Quotes about teaching
page 19

“Barani mourned: “Should the king consider the payment of a few tankas by way of jiziya as sufficient justification for their allowing all possible freedom to the infidels to observe and demonstrate all orders and detail of infidelity, to read the misleading literature of their faith, and to propagate their teachings, how could the true religion get the upper hand over other religions, and how could the emblems of Islam be held high? How will the true faith prevail if rulers allow the infidels to keep their temples, adorn their idols, and to make merry during their festivals with beating of drums and dhols, singing and dancing?””

Ziauddin Barani (1285–1357) Indian Muslim historian and political thinker (1285–1357)

Quoted from Goel, Sita Ram (2001). The story of Islamic imperialism in India. ISBN 9788185990231

Faith, Religion, Way, Literature

“We will teach them to win referendums. For a referendum is an ideal way to manipulate people while maintaining their illusion of having chosen their fate on their own.”

Yurii Andrukhovych book The Moscoviad

The Moscoviad
Source: The Moscoviad. Yuri Andrukhovych. Spuyten Duyvil, New York City. ISBN1933132523, p. 175

Fate, People, Way

“Goethe, … who lived through the struggle against Napoleon, was once asked how he had managed to exist during the days of shame, defeat, and humiliation. He replied: “I have nothing to complain of. Like one who, from the fastness of a cliff, gazes down on the raging sea, unable to help the ship-wrecked crew, but also out of the reach of the billows—according to Lucretius, a not unpleasant feeling—I have been standing in security, and have watched the fury of the storm passing by me.” …
It was not only on the political combats and storms of his emasculate fellow-countrymen that Goethe looked down with indifference; to those troubles of the heart, which Rousseau’s teaching had quickened, a philanthropic and educational enthusiasm, he was not merely apathetic; he was positively hostile. … “As of old Lutherdom, so now French ideals are forcing us away from a peaceful development of culture,” he used to say.”

Oscar Levy (1867–1946) German physician and writer

Source: The Revival of Aristocracy (1906), pp. 29-30.

Hostility, Education, Peace, Feeling

“To cease from evil, to do good, and to purify the mind yourself, this is the teaching of all the Buddhas.”

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

Source: Pali Canon, Sutta Pitaka, Khuddaka Nikaya (Minor Collection), Dhammapada, Ch. 14, Verse 183

Evil

“Man is a creature who lives not upon bread alone, but principally by catchwords; and the little rift between the sexes is astonishingly widened by simply teaching one set of catchwords to the girls and another to the boys.”

Robert Louis Stevenson book Virginibus Puerisque

Virginibus Puerisque, Ch. 2.
Virginibus Puerisque and Other Papers (1881)

Sex, Girl, Boy

“Descartes is rightly regarded as the father of modern philosophy primarily and generally because he helped the faculty of reason to stand on its own feet by teaching men to use their brains in place whereof the Bible, on the one hand, and Aristotle, on the other, had previously served.”

Arthur Schopenhauer book Parerga and Paralipomena

E. Payne, trans. (1974) Vol. 1, p. 3
Parerga and Paralipomena (1851), Sketch of a History of the Doctrine of the Ideal and the Real

Men, Help

“His meaning is to fasten it faithfully in our heart: for He willeth that it dwell with us in faith to our life’s end, and after in fulness of joy, desiring that we have ever steadfast trust in His blissful behest — knowing His Goodness.
For our faith is contraried in diverse manners by our own blindness, and our spiritual enemy, within and without; and therefore our precious Lover helpeth us with spiritual sight and true teaching in sundry manners within and without, whereby that we may know Him. And therefore in whatsoever manner He teacheth us, He willeth that we perceive Him wisely, receive Him sweetly, and keep us in Him faithfully. For above the Faith is no goodness kept in this life, as to my sight, and beneath the Faith is no help of soul; but in the Faith, there willeth the Lord that we keep us. For we have by His goodness and His own working to keep us in the Faith; and by His sufferance through ghostly enmity we are assayed in the Faith and made mighty. For if our faith had none enmity, it should deserve no meed, according to the understanding that I have in all our Lord’s teaching.”

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

The Sixteenth Revelation, Chapter 70

Life, Faith, Soul, Lovers

“Pythagoras teaches among other excellent doctrines this also, “walk not on the highways.” This does not mean that we should climb steep hills—the school was not prescribing foot-weariness—but it indicates by this figure that in our words and deeds we should not follow popular and beaten tracks.”

Philo (-15–45 BC) Roman philosopher

2.
Every Good Man is Free

School

“There is no authority in the Bible for a woman to have a place of supremacy in the church. When she takes it she steps out of her right place. She goes against the plain teaching of The Bible when she takes the place of the authoritative teacher in the church.”

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

Cults, Sects and Questions (c. 1979)

Teachers

“What must we do with these sciences in schools—I mean the elementary part of them? for… the amount which we can teach in a school to the ordinary kind of boys, that is the very great majority, is not much.”

George Long (1800–1879) English classical scholar

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

School, Boy, Science, Parting

“There are obviously two educations. One should teach us how to make a living and the other how to live.”

John Adams (1735–1826) 2nd President of the United States

James Truslow Adams; sometimes rendered : "There are two educations. One should teach us how to make a living and the other how to live".
Misattributed

Education

“Parents teach children discipline for two different, indeed diametrically opposed, reasons: to render the child submissive to them and to make him independent of them. Only a self-disciplined person can be obedient; and only such a person can be autonomous.”

Thomas Szasz (1920–2012) Hungarian psychiatrist

The Untamed Tongue: A Dissenting Dictionary (1990)

Children, Parent, Personality

“Before you want to teach someone, try to find his character and know him, without knowing someone how it is possible to flow with his thoughts and put yourself in his position.”

Elia M. Ramollah (1973) founder and leader of the El Yasin Community

The Great Master of Thought (Amen- Vol.3), Observing management

“One rainy day in Cologne on the Rhine, the catalogue of a teaching aids company caught my attention. It was illustrated with models of all kind – mathematical, geometrical, anthropological, zoological, botanical, anatomical, mineralogical, paleontological, and so forth- elements of of such a diverse nature that the absurdity of the collection confused the eye and mind, producing hallucinations and lending the objects depicted new and rapidly changing meanings. I suddenly felt my 'visionary faculties' so intensified that I began seeing the newly emerged objects against a new background. To capture it, a little paint or a few lines were enough, a horizon, a sky, a wooden floor, that sort of things. My hallucination had been fixed. Now it was a matter of interpreting the hallucination in a few words or sentences Such as: 'Above the clouds midnight passes. Above midnight glides the invisible bird of day..”

