to live — teachings linked to philosophical anthropologies that science has now seemingly dethroned.”

Leon R. Kass (1939) American academic

Looking for an Honest Man (2009)

Life, Soul, Understanding, Nature

“Adversity does teach who your real friends are.”

Lois McMaster Bujold Vorkosigan Saga

Vorkosigan Saga, A Civil Campaign (1999)

“Allowing, therefore, the great usefulness of the Government Schools, the Exhibitions, and the Museums both public and private, the question now arises as to what are the impediments to our future progress. The principal ones appear to me to be three.
# A want of a distinctive architecture, which is fatal to art generally.
# The want of a good costume, which is fatal to colour; and
# The want of a sufficient teaching of the figure, which is fatal to art in detail.
It will perhaps be as well to take these one by one.
The most fatal impediment of the three is undeniably the want of a distinctive architecture in the nineteenth century. Architecture is commonly called the mother of all the other arts, and these latter are all more or less affected by it in their details. In almost every age of the world except our own only one style of architecture has been in use, and consequently only one set of details. The designer had accordingly to master, 1. the figure, and the great principles of ornament; 2. those details of the architecture then practised which were necessary to his trade; and 3. the technical processes. Now what is the case in the present day? If we take a walk in the streets of London we may see at least half-a-dozen sorts of architecture, all with different details; and if we go to a museum we shall find specimens of the furniture, jewellery, &c., of these said different styles all beautifully classed and labelled. The student, instead of confining himself to one style as in former times, is expected to be master of all these said half-dozen, which is just as reasonable as asking him to write half-a-dozen poems in half-a-dozen languages, carefully preserving the idiomatic peculiarities of each. This we all know to be an impossibility, and the end is that our student, instead of thoroughly applying the principles of ornament to one style, is so bewildered by having the half-dozen on his hands, that he ends by knowing none of them as he ought to do. This is the case in almost every trade; and until the question of style gets gets settled, it is utterly hopeless to think about any great improvement in modern art.”

William Burges (1827–1881) English architect

Source: Art applied to industry: a series of lectures, 1865, p. 8-9; Partly cited in: Journal of the Royal Society of Arts. Vol. 99. 1951. p. 520

Age, World, School, Art

“Now, just think about this for a moment: For generations, in many parts of this country, it was illegal for black people to get an education. Slaves caught reading or writing could be beaten to within an inch of their lives. Anyone — black or white — who dared to teach them could be fined or thrown into jail. And yet, just two years after the Emancipation Proclamation was signed, this school was founded not just to educate African Americans, but to teach them how to educate others. It was in many ways an act of defiance, an eloquent rebuttal to the idea that black people couldn’t or shouldn’t be educated. And since then, generations of students from all backgrounds have come to this school to be challenged, inspired and empowered. And they have gone on to become leaders here in Maryland and across this country, running businesses, educating young people, leading the high-tech industries that will power our economy for decades to come.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

Remarks at Bowie State University ceremony (17 May 2013) http://www.whitehouse.gov/the-press-office/2013/05/17/remarks-first-lady-bowie-state-university-commencement-ceremony 2010s

People, Education, School, Way

“Mary Follett devoted a lifetime to searching for the true principles of organization which would ensure a stable foundation for the steady, ordered progress of human well-being. That her search was not in vain will be evident to all who read the lectures. Her teaching is not theoretical, but is based on a close study of the practice of a large number of business undertakings. She chose this field of enquiry to supplement her work on local and national government because she realized that the principles which should determine organization are identical, no matter what the purpose which that organization is designed to serve.”

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

Search, Business, Study, Reading

“The use of COBOL cripples the mind; its teaching should, therefore, be regarded as a criminal offense.”

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

1970s, How do we tell truths that might hurt? (1975)

“In our online descriptions and program literature we describe the cloisters as a public sphere for networked interaction, the gathering place for students, professors, and librarians engaged in planning, evaluating, or reviewing the efforts of research and study utilizing the whole range of technologies of literacy. We go further and describe the task of the cloisters as to "channel flows of research, learning and teaching between the increasingly networked world of the library and the intimacy and engagement of our classrooms and other campus spaces". There we continue to explore the "collectible object", which I tentatively described in Othermindedness in terms of maintaining an archive of "the successive choices, the errors and losses, of our own human community" and suggesting that what constitutes the collectible object is the value which suffuses our choices. It seemed to me then that electronic media are especially suited to tracking such "changing change".
I think it still seems so to me now but I do fear we have lost track of the beauty and nimbleness of new media in representing and preserving the meaning-making quotidian, the ordinary mindfulness which makes human life possible and valuable.
It is interesting, I think, that recounting and rehearsing this notion leaves this interview layered and speckled with (self) quotations, documentations, implicit genealogies, images, and traditions of continuity, change, and difference. Perhaps the most quoted line of afternoon over the years has been the sentence "There is no simple way to say this."”

Michael Joyce (1945) American academic and writer

The same is true of any attempt to describe the way in which the collectible object participates in (I use this word as a felicitous shorthand for the complex of ideas involved in what I called "representing and preserving the meaning-making quotidian" above) the library as living archive. An interview with Michael Joyce and review of Liam’s Going at Trace Online Writing Centre Archive (2 December 2002) http://tracearchive.ntu.ac.uk/review/index.cfm?article=33

Life, World, Fear, Beauty

“It seems to me that life's circumstances, being ephemeral, teach us less about durable truths than the fictions based on those truths; and that the best lessons of delicacy and self-respect are to be found in novels where the feelings are so naturally portrayed that you fancy you are witnessing real life as you read.”

Anne Louise Germaine de Staël book Delphine

Delphine (1802), Preface

Life, Truth, Feeling, Nature

“Pournelle's Iron Law of Bureaucracy states that in any bureaucratic organization there will be two kinds of people: those who work to further the actual goals of the organization, and those who work for the organization itself. Examples in education would be teachers who work and sacrifice to teach children, vs. union representative who work to protect any teacher including the most incompetent. The Iron Law states that in all cases, the second type of person will always gain control of the organization, and will always write the rules under which the organization functions.”

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

Reference quote http://www.jerrypournelle.com/archives2/archives2view/view408.html#Iron in Chaos Manor View 408, April 3-9, 2006 Assorted

Children, People, Education, Law

“It is like a wide embrace gathering all those who have long searched for words of hope… Saddened by the continual strife amongst believers of many confessions and wearied of their intolerance towards each other, I discovered in the Bahá'í teaching the real spirit of Christ so often denied and misunderstood.”

Marie of Edinburgh, Queen of Romania (1875–1938) last Queen consort of Romania as the wife of King Ferdinand I

qtd. in Shoghi Effendi, God Passes By (1944)

Hope, Search, Christ

“I know I only love those to my taste, but Buddha loves even people he does not like, guiding them to be full of wisdom and compassion.
That’s why I choose to follow Buddha’s teachings！”

Richard Gombrich (1937) British Indologist

"When I say I'm a Buddhist"[citation needed]

Love, Wisdom, People

“In 1923, when I had been a student at the 'Bauhaus' in Weimar…. Gropius [the director of Bauhaus] asked me to teach the basic course 'Werklehhre'. He wanted me to introduce newcomers to the principles of handicrafts. He knew that I came from that background and had appropriate practice and knowledge.”

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

Source: Homage to the square' (1964), A conversation with Josef Albers' (1970), p. 459

Knowledge

“I can never get used to the fact, though I know it, that women are born cynics. Men have to learn cynicism. Infant girls could teach it to them.”

Ursula K. Le Guin book Lavinia

(Virgil, to Lavinia) p. 45
Lavinia (2008)

Women, Men, Girl, Learning

“He seem'd as lithe and free and tall
And restless as the boughs that stir
Perpetual topt poplar trees.
And one, that one, had eyes to teach
The art of love, and tongue to preach
Life's hard and sober homilies;
And yet his eager hands, his speech,
All spoke the bold adventurer;
While zoned about the belt of each
There swung a girt of steel, till all
Did seem a walking arsenal.”

Joaquin Miller (1837–1913) American judge

III, p. 23.
The Ship in the Desert (1875)

Love, Life, Art, Tree

“The purpose of the Business Colleges is to teach their students to create values by honest work.”

Tomáš Baťa (1876–1932) Czech businessman

Tomas Bata (1924), cited in: Tribus, Mirón, and C. A. Hayward. Total Quality in Schools of Bisiness and of Engineering. Exergy, Inc. Hayward (1993).

Business

“Secular evolutionists teach that all life developed by natural processes from some primordial form, that man is just an evolved animal, which has great bearing on how we view life and death… But, you see, the Bible gives a totally different account of origins, of who we are, of where we came from, the meaning of life, and our future, that through one man sin entered the world, and death through sin, but that God so loved the world that He gave His only begotten Son, that whoever believes in Him should not perish but have everlasting life.”

Ken Ham (1951) Australian young Earth creationist

"Bill Nye Debates Ken Ham" (February 4, 2014)

Love, Life, Death, God

“I asked him what, if anything, got him down about teaching. He said he didn't think that anything about it got him exactly down, but there was one thing, he thought, that frightened him: reading the pencilled notations in the margins of books in the college library.”

Jerome David Salinger book Raise High the Roof Beam, Carpenters and Seymour: An Introduction

Raise High the Roof Beam, Carpenters and Seymour: An Introduction (1963), Seymour: An Introduction (1959)

Books, Thinking, Reading

“Jessica and I have always worked hard to teach our kids not to be mean. We tolerate noise and mess and junk food, but not meanness.”

Paul Graham (1964) English programmer, venture capitalist, and essayist

"Mean People Fail", November 2014

Food

“The true miracle of the language of art is not that it enables the artist to create the illusion of reality. It is that under the hands of a great master the image becomes translucent. In teaching us to see the visible world afresh, he gives us the illusion of looking into the invisible realms of the mind - if only we know, as Philostratus says, how to use our eyes.”

Ernst Gombrich Art and Illusion

Art and Illusion (1960)

World, Art, Reality

“These doubts must be met in the following way. You announce that meaning does not exist until you make it, and then you don the mantle of meaning-maker. The minute you do this, all previous belief systems, both those that told you what to believe and those that told you that there was nothing to believe, vanish. You suddenly enact the paradigm shift that I believe we are now ready to embrace: the shift from seeking meaning to making meaning.
You let go of wondering what the universe wants of you, … and you announce that you will make life mean exactly what you intend it to mean. This is an amazing, glorious, and triumphant announcement. The instant you realize that meaning is not provided (as traditional belief systems teach) and that it is not absent (as nihilists feel), a new world of potential opens up for you.”

Eric Maisel (1947) American writer

Source: The Atheist’s Way (2009), p. 54

Life, World, Way, Feeling

“To the World, the World we show
We make the World to laugh
And teach each Hemisphere to know
How lives the Other Half.”

Lyman Hakes Howe (1856–1923) American entertainer and filmmaker

Said in 1909, as quoted in Wondrous Difference: Cinema, Anthropology, and Turn-of-the-Century Visual Culture http://books.google.com/books?id=2NKmvLXbZesC&pg=PA171&dq=%22To+the+World,+the+World+we+show%22&hl=en&sa=X&ei=xsDvUsX4F-nNsQTInIHQDQ&ved=0CCsQ6AEwAA#v=onepage&q=%22To%20the%20World%2C%20the%20World%20we%20show%22&f=false.

World

“I teach the people correct principles and they govern themselves.”