Max Ernst (1891–1976) German painter, sculptor and graphic artist

Quote in 'Biographical Notes. Tissue of truth, Tissue of Lies', 1929; as cited in Max Ernst. A Retrospective, Munich, Prestel, 1991, p. 290
1910 - 1935

Mathematics, Nature, Bird, Change

“The state gives orders and coerces, religion teaches and persuades. The state prescribes laws, religion commandments. The state has physical power and uses it when necessary; the power of religion is love and benificence. The one abandons the disobedient and expels him; the other receives him in its bosom and seeks to instruct, or at least to console him.”

Moses Mendelssohn (1729–1786) German Jewish philosopher and theologian

Source: Jerusalem, or on Religious Power and Judaism (1783), p. 45

Love, Religion, Law

“2462. Thou canst scarcely be truly wise till thou hast been deceived. Thy own Errors will teach thee more Prudence, than the grave Precepts, and even Examples of others.”

Thomas Fuller (writer) (1654–1734) British physician, preacher, and intellectual

Introductio ad prudentiam: Part II (1727)

Error

“To hold that a state cannot, consistently with the First and Fourteenth Amendments, utilize its public school system to aid any or all religious faiths or sects in the dissemination of their doctrines and ideals does not, as counsel urge, manifest a governmental hostility to religion or religious teachings. A manifestation of such hostility would be at war with our national tradition as embodied in the First Amendment's guaranty of the free exercise of religion. For the First Amendment rests upon the premise that both religion and government can best work to achieve their lofty aims if each is left free from the other within its respective sphere. Or, as we said in the Everson case, the First Amendment has erected a wall between Church and State which must be kept high and impregnable.”

Hugo Black (1886–1971) U.S. Supreme Court justice

Writing for the court, McCollum v. Board of Education, 333 U.S. 203 (1948).

Hostility, War, School, Faith

“The view of things [called Pantheism] … — that all plurality is only apparent, that in the endless series of individuals, passing simultaneously and successively into and out of life, generation after generation, age after age, there is but one and the same entity really existing, which is present and identical in all alike; — this theory … may be carried back to the remotest antiquity. It is the alpha and omega of the oldest book in the world, the sacred Vedas, whose dogmatic part, or rather esoteric teaching, is found in the Upanishads. There, in almost every page this profound doctrine lies enshrined; with tireless repetition, in countless adaptations, by many varied parables and similes it is expounded and inculcated. That such was, moreover, the fount whence Pythagoras drew his wisdom, cannot be doubted … That it formed practically the central point in the whole philosophy of the Eleatic School, is likewise a familiar fact. Later on, the New Platonists were steeped in the same … In the ninth century we find it unexpectedly appearing in Europe. It kindles the spirit of no less a divine than Johannes Scotus Erigena, who endeavours to clothe it with the forms and terminology of the Christian religion. Among the Mohammedans we detect it again in the rapt mysticism of the Sufi. In the West Giordano Bruno cannot resist the impulse to utter it aloud; but his reward is a death of shame and torture. And at the same time we find the Christian Mystics losing themselves in it, against their own will and intention, whenever and wherever we read of them! Spinoza's name is identified with it.”

Arthur Schopenhauer book On the Basis of Morality

Part IV, Ch. 2, pp. 269 https://archive.org/stream/basisofmorality00schoiala#page/269/mode/2up-272 <br class="br">On the Basis of Morality (1840)

Life, Death, Wisdom, Books

“History teaches us that war is not inevitable. Once again, it is for us to choose whether we use war or some other method of settling the ordinary and unavoidable conflicts between groups of men.”

Aldous Huxley (1894–1963) English writer

What Are You Going To Do About It? The case for constructive peace (1936)

Men, War, History

“The alchemists of the ancient world had a teaching: "As above, so below." Four words that contain an entire cosmology…. a grand cosmic unity, a harmony resounding in the mind of God.”

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

The Voice of the Earth: An Exploration of Ecopsychology (2001)

God, World

“A great and gentle radiance has left our scene with the death of Rabbi Maurice Davis. He was one of the people who first brought me into the circle of those devoted to helping cult victims. His compassion and vision were inspiring. He saw clearly the dangers which awaited those who lost their free will to totalism. I remember vividly one of my early contacts with Rabbi Davis, when an attorney for a destructive group was trying to get him to explain what he had said to a member of that group when she returned briefly to her family and agreed to speak with him. "I prayed with her," he said. "I prayed that she remember the teachings of her youth and her love for her family." The lawyer for the group was taken aback. "Is that all you did?", he said. "Was that all it was.'?…. Yes," Rabbi Davis answered, "the rest was up to her." It was that blend of hope, vision, and respect for the judgment of others that became the cornerstone of the American Family Foundation's ideals. We owe much to Rabbi Davis and we honor him with our continued commitment.”

Maurice Davis (1921–1993) American rabbi

In Memoriam - Rabbi Maurice Davis: Human Rights Champion http://www.whyaretheydead.net/misc/Factnet/CO0194.TXT, The Cult Observer, Vol. 11 No. 1 1994., Herbert L. Rosedale, President, American Family Foundation. <br class="br">About

Love, Death, People, Youth

“KING: Not Mohammed — Mohammed did not teach love?”

James Dobson (1936) Evangelical Christian psychologist, author, and radio broadcaster.

2002

Love

“Becoming a leader' has become a mantra. The explosive growth of the 'leadership industry' is based on the belief that leading is a path to power and money, a medium for achievement, and a mechanism for creating change. But there are other, parallel truths: that leaders of every stripe are in disrepute; that the tireless and often superficial teaching of leadership has brought us no closer to nirvana; and that followers nearly everywhere have become, on the one hand, disappointed and disillusioned, and, on the other, entitled and emboldened.”

Barbara Kellerman (1939) American academic

Barbara Kellerman (2012), The End of Leadership, Harper Collins Publishers; Book description

Money, Truth, Disappointment, Change

“The so-called highly civilised culture of the West won't let them get married at that age. They prohibit them from marrying or inhibit them or make it as difficult for them as possible to get married at the age of 14 or 15, because they want to keep, them at home without having to be bothered with babies.
They just want their own little baby & keep it a babyas long as they can in the house, until it becomes an absolute monster that they can't control, they don't know what to do with,& breaks their heart & takes drugs & runs off & has a child anyhow, & then they have an abortion! They kill the baby because the parents don't want to help take care of it or teach their children how! How horrible! It's the absolute selfishness of the so-called highly civilised Western culture! Cruelly killing babies!”

David Berg (1919–1994) Children of God founder

Child Brides!

Children, Age, Home, Parent

“Let no man judge himself to be a Christian, unless he is one who both follows the teaching of Christ and imitates his example.”