Joseph Smith, Jr. (1805–1844) American religious leader and the founder of the Latter Day Saint movement

Quoted by John Taylor, Journal of Discourses, 10:57-58 (18 May 1862)
When asked how he governed his followers in Nauvoo, Illinois.
Attributed to Joseph Smith, Jr.

People

“It is often mistakenly held that the key concept of Jesus' ethic is the "Golden Rule": "do unto others as you would have them do unto you." This is stated by Jesus, however, not as the sum of his own teaching but as the center of the law (Mark 12:28-29, Matt. 22:40, citing Lev. 19:15). But Jesus' own "fulfillment" of this thrust of the law, which thereby becomes through his own work a "new commandment" (John 13:34, 15:12, 1 John 2:18) is different, "Do as I have done to you" or "do as the Father did in sending his Son."”

John Howard Yoder (1927–1997) 20th century American Mennonite theologian

Source: The Politics of Jesus (1972), p. 119

Law

“Much of current academic teaching and research has been criticized for its lack of relevance, that is, of immediate practical impact… The trouble is caused, however, not by an inadequate selection of targets, but rather by our inability to hit squarely any one of them… The weak and all too slowly growing empirical foundations clearly cannot support the proliferating superstructure of pure, or should I say, speculative economic theory.”

Wassily Leontief (1906–1999) Russian economist

Source: "Theoretical assumptions and nonobserved facts," 1971, p. 1.

Support

“Selfish people have never understood and travelled the way of the universe in the past. Therefore when we realise the principles and the way of the universe, the universe gives us the responsibility to spread them to the world. Do not think that you cannot help another person. What you learn today, you can teach another the next day. The world is full of people who have lost the way of the universe and suffer illness. Let us do our best to explain the correct principles of the universe to them.”

Koichi Tohei (1920–2011) Japanese aikidoka

21 : Setsudo - teaching the way of the universe
Ki Sayings (2003)

People, World, Way, Travel

“How old do I think the earth is? You know what? I don't have any idea. I know it's pretty old, so it goes back a long, long way. I'm not sure anybody actually knows completely and absolutely how long, how old the earth is. I hear your mom was asking about evolution. You know, it's a theory that's out there. It's got some gaps in it, but in Texas we teach both creationism and evolution in our public schools, because I figured you're smart enough to figure out which one is right.”

Rick Perry (1950) 14th and current United States Secretary of Energy

2011-08-18T12:52
Quote of the Day: How Old is the Earth?
Mother Jones
Kevin
Drum
http://motherjones.com/kevin-drum/2011/08/quote-day-how-old-earth
to a 9-year-old boy
2011

School, Way, Moms, Idea

“These children…well, they have no concept. None. All they want to do is win. That is your culture. America spoils chess, as it spoils all things. Art? What art? Winning, all you Americans can think of is winning. Winning and getting rich. Your country is too young to have so much power. Too immature. Yet, because of your power, everybody pays attention. Everybody. You are teaching the world that only one thing matters!”

Stephen L. Carter book The Emperor of Ocean Park

Karl, Ch. 26, Sam Loyd's Challenge
The Emperor of Ocean Park (2002)

Children, World, Art, Thinking

“Teach us the names of what we have destroyed.”

Dana Gioia (1950) American writer

"A California Requiem"
Poetry, Interrogations at Noon (2001)

“I do not see that it is possible, nor can I discover that it would be right, for me now to withdraw from the cause in which I have so long taken so deep an interest. The work is great, and vast are the results depending upon it, and unhappily our laborers are not abundant…But conscious of the increasing hazard we run owing to the long continuance of monopolies, and beholding the appalling sufferings of multitudes of my fellow-creatures, and satisfied that all benevolence and charity and the teaching of religion and of schools fall short of much of their full effect owing to the degraded and impoverished condition of the people—I should feel myself guilty, as possessing abundance and leaving others to hunger, nakedness and immorality and deepest ignorance and crime, if I were to retire into domestic quiet and leave the struggle to be carried on entirely by others.”

John Bright (1811–1889) British Radical and Liberal statesman

Letter to his mother-in-law Mrs. Priestman (November 1842), quoted in G. M. Trevelyan, The Life of John Bright (London: Constable, 1913), pp. 102-103.
1840s

Hunger, People, School, Religion

“The founders of this New Left reasoned that neither the current political status-quo nor the socialist states, as exemplified by the Soviet Union and its slave states, were the solution to the problems they reasoned were facing the American people. But as history teaches, the New Left fell victim to the power politics of the Old Left. As the result, what is still rhetorically referred to as the New Left is, in reality, only a Dorian Grey picture of the original vision of its founders.”

Phillip Abbott Luce (1935–1998)

Source: The New Left Today: American Trojan Horse (1971), p. xi

People, History, Problem, Reality

“It is the malady of our age that the young are so busy teaching us that they have no time left to learn.”

Eric Hoffer (1898–1983) American philosopher

Section 33
Reflections on the Human Condition (1973)

Age, Business, Learning, Time

“No teacher has ever been better prepared to teach a lesson.”

Christa McAuliffe (1948–1986) American educator and astronaut

As quoted in American Heroes of Exploration and Flight (1996) by Anne E. Schraff, p. 102

Teachers

“I have been attracted to Freemasonry of my own freewill and accord, because it is an International Brotherhood with worldwide interests and its spirit appears as comprehensive and embracing as the globe itself. This brotherhood represents an idealism in which national and racial boundaries find no place. Freemasonry places the fact of God, the Great Architect of the Universe, the Creator of all things in the forefront of its teaching. It recognizes no specific religion, but emphasizes the Universality of all religious faiths. From the limited experience, I have had of my formal admission to the Fraternity this evening, I see that there is a religious spirit underlying the whole symbolic teaching of Masonry. It seems to me that apart from the rituals and symbols peculiar to it, the object of Masonry is generally to make the world a better, brighter and happier place to live in. These are some of the more important and characteristic features of the institution, which have had the greatest appeal to me and that is how I find myself to be one with you from now onwards.”