Pelagius (360–420) British monk

On The Christian Life

Christ

“There existed long ago in Tibetan, Indian, and partly also in Chinese Buddhism the idea that the religious practice of meditation serves the goal of producing within the still-living and mortal body the diamond body into which you move, so to speak. Already in this lifetime you use your diamond body more and more as a dwelling place, so that at the moment of death, like a skin which falls off from a fruit, this mortal body falls away and the glorified body -or in Eastern language, the diamond body- is already there. The glorified body, a sort of immortal substance as carrier of the individual personality, is already produced by religious practice during one's lifetime. This same idea, which is strange to official Christian teaching, does come up vigorously in alchemical philosophy. The alchemists, too, strove from the beginning to produce such a glorified or diamond body, and Christian alchemists from the beginning identified it with the glorified body. In order to build up this glorified body, called the philosopher's stone, you must repeat the whole process of creation.”

Marie-Louise von Franz (1915–1998) Swiss psychologist and scholar

Source: Creation Myths (1972), Creation Renewed & Reversed, P. 331

Death, Idea, Personality

“I’m tired of being told that out of “tolerance for other cultures” we must let Saudi Arabia use our oil money to fund mosques and madrassa Islamic schools to preach hate in America, while no American group is allowed to fund a church, synagogue or religious school in Saudi Arabia to teach love and tolerance.”

Robert A. Hall (1946) American politician

I'm Tired (February 19, 2009)

Love, Money, Hate, School

“I met him Cummingham around 1953 after a performance I saw. He was teaching and making dances for his company and was already working with John Cage. What interested me initially wasn't just the movement but also the music he worked with, which was unfamiliar to me... Later Bob Rauschenberg had been doing sets and costumes for the Cunningham Company... I can't say exactly how, but for a period of time, Cage, Cunningham, Rauschenberg, and I saw each other frequently and exchanged ideas. John [Cage] was very interested in presenting his ideas to other people, so it was impossible to be around and not to learn... He could apply his ideas on space and time to painting, or music or architecture... I don't have a clear sense of cause and effect in my painting, but it is probably there.”

Jasper Johns (1930) American artist

Jasper Johns, by Bryan Robertson and Tim Marlow, Tate, in 'The Art Magazine', London, Winter 1993, pp. 40, 47
1990s

People, Music, Idea, Sense

“A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators… have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers… Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism.”

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

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 1, Computers and Computer Cultures

Children, Education, School, Color

“J. J. Sylvester was an enthusiastic supporter of reform [in the teaching of geometry]. The difference in attitude on this question between the two foremost British mathematicians, J. J. Sylvester, the algebraist, and Arthur Cayley, the algebraist and geometer, was grotesque. Sylvester wished to bury Euclid "deeper than e'er plummet sounded" out of the schoolboy's reach; Cayley, an ardent admirer of Euclid, desired the retention of Simson's Euclid. When reminded that this treatise was a mixture of Euclid and Simson, Cayley suggested striking out Simson's additions and keeping strictly to the original treatise.”

Florian Cajori book A History of Mathematics

Source: A History of Mathematics (1893), p. 285; Cited in: Moritz (1914, 148); Persons and anecdotes

Question, Support

“Every day, no matter how you fight it, you learn a little more about yourself, and all most of it does is teach humility.”

John D. MacDonald (1916–1986) writer from the United States

Travis McGee series, (1966)

Learning, Fight

“Upon assuming command, I received no special instructions or guidance from my military superiors in Washington other than an expression of strong interest on the part of General Eisenhower in the maintenance of the Honor System and in the improvement of the teaching of military leadership. Throughout my tour, I was allowed to conduct the affairs of the Academy with minimum official interference so that, if things went wrong, I had only myself to blame.”

Maxwell D. Taylor (1901–1987) United States general

Source: Swords and Plowshares (1972), p. 112

Strong, Parting

“People continued — regardless of all that leads man forward — to try to unite the incompatibles : the virtue of love, and what is opposed to love, namely, the restraining of evil by violence. And such a teaching, despite its inner contradiction, was so firmly established that the very people who recognize love as a virtue accept as lawful at the same time an order of life based on violence and allowing men not merely to torture but even to kill one another.”

Leo Tolstoy A Letter to a Hindu

Source: A Letter to a Hindu (1908), III

Love, Life, Men, People

“And here and there a human who saw the rightness of the proposition that Man could not, by mere self-assertion, be a special being; understanding that it was to his greater glory to take his place among the other things of life, as a simple thing of life, as a form of life that could lead and teach and be a friend rather than a thing that conquered and ruled and stood as one apart.”

Clifford D. Simak book Time and Again

Source: Time and Again (1951), Chapter XXXIX (p. 195)

Life, Understanding

“We don't have a word for learning and teaching at the same time, but our schooling would improve if we did.”

Kevin Kelly (1952) American author and editor

Out of Control: The New Biology of Machines, Social Systems and the Economic World (1995)

School, Learning, Time

“If you should have visits here from those professing to be Christians, and they intimate a desire to preach to you, by all means invite them to do so. Accord to every reputable person who may visit you, and who may wish to occupy the stands of your meeting houses to preach to you, the privilege of doing so, no matter whether he be a Catholic, Presbyterian, Congregationalist, Baptist, Free-will Baptist, Methodist, or whatever he may be; and if he wishes to speak to your children let him do so. Of course you have the power to correct whatever false teachings or impressions, if any, your children may hear or receive.”

Brigham Young (1801–1877) Latter Day Saint movement leader

Journal of Discourses 14:195 (June 3, 1871)
1870s

Children, Housing, Personality, Falseness

“It is better to teach a few things perfectly than many things indifferently, and an overloaded curriculum is useless. The object of instruction is not to produce technicians, but good active minds.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Working

Indifference

“I returned to civilization shortly after that and went to Cornell to teach, and my first impression was a very strange one. I can't understand it any more, but I felt very strongly then. I sat in a restaurant in New York, for example, and I looked out at the buildings and I began to think, you know, about how much the radius of the Hiroshima bomb damage was and so forth… How far from here was 34th street?… All those buildings, all smashed — and so on. And I would go along and I would see people building a bridge, or they'd be making a new road, and I thought, they're crazy, they just don't understand, they don't understand. Why are they making new things? It's so useless. But, fortunately, it's been useless for almost forty years now, hasn't it? So I've been wrong about it being useless making bridges and I'm glad those other people had the sense to go ahead.”

Richard Feynman (1918–1988) American theoretical physicist

On his emotional reaction after the first uses of the atomic bomb.
Part 3: "Feynman, The Bomb, and the Military", "Los Alamos from Below", p. 136
Surely You're Joking, Mr. Feynman! (1985)

People, Understanding, Thinking, Sense

“I served for 42 years on the board of trustees of the largest Presbyterian seminary, Princeton Theological Seminary, and we had brilliant people — teachers and students both — but they did not come up with many new concepts. They weren't invited to come up with new concepts. Anybody who had come up with a new concept would have been under suspicion for being out of step with the tradition or out of step with the teachings of the church.”

John Marks Templeton (1912–2008) stock investor, businessman and philanthropist

The Quotable Sir John

People, Teachers

“Harry Dresden: Pain is a part of life. Sometimes it's a big part, and sometimes it isn't, but either way, it's part of the big puzzle, the deep music, the great game. Pain does two things: It teaches you, tells you that you're alive. Then it passes away and leaves you changed. It leaves you wiser, sometimes. Sometimes it leaves you stronger. Either way, pain leaves its mark, and everything important that will ever happen to you in life is going to involve it in one degree or another.”

Jim Butcher The Dresden Files

Source: The Dresden Files, White Night (2007), Chapter 31

Life, Pain, Music, Way

“All complex organizations use people to pursue their tasks, but people-changing organizations work not only with or through people but also on them. People constitute the raison d'etre of these organizations, and, and, as our label suggests, the desired product is a new or altered person. People-changing organizations can be contrasted with organizations that produce, distribute, or service inanimate objects or symbols. The latter may have important consequences for their members' statuses, role-orientations, identities, and personalities, but these alterations are usually incidental, personal, or instrumental. In people-changing organizations the alterations re the primary end. Conceived in this way, the term "people-changing" encompasses a broad variety of organizations, ranging from the monastery (which cleanses the soul while teaching the outward signs of grace) to Menninger's (which restructures the personality), and even to the House of Venus”

Charles Perrow (1925–2019) American sociologist

which reshapes buttocks and identity simultaneously
Source: 1960s, Organization for treatment, 1966, p. 3

People, Way, Soul, Change

“One thing you must know: Just as there is no comparison between actually hearing the sound of harp-strings sweetly plucked and listening to someone talking about it, so too there is no comparison between words which are received in pure grace, issuing from a living heart, spoken by living lips, and those self-same words committed to dry parchment — especially words in German. For these somehow grow chill, losing their vitality like roses cut. For the enchanting melody which, more than anything else, moves human hearts, then fades away, so that the words are received now into the dryness of dry hearts. No harp-strings were ever so sweet but, when stretched across dry timber, they fall silent. An unloving heart can no more understand a love-filled speaker than a German an Italian. Therefore, an eager enquirer should hasten to the out-flowing streams of these sweet teachings so that she may see and observe them at their source in all its living and wondrous beauty – that is, the in-flowing of present grace which is able to restore dead hearts to life.”

Henry Suso (1295–1366) Dominican friar and mystic

The Exemplar, The Little Book of Eternal Wisdom

Love, Life, Beauty, Understanding

“She took us to see her granddaughter who was teaching in the Dominican convent in San Raphael, we went across the bay on a ferry, that had not changed but Goat Island might just as well not have been there, anyway what was the use of my having come from Oakland it was not natural to have come from there yes write about it if I like or anything if I like but not there, there is no there there.”

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

Source: Everybody’s Autobiography (1937), Ch. 4, p. 289

Nature, Change

“Others … are in the habit of teaching that religion and philosophy are really the same thing. Such a statement, however, appears to be true only in the sense in which Francis I is supposed to have said in a very conciliatory tone with reference to Charles V: ‘what my brother Charles wants is also what I want’, namely Milan. Others again do not stand on such ceremony, but talk bluntly of a Christian philosophy, which is much the same as if we were to speak of a Christian arithmetic, and this would be stretching a point. Moreover, epithets taken from such dogmas are obviously unbecoming of philosophy, for it is devoted to the attempt of the faculty of reason to solve by its own means and independently of all authority the problem of existence.”

Arthur Schopenhauer book Parerga and Paralipomena

Andere wieder, von diesen Wahrheitsforschern, schmelzen Philosophie und Religion zu einem Kentauren zusammen, den sie Religionsphilosophie nennen; Pflegen auch zu lehren, Religion und Philosophie seien eigentlich das Selbe;—welcher Sah jedoch nur in dem Sinne wahr zu seyn scheint, in welchem Franz I., in Beziehung auf Karl V., sehr versöhnlich gesagt haben soll: „was mein Bruder Karl will, das will ich auch,”—nämlich Mailand, Wieder andere machen nicht so viele Umstände, sondern reden geradezu von einer Christlichen Philosophie;—welches ungefähr so herauskommt, wie wenn man von einer Christlichen Arithmetik reden wollte, die fünf gerade seyn ließe. Dergleichen von Glaubenslehren entnommene Epitheta sind zudem der Philosophie offenbar unanständig, da sie sich für den Versuch der Vernunft giebt, aus eigenen Mitteln und unabhängig von aller Auktorität das Problem des Daseyns zu lösen.
Sämtliche Werke, Bd. 5, p. 155, E. Payne, trans. (1974) Vol. 1, pp. 142-143
Parerga and Paralipomena (1851), On Philosophy in the Universities

Religion, Problem, Sense, Appearance

“He that could teach mathematics well, would not be a bad teacher in any of the rest [physics, chemistry, biology, psychology] unless by the accident of total inaptitude for experimental illustration; while the mere experimentalist is likely to fall into the error of missing the essential condition of science as reasoned truth; not to speak of the danger of making the instruction an affair of sensation, glitter, or pyrotechnic show.”

Alexander Bain (1818–1903) Scottish philosopher and educationalist

Source: Education as a Science, 1898, p. 298.

Truth, Error, Mathematics, Teachers

“Not only was there a layer of ice above the atmosphere, the Bible teaches that the earth also had a layer of water UNDER the crust of the earth. The earth’s crust today is about 10-25 miles thick. Many who have studied this topic agree that the earth had huge reservoirs of water maybe ten miles down, when the earth was first created. Psalm 24:1-2, “The earth is the Lord’s and the fullness thereof; the world, and they that dwell therein. For He hath founded it UPON the seas, and established it UPON the floods..””

Kent Hovind (1953) American young Earth creationist

Was the earth founded on the water? Psalm 136:6 tells us that God “stretched out the earth ABOVE the waters.”
Source: What On Earth Is About To Happen… For Heaven’s Sake? (2013), p. 46

God, World, Study, Water

“"Tell me and I forget. Teach me and I may remember. Involve me and I learn." There is no evidence that Franklin said this. Scholars believe the saying comes from the Xunzi.”