Jayachamarajendra Wadiyar (1919–1974) Indian writer

In his address to the members of the Masonic Fraternity on the occasion of his joining as member of the Masonic Lodge. Article # 14 Initiate responds to his Toast R.W.Bro. Jaya Chamaraja Wadeyar http://masonicpaedia.org/showarticle.asp?id=14

God, World, Faith, Religion

“The followers of Heraclitus insisted the Immortal Principle was change and motion. But Parmenides' disciple, Zeno, proved through a series of paradoxes that any perception of motion and change is illusory. Reality had to be motionless.
The resolution of the arguments of the Cosmologists came from a new direction entirely, from a group Phædrus seemed to feel were early humanists. They were teachers, but what they sought to teach was not principles, but beliefs of men. Their object was not any single absolute truth, but the improvement of men. All principles, all truths, are relative, they said. "Man is the measure of all things."”

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

These were the famous teachers of "wisdom," the Sophists of ancient Greece.
Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29

Wisdom, Men, Truth, Feeling

“The schools, having found the object of their long, blind searching, shall teach directness, simplicity, naturalness: they shall protect the young against palpable illusion. They shall teach that, while man once invented a process called composition, Nature has forever brought forth organisms. They shall encourage the love of Nature that wells up in every childish heart, and shall not suppress, shall not stifle, the teeming imagination of the young.
They shall teach, as the result of their own bitter experience, that conscious mental effort, that conscious emotionality, are poor mates to breed from, and that true parturition comes of a deep, instinctive, subconscious desire. That true art, springing fresh from Nature, must have in it, to live, much of the glance of an eye, much of the sound of a voice, much of the life of a life.
That Nature is strong, generous, comprehensive, fecund, subtile: that in growth and decadence she continually sets forth the drama of man's life.
That, thro' the rotating seasons, thro' the procession of the years, thro' the march of the centuries, permeating all, sustaining all, there murmurs the still, small voice of a power that holds us in the hollow of its hand.”

Louis Sullivan (1856–1924) American architect

Emotional Architecture as Compared to Intellectual (1894)

Love, Life, School, Art

“Only the stupid and the phlegmatic should teach.”

Willa Cather book My Mortal Enemy

Part II, Ch. 1
My Mortal Enemy (1926)

Stupidity

“What do I care? 'I don't come here to please anybody. I come because there are antiques and models to teach me, that is all. Do I object to your figures, made of butter and honey [to Alfred Boisseau]?”

Jean-François Millet (1814–1875) French painter

Quote of Millet, c. 1839; as cited by biographer , in Jean-Francois Millet – Peasant and Painter, transl. Helena de Kay; publ. Macmillan and Co., London, 1881, p. 54
Boisseau criticized Millet on making his own plan; he was one of the master's pets of art-teacher Paul Delaroche in Paris, that time
1835 - 1850

“While in Kyoto I tried to learn Japanese with a vengeance. I worked much harder at it, and got to a point where I could go around in taxis and do things. I took lessons from a Japanese man every day for an hour.
One day he was teaching me the word for "see." "All right," he said. "You want to say, 'May I see your garden?' What do you say?"
I made up a sentence with the word that I had just learned.
"No, no!" he said. "When you say to someone, 'Would you like to see my garden?' you use the first 'see.' But when you want to see someone else's garden, you must use another 'see,' which is more polite."
"Would you like to glance at my lousy garden?" is essentially what you're saying in the first case, but when you want to look at the other fella's garden, you have to say something like, "May I observe your gorgeous garden?" So there's two different words you have to use.
Then he gave me another one: "You go to a temple, and you want to look at the gardens…"
I made up a sentence, this time with the polite "see."
"No, no!" he said. "In the temple, the gardens are much more elegant. So you have to say something that would be equivalent to 'May I hang my eyes on your most exquisite gardens?"
Three or four different words for one idea, because when I'm doing it, it's miserable; when you're doing it, it's elegant.
I was learning Japanese mainly for technical things, so I decided to check if this same problem existed among the scientists.
At the institute the next day, I said to the guys in the office, "How would I say in Japanese, 'I solve the Dirac Equation'?"
They said such-and-so.
"OK. Now I want to say, 'Would you solve the Dirac Equation?'”

Richard Feynman (1918–1988) American theoretical physicist

how do I say that?"
"Well, you have to use a different word for 'solve,' " they say.
"Why?" I protested. "When I solve it, I do the same damn thing as when you solve it!"
"Well, yes, but it's a different word — it's more polite."
I gave up. I decided that wasn't the language for me, and stopped learning Japanese.
Part 5: "The World of One Physicist", "Would You Solve the Dirac Equation?", p. 245-246
Surely You're Joking, Mr. Feynman! (1985)

Guy, Idea, Problem, Learning

“I bought a copy of the Nashville Tennessean out of a metal box, just to see what was happening in the world. The principal story indicated that the state legislature, in one of those moments of enlightenment with which the southern states often strive to distinguish themselves, was in the process of passing a law forbidding schools from teaching evolution. Instead they were to be required to instruct that that the earth was created by God, in seven days, sometime, oh, before the turn of the century. The article reminded us that this was not a new issue in Tennessee. The little town of Dayton—not far from where Katz and I now sat, as it happened—was the scene of the famous Scopes trial in 1925, when the state prosecuted a schoolteacher named John Thomas Scopes for rashly promulgating Darwinian hogwash. As nearly everyone knows, Clarence Darrow, for the defense, roundly humiliated William Jennings Bryan, for the prosecution, but what most people don’t realize is that Darrow lost the case. Scopes was convicted, and the law wasn’t overturned in Tennessee until 1967. And now the state was about to bring the law back, proving conclusively that the danger for Tennesseans isn’t so much that they may be descended from apes as overtaken by them.”