Benjamin Franklin (1706–1790) American author, printer, political theorist, politician, postmaster, scientist, inventor, civic activist, …

Additional information may be read at the following websites:
http://dakinburdick.wordpress.com/2012/03/14/tell-me-and-i-forget/
http://www.quora.com/History/Where-and-when-did-Benjamin-Franklin-say-Tell-me-and-I-forget-teach-me-and-I-may-remember-involve-me-and-I-learn
http://gazettextra.com/weblogs/word-badger/2013/mar/24/whose-quote-really/
Misattributed

Learning, Forgetting

“In the stormy days of our youth, we imagine that solitude is a sure refuge from the assaults of life, a certain balm for the wounds of battle. This is a serious mistake, and experience teaches us that, if we cannot live in peace with our fellow-men, neither romantic raptures nor aesthetic enjoyment will ever fill the abyss gaping at the bottom of our hearts.”

George Sand (1804–1876) French novelist and memoirist; pseudonym of Lucile Aurore Dupin

Dans les jours orageux de la jeunesse, on s'imagine que la solitude est le grand refuge contre les atteintes, le grand remède aux blessures du combat; c'est une grave erreur, et l'expérience de la vie nous apprend que, là ou l'on ne peut vivre en paix avec ses semblables, il n'est point d'admiration poétique ni de jouissances d'art capables de combler l'abîme qui se creuse au fond de l'âme.
Un Hiver à Majorque, pt. 3, ch. 5 (1855); Robert Graves (trans.) Winter in Majorca (Chicago: Academy Press, 1978) p. 165

Life, Men, Youth, Peace

““That is the principal thing,” thought Nekhludoff. “We all live in the silly belief that we ourselves are the lords of our world, that this world has been given us for our enjoyment. But this is evidently untrue. Somebody must have sent us here for some reason. And for this reason it is plain that we will suffer like those laborers suffer who do not fulfill the wishes of their Master. The will of the Lord is expressed in the teachings of Christ. Let man obey Him, and the Kingdom of the Lord will come on earth, and man will derive the greatest possible good.
“Seek the truth and the Kingdom of God, and the rest will come of itself. We seek that which is to come, and do not find it, and not only do we not build the Kingdom of God, but we destroy it.
“So this will henceforth be the task of my life!”
And indeed, from that night a new life began for Nekhludoff; not so much because he had risen into a new stage of existence, but because all that had happened to him till then assumed for him an altogether new meaning.”

Leo Tolstoy book Resurrection

Source: Resurrection (1899), Ch. 92

Life, God, Truth, World

“You may find this work (if I judge rightly) quite new. For I see no reason why I should not proclaim it; nor do I believe that others will take it wrongly. …it teaches all by a new method, introduced by me for the first time into geometry, and with such clarity that in these more abstruse problems no-one (as far as I know) has used…”

John Wallis (1616–1703) English mathematician

Arithmetica Infinitorum (1656)

Problem, Time

“How do we teach a child — our own, or those in a classroom — to have compassion: to allow people to be different; to understand that like is not equal; to experiment; to laugh; to love; to accept the fact that the most important questions a human being can ask do not have — or need — answers.”

Madeleine L'Engle (1918–2007) American writer

Section 1.16
The Crosswicks Journal, A Circle of Quiet (1972)

Love, People, Understanding, Question

“A Sanskrit Scholar, J. W. Hauer, speaking of the central message of the "Gita" says, "We are not called to solve the meaning of life, but to find out the deed demanded by us and to work, and so by action to master the riddle of life." Whilst Sanskara says that the essential purpose of the "Gita" is to teach us a way out of bondage and not merely enjoin action.”

Peter de Noronha (1897–1970) Indian businessman

The Pageant of Life (1964), On The Gita

Life, Way

“History teaches us that men and nations behave wisely once they have exhausted all other alternatives.”

Abba Eban (1915–2002) Israeli diplomat and politician

Speech in London (16 December 1970); as quoted in The Times [London] (17 December 1970) and in Great Jewish Quotations (1996) by Alfred J. Kolatch, p. 115.

Men, History

“Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field.”

Alan Tower Waterman (1892–1967) American physicist

in the Bulletin of the Atomic Scientists (March 1953), Vol. 9, No. 2,ISSN 0096-3402, published by Educational Foundation for Nuclear Science, Inc., p. 38.

Teachers, Science

“It cannot be said that at the time these inscriptions were set up at ANhilwãD Pãtan, Prabhas Patan, Khambat, Junagadh and other places, the Hindus of Gujarat had had no taste of what Islam had in store for them, their women, their children, their cities, their temples, their idols, their priests, and their properties. The invasion of Ulugh Khãn that was to subjugate Gujarat to a long spell of Muslim rule, was the eighth in a series which started within a few years after the Prophet’s death at Medina in AD 632. Five Islamic invasions had been mounted on Gujarat before Siddharãja JayasiMha ascended the throne of that kingdom in AD 1094 - first in AD 636 on Broach by sea; second in AD 732-35 by land; third and fourth in AD 756 and 776 by sea; and fifth by Mahmûd of Ghazni in AD 1026. Two others had materialised by the time the Muslim ship-owner set up his inscription in AD 1264 on a mosque at Prabhas Patan. The sixth invasion was by Muhammad Ghûrî in AD 1178, and the seventh was by Qutbu’d-Dîn Aibak in AD 1197. The only conclusion that can be drawn from the evidence is that either the Hindus of Gujarat had a very short memory or that they did not understand at all the inspiration at the back of these invasions. The temple of Somnath which stood, after the invasion of Mahmûd of Ghazni in AD 1026, as a grim reminder of the character of Islam, had also failed to teach them any worthwhile lesson. Nor did they visualize that the Muslim settlements in their midst could play a role other than that of carrying on trade and commerce.”

Sita Ram Goel (1921–2003) Indian activist

Hindu Temples – What Happened to Them, Volume II (1993)

Death, Women, Children, Understanding

“He [ Hans Hofmann one of her art teachers] would come up to me [1937-38], look at my work, and do a critique half in English and half in German, but certainly nothing I could understand. When he left the room I would call George McNeil, who was then the monitor, over and I would ask: 'What did this man say to me?' Hoffman was teaching Cubism and that was pretty exciting. Matisse and Picasso were my highlights. It was as though I was swinging between them. First I started to work with color and then there was a heavy swing toward the linear.”

Lee Krasner (1908–1984) American artist

Source: Art Talk, Conversations with 15 woman artists 1975, p. 73.

Art, Color, Understanding, Teachers

“The Iraqis have a country that inherited cultures thousands of years old while the Americans have a culture only two hundred years old. Two hundred years will teach thousands of years!? Oh Americans, leave Iraq for its people.”

Yusuf Qaradawi (1926) Egyptian imam

Sheikh Al-Qaradhawi Reacts to the Murder of Four Americans in Al-Fallujah: 'How could you punish an entire people because four corpses were mutilated?' http://www.memritv.org/clip_transcript/en/31.htm April 2004.