Bill Bryson A Walk in the Woods

Source: A Walk in the Woods (1997), Chapter 8 (pp. 107-108)

God, People, World, School

“Cybernetics is a young discipline which, like applied mathematics, cuts across the entrenched departments of natural science; the sky, the earth, the animals and the plants. Its interdisciplinary character emerges when it considers economy not as an economist, biology not as a biologist, engines not as an engineer. In each case its theme remains the same, namely, how systems regulate themselves, reproduce themselves, evolve and learn. Its high spot is the question of how they organize themselves.
A cybernetic laboratory has a varied worksheet - concept formation in organized groups, teaching machines, brain models, and chemical computers for use in a cybernetic factory. As pure scientists we are concerned with brain-like artifacts, with evolution, growth and development; with the process of thinking and getting to know about the world. Wearing the hat of applied science, we aim to create what Boulanger,' in his presidential address to the International Association of Cybernetics, called the instruments of a new industrial revolution - control mechanisms that lay their own plans.”

Gordon Pask (1928–1996) British psychologist

Source: An Approach to Cybernetics (1961), p. 11. Partly cited in: A.M.E. Salazar, A. Espinosa, J. Walker (2011) A Complexity Approach to Sustainability: Theory and Application. p. 11.

World, Mathematics, Question, Nature

“Do away with the miracles, and the superhuman character of Christ is destroyed. He becomes what he really was—a man. Do away with the wonders, and the teachings of Christ cease to be authoritative. They are then worth the reason, the truth that is in them, and nothing more. Do away with the miracles, and then we can measure the utterances of Christ with the standard of our reason. We are no longer intellectual serfs, believing what is unreasonable in obedience to the command of a supposed god.”

Robert G. Ingersoll (1833–1899) Union United States Army officer

Orthodoxy (1884)

God, Truth, Christ

“The example we would do well to keep in front of us is that of the Dalai Lama. He was giving a discourse on a Tibetan text about meditation. He read out a sentence, laughed and remarked, ‘Buddhist theories of creation, a disgrace! Must throw them out!’ He advises that we should keep a wastepaper basket nearby – whatever doesn’t accord with what we know now, we should cast into that basket. ‘Buddhism must face facts,’ that is what he teaches. Accordingly, he has opened Buddhist texts to minute examination. (…) That reflects confidence in one’s tradition. That is true service to the tradition. That is the way to preserve for the future ‘the pearl of great price’ in it.”

Arun Shourie (1941) Indian journalist and politician

Eminent Historians: Their Technology, Their Line, Their Fraud

Way, Confidence, Reading, Future

“Over time I found that one of the most important things in any spiritual teaching for anybody is to have a really basic and simple understanding of that teaching. And the reason for that is because as one gets involved in a spiritual teaching, it's really easy to lose sight of the basics, or the foundations.”

Adyashanti (1962) Spiritual teacher

The Basic Teachings - Part 1: Principles of the Teaching (2009)

Understanding, Time

“We should not go to the people and say, "Here we are. We come to give you the charity of our presence, to teach you our science, to show you your errors, your lack of culture, your ignorance of elementary things." We should go instead with an inquiring mind and a humble spirit to learn at that great source of wisdom that is the people.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

On Revolutionary Medicine (1960)

Wisdom, People, Error, Learning

“If the divorced are remarried civilly, they find themselves in a situation that objectively contravenes God's law. Consequently, they cannot receive Holy Communion as long as this situation persists. This norm is not at all a punishment or a discrimination against the divorced and remarried, but rather expresses an objective situation that of itself renders impossible the reception of Holy Communion: '… If these people were admitted to the Eucharist, the faithful would be led into error and confusion regarding the Church's teaching about the indissolubility of marriage.”

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

Letter to bishops, Sept. 14, 1994
1990s

God, Marriage, People, Faith

“But the great Master said, "I see
No best in kind, but in degree;
I gave a various gift to each,
To charm, to strengthen, and to teach.”

Henry Wadsworth Longfellow The Singers

The Singers, st. 6.

“I can't on my own change the regime in South Africa or teach the Palestinians to live with the Israelis, but I can start with me.”

River Phoenix (1970–1993) American actor, musician, and activist

Sky Magazine (1988)

Change

“Democracy destroys itself because it abuses its right to freedom and equality. Because it teaches its citizens to consider audacity as a right, lawlessness as a freedom, abrasive speech as equality, and anarchy as progress.”

Isocrates (-436–-338 BC) ancient greek rhetorician

A falsified quote invented during the 2010 financial crisis. http://www.perseus.tufts.edu/hopper/text?doc=Isoc.+7+20&fromdoc=Perseus%3Atext%3A1999.01.0144 Isocrates' actual, more nuanced, quote runs as follows: Those who directed the state in the time of Solon and Cleisthenes did not establish a polity which … trained the citizens in such fashion that they looked upon insolence as democracy, lawlessness as liberty, impudence of speech as equality, and licence to do what they pleased as happiness, but rather a polity which detested and punished such men and by so doing made all the citizens better and wiser. Areopagiticus, 7.20 (Norlin) Misattributed

Democracy, Freedom

“Man is what he is, because a spiritual element has entered into, and taken possession of, animal consciousness. This spiritual element is not, according to Christian teaching, divine: but it is capable of entering into relations with God. It can perceive Him: in thought, it can reason as to His nature and actions: in will and feeling, it can serve and love Him, or disobey and fear Him. Such activity shows itself in what we call the working of conscience.”

Ernest Barnes (1874–1953) English mathematician and clergyman

Spiritualism and the Christian Faith (1918)

Love, God, Fear, Feeling

“Arguing with reality is like trying to teach a cat to bark—hopeless.”

Byron Katie (1942) American spiritual writer

Loving What Is: Four Questions That Can Change Your Life (2002)

Cats, Reality

“In the year 1884 I wrote a book under the title "What I Believe," in which I did in fact make a sincere statement of my beliefs. In affirming my belief in Christ's teaching, I could not help explaining why I do not believe, and consider as mistaken, the Church's doctrine… Among the many points in which this doctrine falls short of the doctrine of Christ I pointed out as the principal one the absence of any commandment of non-resistance to evil by force. The perversion of Christ's teaching by the teaching of the Church is more clearly apparent in this than in any other point of difference.”

Leo Tolstoy (1828–1910) Russian writer

Preface
The Kingdom of God is Within You (1894)

Books, Evil, Help, Christ

“The only two good things in life are doing mathematics and teaching it.”

Siméon Denis Poisson (1781–1840) French mathematician, mechanician and physicist

La vie n'est bonne qu'à deux choses : à faire des mathématiques et à les professer. quoted by François Arago in Notices biographiques, Volume 2 http://books.google.fr/books?pg=PA662&id=ZzNLAAAAYAAJ#v=onepage&q&f=false, 1854, p. 662.

Life, Mathematics

“The Great Means for the Teaching, and the Blessing, and the Awakening, and the Divine Liberating of mankind (and of even all beings) Is the Adept-Realizer. The true Adept-Realizer (of any degree or kind) is One Who (by Virtue of True Divine Realization) Is Able to (and, indeed, cannot do otherwise than) Stand In and As the Divine (or Real and Inherent and One and Only) Position, and to Be (Thus and Thereby) the Divine Means (In Person) for the Divine Helping of one and all. This Great Means Is the Great Esoteric Principle of the collective historical Great Tradition of mankind. And Such Adept-Realizers Are (in their Exercise of the Great Esoteric Principle) the Great Revelation-Sources That Are at the Core and Origin of all the right and true religious and Spiritual traditions within the collective historical Great Tradition of mankind.”

Adi Da Samraj (1939–2008) American writer

http://www.adidam.org/teaching/first_word/complete_text.html

Exercises, Help, Personality

“Lately some picked graduates from Canada are beginning to play their part in looking after those parts of the Empire where the white man goes out, often alone, to teach, to educate and to bring along the more backward races of Empire. There is no more self-sacrificing work, there is no finer work, and you see Canadians to-day in the Sudan, Malaya, Mauritius, and in the colonial service generally—medical men, highly educated men in the Civil Service, helping to bear the white man's burden. I am old-fashioned enough to believe that it is not enough for a country to concentrate solely on making a lot of money for itself; that a real spiritual force comes into it when its sons are ready, as for generations Englishmen, Irishmen and Scotsmen have been ready, to give up the comforts and ease of home life and go out on that pioneer work to bring forward those backward parts of the world and try to help them to benefit from the things that have profited us to much in the years past.”

Stanley Baldwin (1867–1947) Former Prime Minister of the United Kingdom

Speech to the Canadian Club in Toronto (6 August 1927), quoted in Our Inheritance (London: Hodder and Stoughton, 1938), pp. 75-76.
1927

Life, Men, Money, World

“Decency, security, and liberty alike demand that government officials shall be subjected to the same rules of conduct that are commands to the citizen. In a government of laws, existence of the government will be imperiled if it fails to observe the law scrupulously. Our government is the potent, the omnipresent teacher. For good or for ill, it teaches the whole people by its example. Crime is contagious. If the government becomes a lawbreaker, it breeds contempt for law; it invites every man to become a law unto himself; it invites anarchy. To declare that in the administration of the criminal law the end justifies the means -- to declare that the government may commit crimes in order to secure the conviction of a private criminal -- would bring terrible retribution. Against that pernicious doctrine this court should resolutely set its face.”

Louis Brandeis (1856–1941) American Supreme Court Justice

Dissenting, Olmstead v. United States, 277 U.S. 438 (1928).
Judicial opinions

People, Law, Teachers

“And many a holy text around she strews,
That teach the rustic moralist to die.”

Thomas Gray (1716–1771) English poet, historian

St. 21 Elegy Written in a Country Churchyard http://www.thomasgray.org/cgi-bin/display.cgi?text=elcc (written 1750, publ. 1751)

“Love is so blissful a thing, so blessed an endeavour, that apart from its teaching none attains worth or reputation.”

Gottfried von Straßburg book Tristan

Liebe ist ein also saelic dinc,
ein also saeleclich gerinc,
daz nieman ane ir lere
noch tugende hat noch ere.
Source: Tristan, Line 187

Love

“According to Luther everyone judges everyone. This is because there's an intense desire to be judging. Then those of us on the masochistic side of things want to be judged. Thus we publish. We teach. We learn. We beg to be judged and decimated.”

Avital Ronell (1952) American philosopher

"Kafka's Before the Law: The Law of the Father http://www.youtube.com/watch?v=ifz0m9PBD9E" (2011) 15:16

Learning

“What a teacher imparts by word of mouth is nothing in comparison with what he teaches us to get for ourselves from books.”

Georges Duhamel (1884–1966) French writer

Source: Défense des Lettres [In Defense of Letters] (1937), p. 43

Books, Teachers

“117: It goes against the grain of modern education to teach children to program. What fun is there to making plans, acquiring discipline in organizing thoughts, devoting attention to detail and, learning to be self-critical?”

Alan Perlis Epigrams on Programming

Epigrams on Programming, 1982

Children, Education, Learning

“We can not gaze into space and understand that space has no end. There is no brick wall at the end of space, because if there was, what would be behind the brick wall? It just goes on and on……never ending. The thought of infinity hurts my brain – I can not understand it. The Bible teaches us that God is eternal, without beginning and without end. We being finite, can not understand a world without time. Time is just a dimension that God has created and subjected man to Eternity and infinity are too much for our tiny brains to comprehend.”