People, Country

“Science is unreasonably effective, it's generated knowledge beyond all expectation. It's also delivered perspective. Yes, we are an insignificant speck in an infinite universe, but we're also rare. And because we're rare, we're valuable. So what are we to do to secure our future? Well, we must learn to value the acquisition of knowledge for its own sake, and not just because it grows our economy or allows us to build better bombs. We must also learn to value the human race and take responsibility for our own survival. Why? Because there's nobody else out there to value us or to look after us. And finally, most important of all, we must educate the next generation in the great discoveries of science and we must teach them to use the light of reason to banish the darkness of superstition, because if we do that, then at least there's a chance that this universe will remain a human one.”

Brian Cox (physicist) (1968) English physicist and former musician

Human Universe, episode 5

Education, Knowledge, Light, Learning

“I’m more convinced than ever before that violence can not solve the problems of the world. Violence is both impractical and immoral. This is why I’ve tried in my little way to teach it in our struggle for racial justice that I’ve come to see and I believe with all my heart that we can not make the great moral contribution to our nation that we should make, and we can not win the battle for justice if we stoop to the point of using violence in our struggle.”

Martin Luther King, Jr. (1929–1968) American clergyman, activist, and leader in the American Civil Rights Movement

1960s, Keep Moving From This Mountain (1965)

World, Justice, Way, Problem

“Whoever thought of the No Child Left Behind legislation and its title certainly understands irony because millions of our children our indeed being left behind. This standardized testing is making the job of teachers unnecessarily difficult, limiting the discretion of teachers to teach. School systems are imposing conformity instead of promoting creativity.”

Ken Robinson (1950) UK writer

Wit and humor combine in presenting serious message http://www.ourmidland.com/story_prep/article_8640fc8b-aed4-53a0-afa2-2076785c4fde.html (6 June 2011) <br class="br">Matrix:Midland Festival

Children, School, Understanding, Teachers

“One of the best things in the gospel of Jesus is the stress it lays on small things. It ascribes more value to quality than to quantity; it teaches that God does not ask how much we do, but how we do it.”

James Freeman Clarke (1810–1888) American theologian and writer

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 387.

God

“I am increasingly convinced that one of humankind's most grievous sins is our anthropocentrism. By cutting ourselves off from the rest of creation, we are left bereft of awe and wonder and therefore of reverence and gratitude. We violate our very beings, and we have nothing but trivia to teach our young.”

Matthew Fox (priest) (1940) priest and theologian

The Reinvention of Work (New York: Harper, 1994), p. 128.

Gratitude

“It’s very difficult to make them understand the importance of a Guruji. In India, it’s kind of more than gods and goddesses. We revere our Gurujis more than our parents, more than our family members, more than gods and goddesses. But they’ll never understand. Never understand who a Guru is. There are so many differences. But when I am teaching at Rotterdam in Netherlands (He heads the World Music Department at the Rotterdam Music Conservatory), I tell each and every student-“keep your shoe out, you have to sit down. If you want to learn Indian music, you have to treat me- not like your teacher, not like your Guru, you treat me as a friend and we share our willing.”

Hariprasad Chaurasia (1938) Indian bansuri player

On Guru-Shishya Parampara (tradition of Teacher and Student) and Modern world.
Melodies of Brindavan: Pandit Hariprasad Chourasia

God, World, Family, Music

“I often sneak into the cinema and watch how the audience are reacting to my movie. It teaches me so much.”

Jamie Uys (1921–1996) South African film director

Sunday Times interview (1979)

“The churches I attended would embrace war metaphor. They would talk about how we are in a battle, and I agreed with them, only they wouldn't clarify that we were battling poverty and hate and injustice and pride and the power of darkness. They left us thinking that our war was against liberals and homosexuals. Their teaching would have me believe I was the good person in the world and the liberals were the bad people in the world. Jesus taught that we are all bad and He is good, and He wants to rescue us because there is a war going on and we are hostages in that war. The truth is we are supposed to love the hippies, the liberals, and even the Democrats, and that God wants us to think of them as more important than ourselves. Anything short of this is not true to the teachings of Jesus.”

Donald Miller book Blue Like Jazz: nonreligious thoughts on Christian spirituality

Blue Like Jazz (2003, Nelson Books)

Love, God, Hate, War

“It means, it means, teaching troubled children through your present that there’s no such, that there's such a thing as reliable love. Some would say it's soft and insufficiently tough to care about these things. But where is it written that we must act as if we do not care, as if we are not moved? Well I am moved. I want a kinder, and gentler nation.”

George H. W. Bush (1924–2018) American politician, 41st President of the United States

Speech at the 1988 Republican National Convention (18 August 1988)

Love, Children

“The stock market teaches you the hard way - it's all in the margin.”

Andy Kessler (1958) American writer

Part IV, Intellectual Property, Publishing Chips in Taiwan, p. 135.
Running Money (2004) First Edition

Way

“Four years was enough of Harvard. I still had a lot to learn, but had been given the liberating notion that now I could teach myself.”

John Updike (1932–2009) American novelist, poet, short story writer, art critic, and literary critic

Life Magazine (September 1986)

Learning

“Relationships teach you what you do and don't want, what you can and can't put up with, what you do and don't deserve.”

Jaime Pressly (1977) American actress, model, producer

Jaime Pressly Opens Up About Her Divorce And Memoir

“A father is rarely a good teacher; either he thinks he knows things and finds his knowledge to be very slight, or he knows but explains badly, or he is too severe and impatient because teaching bores him, or he is dangerously indulgent because he loves his children too much. It is from professional teachers who have made a success of the art that we must learn its rules. There can be no teaching without discipline. A pupil must first learn to work. Training of the will must precede that of the mind, and this is why home teaching is never very successful. Excuses are too easily accepted: the child has a headache; he has slept badly; there is a party somewhere. A school makes no compromise and that is its virtue. I am inclined to prefer the boarding-school system. It has some serious drawbacks; it sometimes produces immorality and it is always rather severe, but it makes men. The system forces boys to find their own places in a group; in a family they find these places ready-made and it is too easy for them. If absolutely necessary, and if the parents are judicious, day schools are satisfactory up to the age of fifteen or sixteen. For boys between the ages of seventeen and twenty, freedom in a large city is fatal.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Working

Love, Men, Children, Age

“Experience teaches…that there is no such thing as a thought experiment so clearly presented that no philosopher can misinterpret it…”

Daniel Dennett book Darwin's Dangerous Idea

Darwin's Dangerous Idea (1995)

“Poetry, a speaking picture… to teach and delight”

Philip Sidney (1554–1586) English diplomat

From 'Tracing Aristotle's Rhetoric' in Defense of Poesy 1581.
An Apology of Poetry, or The Defence of Poesy (1595)

“Like several other historical personages, Gandhi had a highly complex personality, his teachings, too, are incapable of over-simplified assessments on the lines of his being 'the inspirer of the national movement who roused the masses to anti-imperialist action', 'the counter-revolutionary who did all he could to prevent the development of our national movement on revolutionary lines', etc.”