Ray Comfort (1949) New Zealand-born Christian minister and evangelist

Cults, Sects and Questions (c. 1979)

God, World, Understanding, Time

“With globalization mounting, the rules teaching us to live globally other than nationally are increasingly becoming meaningful.”

Tigran Sargsyan (1960) Economist, politician

The End of State http://www.gov.am/files/docs/217.pdf 2008

“…for the teaching of this kind I will devote myself to translating what is said more fully by many authors, and especially those whom mother Greece educated, whilst the Latins were oppressed by lack,... of knowledge.”
...ad doctrinam huiusmodi copiosius a perpluribus dicta auctoribus, et praecipue ab his quos mater educavit Graecia, Latinorum cogente penuria, . . . transferenda conferam

Alfano I, Archbishop of Salerno (1015–1085) Archbishop of Salerno

From the preface to his translation http://www.sal.tohoku.ac.jp/phil/DIDASCALIA/2CHBURNE.PDF of the Premnon phisicon of Nemesius.

Education, Knowledge

“To his teaching we owe it there is such a thing as Irish Nationalism and to the memory of the deed he nerved his generation to do, to the memory of ‘98, we owe it that there is any manhood left in Ireland.”

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

Memory

“Let your love flow outward through the universe,
To its height, its depth, its broad extent,
A limitless love, without hatred or enmity.
Then, as you stand or walk,
Sit or lie down,
As long as you are awake,
Strive for this with a one-pointed mind;
Your life will bring heaven to earth.
…
I teach one thing and one only: suffering and the end of suffering.
…
Just as a mother would protect with her life her own son, her only son, so one should cultivate an unbounded mind towards all beings, and loving-kindness towards all the world. One should cultivate an unbounded mind, above and below and across, without obstruction, without enmity, without rivalry.
Standing, or going, or seated, or lying down, as long as one is free from drowsiness, one should practice this mindfulness. This, they say, is the holy state here.”

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

Gautama Buddha, Sutta Nipata
Unclassified

Love, Life, Lie, World

“Present party designations have become empty of all contents…Vastly extended State expenditure, vastly increased demands from the taxpayer who has to provide the money, social reform regardless of expense, cash exacted from the taxpayer already at his wits' end—when were the problems of plus and minus more desperate? How are we to measure the use and abuse of industrial organization? Powerful orators find "Liberty" the true keyword, but the I remember hearing from a learned student that of "liberty" he knew well over two hundred definitions. Can we be sure that the "haves" and the "have-nots" will agree in their selection of the right one? We can only trust to the growth of responsibility; we may look to circumstances and events to teach their lesson.”

John Morley, 1st Viscount Morley of Blackburn (1838–1923) British Liberal statesman, writer and newspaper editor

Letter to Sir Francis Webster, president of the Montrose Burghs Liberal Association, quoted in 'Lord Morley On Modern Politics', The Times (11 May 1923), p. 12.

Money, Problem, Learning

“Aaron began to learn the Dakota language. Isaac, like a newly ordained Doctor of Philosophy, after years of being nagged into learning, rejoiced to be invited to stand up and look important and teach. He was astonished by his own erudition and by the fact that his class of one did not walk out.”

Sinclair Lewis (1885–1951) American novelist, short-story writer, and playwright

The God-Seeker (1949), Ch. 31

Learning

“One experienced minute sometimes teaches us more than a lifetime.”

Wladyslaw Sikorski (1881–1943) Polish military and political leader

in Szkoła Podstawowa im. gen. Władysława Sikorskiego w Kostrzycy. Witaj na stronie głównej http://www.kostrzyca.edu.pl/, World of Tanks: 4TP Polish Squad http://worldoftanks.eu/community/clans/500004184--4TP-/ and Cytatybaza: Władysław Sikorski http://cytatybaza.pl/autorzy/wladyslaw-sikorski.html Original: Jedna przeżyta chwila czasami uczy nas więcej, aniżeli całe życie.

“The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.”

Jacques Barzun (1907–2012) Historian

"Reasons to De-Test the Schools," New York Times (1988-10-11), later published in Begin Here: The Forgotten Conditions of Teaching and Learning (1991)

Truth, Learning

“In this day and age, I consider Genesis, out of all the other books of the Bible, to be the most attacked, scoffed at, and ridiculed—from within parts of the church and outside. You see, because of the indoctrination in the belief evolution and millions of years through the education system and media, many people believe that Genesis 1-11 cannot be taken as literal history. As a result, such evolutionary teaching is a stumbling block to many non-Christians even listening to the gospel from the Word of God—and many people in the church are put on a slippery slide of unbelief in the Scriptures as the infallible Word of God.”

Ken Ham (1951) Australian young Earth creationist

"The Erosion of God's Word: It's Catastrophic!" http://blogs.answersingenesis.org/blogs/ken-ham/2014/06/17/the-erosion-of-gods-word-its-catastrophic/, Around the World with Ken Ham (July 17, 2014) Around the World with Ken Ham (May 2005 - Ongoing)

God, People, Books, Age

“Theater of Cruelty means a theater difficult and cruel for myself first of all. And, on the level of performance, it is not the cruelty we can exercise upon each other by hacking at each other’s bodies, carving up our personal anatomies, or, like Assyrian emperors, sending parcels of human ears, noses, or neatly detached nostrils through the mail, but the much more terrible and necessary cruelty which things can exercise against us. We are not free. And the sky can still fall on our heads. And the theater has been created to teach us that first of all.”

Antonin Artaud (1896–1948) French-Occitanian poet, playwright, actor and theatre director

Source: The Theatre and Its Double (1938, translated 1958), Ch. 1

Exercises, Personality

“Loss either teaches you to persist in the face of suffering, or hardens you into a bitter cynic. Sometimes, it does a little of both.”

Grace Slick (1939) American musician, writer and painter

Somebody to Love? (1998)

Suffering, Loss

“Do you think it inconsistent for someone who lacks belief in the stork to object when public schools teach middle schoolers that that’s where babies come from? Likewise no history class should ever confuse students by playing any movie with Mel Gibson’s name in the credits, because they’re wrong, and it’s wrong to mislead students. It would be inconsistent for one who loves and seeks knowledge of truth not to object to lies or challenge liars. Everything religion teaches is wrong. Although public schools are not teaching about the stork, some of them are teaching creationism, which is just as demonstrably absurdly wrong; In either case, it’s a criminal immoral disservice, and should be corrected.”

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

Patheos, Anti-theist Answers to Christian Questions http://www.patheos.com/blogs/reasonadvocates/2015/11/22/anti-theist-answers-to-christian-questions/ (November 22, 2015)

Love, Truth, School, Religion

“Teach him how you will, a pig will never play the flute.”

Robert Jordan (1948–2007) American writer

Thom Merrilin
(15 January 1990)

“Government — they used to teach it in college. It's actually something you should study and learn and know how to do. The Republicans always run on the idea that government isn't very effective. Well, not the way you do it. But it can be effective.”

Bill Maher (1956) American stand-up comedian

As quoted in "Real talk with Bill Maher" by Joan Walsh at Salon.com (16 February 2007) http://www.salon.com/ent/tv/int/2007/02/16/maher/index2.html

Way, Idea, Study, Learning

“A true seeker could not accept any teachings, not if he sincerely wished to find something. But he who had found, could give his approval to every path, every goal; nothing separated him from all of the other thousands who lived in eternity, who breathed the Divine.”

Hermann Hesse (1877–1962) German writer

Source: Siddhartha (1922), p. 80

Sincerity

“Empirical School; A second approach to management I refer to as the "empirical" school. In this, I include those scholars who identify management as a study of experience, sometimes with intent to draw generalizations but usually merely as a means of teaching experience and transferring it to the practitioner or student. Typical of this school are those who see management or "policy" as the study and analysis of cases and those with such approaches as Ernest Dale's "comparative approach."”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 177

School, Study, Drawing

“I think it is a truth, and an important truth, that the fundamentals of all school teaching ought to be the same.”

George Long (1800–1879) English classical scholar

An Old Man's Thoughts on Many Things, Of Education I

Truth, School, Thinking

“In recent times the rainbow (albeit with some different colors) has come to represent something far different. To many people it means freedom, love, pride, a new era, and, specifically, the LGBTQ movement… But the rainbow itself wasn’t designed to be a symbol of freedom, love, pride, or the LGBTQ movement. God created this beautiful, colorful phenomenon and designated it as a sign of His covenant with Noah and his descendants forever. Sadly, people ignore what God intended the rainbow to represent and proudly wave rainbow-colored flags in defiance of God’s command and design for marriage. Because of this, many Christians shy away from using the rainbow colors. But the rainbow was a symbol of God’s promises before the LGBTQ movement—and will continue to be after that movement has ended. As Christians, we need to take the rainbow back and teach our young people its true meaning.”

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)

Love, God, Marriage, People

“Today our approaches to children are fragmented and partial. Those who care for well children know little of children who are sick. The deep knowledge that comes from the intensive attempt to cure is separated from the knowledge of those whose main task is to teach.”

Margaret Mead (1901–1978) American anthropologist

Source: 1960s, Continuities in Cultural Evolution (1964), p. 321

Children, Knowledge

“Behold, most beloved reader, thus true faith or true knowledge begets love, and love begets obedience to the commandments of God. Therefore Christ Jesus says, "He that believeth on him is not condemned." Again at another place, "Verily, verily, I say unto you, he that heareth my words, and believeth on him that sent me, hath everlasting life, and shall not come into condemnation; but is passed from death into life," Jn. 5:24. For true evangelical faith is of such a nature that it cannot lay dormant; but manifests itself in all righteousness and works of love; it dies unto flesh and blood; destroys all forbidden lusts and desires; cordially seeks, serves and fears God; clothes the naked; feeds the hungry; consoles the afflicted; shelters the miserable; aids and consoles all the oppressed; returns good for evil; serves those that injure it; prays for those that persecute it; teaches, admonished and reproves with the Word of the Lord; seeks that which is lost; binds up that which is wounded; heals that which is diseased and saves that which is sound. The persecution, suffering and anxiety which befalls it for the sake of the truth of the lord, is to it a glorious joy and consolation.”

Menno Simons (1496–1561) Dutch theologian, founder of the Mennonites

Ibid, p.246

Love, Life, Death, God

“Science is the real moral school; she teaches man the love and respect for the truth, without which all hope is chimerical.”

Marcellin Berthelot (1827–1907) French chemist and politician

Proverbia http://www.proverbia.net/citasautor.asp?autor=93

Love, Truth, School, Hope

“Perhaps it is true that the trials of life always teach us something, but it is undeniable that we are not always so eager to learn.”

Fausto Cercignani (1941) Italian scholar, essayist and poet

Examples of self-translation (c. 2004), Quotes - Zitate - Citations - Citazioni

Life, Learning

“I can't find a word to say to you
I can't comprehend, I can't relate to you

Plain to see your faith for me
Take me higher angel fire
Take me where I want to go
Teach me things I need to know.”

Dolores O'Riordan (1971–2018) Irish singer

Angel Fire
Are You Listening? (2007)

Faith, Angels

“I have read somewhere or other, — in Dionysius of Halicarnassus, I think, — that history is philosophy teaching by examples.”

Henry St John, 1st Viscount Bolingbroke (1678–1751) English politician and Viscount

On the Study and Use of History, letter 2; in fact this relates to a third-century CE treatise on rhetoric, wrongly attributed to Dionysius of Halicarnassus, which says (xi. 2): "The contact with manners then is education; and this Thucydides appears to assert when he says history is philosophy learned from examples". The line is not found in Thucydides.

History, Thinking, Reading