E. M. S. Namboodiripad (1909–1998) Indian politician

EMS as a historian

Personality

“It is from the traditional family that we absorb those universal ideals and principles which are the teaching of Jesus, the bedrock of our religious faith. We are taught the difference between right and wrong, and about the law, just punishment and discipline. We are taught to obey our parents, as Jesus did, and about the sanctity of truth and life itself. We are warned against lying, cheating and stealing. We learn that we must respect the person and property of others, care for each other, live and work together in cooperation, show loyalty, patience, kindness and share what we have. The family teaches us about the importance of knowledge, education, hard work and effort. It teaches us about enjoying ourselves, having fun, keeping fit and healthy.”

Kamisese Mara (1920–2004) President of Fiji

Opening address, Pacific Vision festival, Auckland, New Zealand (26 July 1999) http://www.minpac.govt.nz/resources/reference/pvdocs/opening/mara.php.

Life, Truth, Education, Family

“The vanity of teaching often tempteth a Man to forget he is a Blockhead.”

George Savile, 1st Marquess of Halifax (1633–1695) English politician

Political, Moral, and Miscellaneous Reflections (1750), Moral Thoughts and Reflections

Forgetting

“As Buddhists, while we practice our own teaching, we must respect other faiths, Christianity, Judaism and so forth. We must recognize and appreciate their contributions over many past centuries to human society, and at this time we must strive to make common effort to serve humankind.”

Tenzin Gyatso (1935) spiritual leader of Tibet

"A Talk to Western Buddhists" p. 87.
The Dalai Lama: A Policy of Kindness (1990)

Faith, Effort, Time, Past

“They are not your friends, but they are your enemies in fact, though not in intention, who teach you to look to the Legislature for the radical removal of the evils that afflict human life…It is the individual mind and conscience, it is the individual character, on which mainly human happiness or misery depends. (Cheers.) The social problems that confront us are many and formidable. Let the Government labour to its utmost, let the Legislature labour days and nights in your service; but, after the very best has been attained and achieved, the question whether the English father is to be the father of a happy family and the centre of a united home is a question which must depend mainly upon himself. (Cheers.) And those who…promise to the dwellers in towns that every one of them shall have a house and garden in free air, with ample space; those who tell you that there shall be markets for selling at wholesale prices retail quantities—I won't say are imposters, because I have no doubt they are sincere; but I will say they are quacks (cheers); they are deluded and beguiled by a spurious philanthropy, and when they ought to give you substantial, even if they are humble and modest boons, they are endeavouring, perhaps without their own consciousness, to delude you with fanaticism, and offering to you a fruit which, when you attempt to taste it, will prove to be but ashes in your mouths.”

William Ewart Gladstone (1809–1898) British Liberal politician and prime minister of the United Kingdom

Cheers.
Speech at Blackheath (28 October 1871), quoted in The Times (30 October 1871), p. 3.
1870s

Life, Happiness, Family, Home

“In combination with other infernal contraptions, like rockets to deliver bombs at large distances, chemical, biological and radioactive poisons, such a war must mean a degree of human suffering and degradation which is beyond the power of imagination. No country would be immune, but those with highly developed industry would suffer most. It is very doubtful whether our technological civilization would survive such a catastrophe.
One may be inclined to regard this as no great loss, but as a just punishment for its shortcomings and sins: the lack of productive genius in art and literature, the neglect of the moral teachings of religion and philosophy, the slowness to abandon outdated political conceptions, like national sovereignty. Yet we are all involved in this tragedy, and the instinct of self-preservation, the love of our children, makes us think about a way of salvation.”

Max Born (1882–1970) physicist

Physics in my generation (1956)

Love, War, Children, Religion

“Women-in-jeopardy movies are, in essence, the updated versions of men dying to save the princess from the dragon to earn her love. They are modern-day training films for teaching women to select the best protectors while weeding out the rest.”

Warren Farrell book The Myth of Male Power

Source: The Myth of Male Power (1993), Part II: The Glass Cellars of the disposable sex, p. 225.

Love, Women, Men, Princess

“A university teaches. What does it teach? It must obviously teach all the languages in which the great literatures which have been preserved were written — Hebrew, Arabic, Sanskrit, Greek, Latin, French, Italian, German, Scandinavian, and English.”

Charles William Eliot (1834–1926) President of Harvard

[Z. Elmarsafy, A. Bernard, D. Attwell, Debating Orientalism, https://books.google.com/books?id=VP6ARP2m-D0C&pg=PA82, 13 June 2013, Springer, 978-1-137-34111-2, 82]

Literature, Universe

“He that will teach himself in school, becomes a scholar to a fool.”
Qui se sibi magistrum constituit, stulto se discipulum subdit.

Bernard of Clairvaux (1090–1153) French abbot, theologian

Epistola LXXXVII, sect. 7; translation from Notes and Queries, 3rd series, vol. 11, p. 192

School, Fools

“The history of mathematics may be instructive as well as agreeable; it may not only remind us of what we have, but may also teach us to increase our store. Says De Morgan, "The early history of the mind of men with regards to mathematics leads us to point out our own errors; and in this respect it is well to pay attention to the history of mathematics." It warns us against hasty conclusions; it points out the importance of a good notation upon the progress of the science; it discourages excessive specialization on the part of the investigator, by showing how apparently distinct branches have been found to possess unexpected connecting links; it saves the student from wasting time and energy upon problems which were, perhaps, solved long since; it discourages him from attacking an unsolved problem by the same method which has led other mathematicians to failure; it teaches that fortifications can be taken by other ways than by direct attack, that when repulsed from a direct assault it is well to reconnoitre and occupy the surrounding ground and to discover the secret paths by which the apparently unconquerable position can be taken.”

Florian Cajori book A History of Mathematics

Source: A History of Mathematics (1893), pp. 1-2; Cited in: Robert Edouard Moritz. Memorabilia mathematica; or, The philomath's quotation-book https://archive.org/stream/memorabiliamathe00moriiala#page/198/mode/2up, (1914) p. 90; Study and research in mathematics

Men, Secret, Way, Error

“The ability to learn is older — as it is also more widespread — than is the ability to teach.”

Margaret Mead (1901–1978) American anthropologist

Source: 1960s, Continuities in Cultural Evolution (1964), p. 44

Learning

“The poverty-stricken rural population rose up against their despoilers; they burnt down the castles of the nobles, and swore that they would leave nothing to be seen upon the land but the cabins of the poor. The rich middle-class seemed at first to side with them, and at Strasburg, Nuremberg, and Ulm the peasants were encouraged, aided, and provided for. However, the bourgeoisie soon grew alarmed at the spreading of the insurrection, and made common cause with the nobles in smothering the revolt in the rural districts. Luther, who was then at the apex of his power, condemned the rising in the name of religion, and proclaimed the servitude of the people as holy and legitimate. "You seek," wrote he, "to free your persons and your goods. You desire the power and the goods of this earth. You will suffer no wrong. The Gospel, on the contrary, has no care for such things, and makes exterior life consist in suffering, supporting injustice, the cross, patience, and contempt of life, as of all the things of this world. To suffer! To suffer! The cross! The cross! Behold what Christ teaches!" Were not these teachings, given in the name of the faith to a famishing people in revolt against the tyranny and avidity of the ruling aristocracy, fatal to the future of the peasant masses, whose very sufferings were thus legitimised in the name of the religion that should have come to their aid?”

Francesco Saverio Nitti (1868–1953) Italian economist and political figure

Source: Catholic Socialism (1895), p. 75

Life, People, World, Faith

“Let us distinguish between acting intentionally and acting deliberately or on purpose, as far as this can be done by attending to what language can teach us.”

J. L. Austin (1911–1960) English philosopher

Source: Philosophical Papers (1979), p. 273.

“For 12 years I have had the honor of teaching geometry and mechanics applied to the arts, in favor of the industrial class… on the most important questions to the well-being, education, and morality of the workers, to the progress of national industry, to the development of all means of prosperity that work can produce for the splendor and happiness of our country.”

Charles Dupin (1784–1873) French mathematician

Charles Dupin (1831), Discours sur le Sort des Ouvriers [Discourse on the Condition of the Workers] Paris: Bachelier Librairie. p. 1. ; Translation Wren & Bedeian (2005, 73)

Happiness, Education, Art, Question

“When professors teach, they teach what they love. What they are experts in. What it is easy for them to learn. Thus, it is easy to forget what it is like to be the student who struggles in the classroom.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

Love, Learning, Forgetting

“To create a race of masters from a race of slaves, Mr. Whittier said, to teach a controlled group of how to create their own lives, Moses had to be an asshole.”

Chuck Palahniuk book Haunted

Source: Haunted (2005), Chapter 3

“When I was young, I learned a quote in Sunday school that has stayed with me throughout my life. It said, 'teach us to number our days that we gain a heart of wisdom.' * Most of us will wake up 28,762 days- and then one day - we won’t. That means you have about 21,000 days left - and about 14,000 of them for your career. So herein lies the urgency.”

Steve Blank (1953) American businessman

NYU Commencement Speech, Blank to Millennials: 'Make the Days of Your Life Matter'" https://www.inc.com/zoe-henry/steve-blank-2016-commencement-speech-steve-jobs.html,"Steve, May 23, 2016.

Life, Wisdom, School, Quotes

“People may wonder why I am content to prescribe such a general and apparently vague formula as "Every day, in every way, I am getting better and better" for all and every ailment. The reason is, strange as it may seem, that our subconscious mind does not need the details. The general suggestion that everything "in every way" is going well is quite sufficient to set up the procedure of persuasion which will carry its effects to the different organs and improve every function. I have had remarkable demonstration of this in the course of my long teaching and experiments. Time and again I have seen patients cured, not only of the particular disease for which they sought relief, but also of minor disabilities which they had almost forgotten.”

Emile Coué (1857–1926) French psychologist and pharmacist

Source: Autosuggestion : My method (2014), Chapter III: Auto-suggestion in practice.

People, Disease, Way, Time

“In modern physics the essential stuff of the universe… exists as relationships and fluctuations… Indigenous science teaches that all that exists is an expression of relationships, alliances, and balances between what… we call energies, powers, or spirits.”

F. David Peat (1938–2017) British physicist

The Blackfoot Physics (2006)

Universe, Science

“The hallucinatory drugs only reveal the world of images we contain but do not teach us interpretation, illumination, or enlightenment.”

Anaïs Nin book The Novel of the Future

The Novel of the Future (1969)

World

“With men, we blame the victim. We blame men because we have camouflaged men’s victimization by teaching men to also be the victimizer. Men’s victimizer status camouflages men’s victim status.”

Warren Farrell book The Myth of Male Power

Source: The Myth of Male Power (1993), Part IV: Where do we go from here, p. 357.

Men

“Because these people are operating at a very very low level of mental health, they are incapable of understanding the teaching.”

John Cleese (1939) actor from England

From Channel 4 documentary The Secret Life of Brian (2007)

People, Health, Understanding

“Marriage partners are to serve each other. Elevate, help, teach, strengthen each other, but above all, serve. Raise their children honorably, lovingly and with detachment. A child is a guest in the house, to be loved and respected — never possessed, since he belongs to God. How wonderful, how sane, how beautifully difficult, and therefore true. The joy of responsibility for the first time in my life.”

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), Raise High the Roof Beam, Carpenters (1955)

Love, Life, God, Marriage

“The individual self is subject to beginningless nescience, which has brought about an accumulation of karma, of the nature of both merit and demerit. The flood of such karma causes his entry into four kinds of bodies — heavenly, human, animal and plant beginning with that of Brahma downwards. This ingression into bodies produces the delusion of identity with those respective bodies (and the consequent attachments and aversions). This delusion inevitably brings about all the fears inherent in the state of worldly existence. The entire body of Vedanta aims at the annihilation of these fears. To accomplish their annihilation they teach the following:
(1) The essential nature of the individual self as transcending the body.
(2) The attributes of the individual self.
(3) The essential nature of the Supreme that is the inmost controller of both the material universe and the individual selves.
(4) The attributes of the Supreme.
(5) The devout meditation upon the Supreme.
(6) The goal to which such meditation, leads.
The Vedanta aims at making known the goal attainable through such a life of meditation, the goal being the realization, of the real nature of the individual self and after and through that realization, the direct experience of Brahman, which is of the nature of bliss infinite and perfect.”

Ramanuja (1017–1137) Hindu philosopher, exegete of Vishishtadvaita Vedanta school

Source: Vedartha Sangraham, 11th century, p. 9-10.

Life, Fear, Nature, Universe

“What’s happened, though, the ACLU wants teachers to believe they cannot teach Creation in the public schools. That just is a lie. By the way, in case you don’t know, ACLU stands for the America Communist Lawyers Union. The stated purpose of the founder was to advance communism. That’s the purpose of the ACLU. Now maybe all the lawyers involved don’t know that. But that is the stated purpose of that organization. They want to advance communism around the world.”

Kent Hovind (1953) American young Earth creationist

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

Lie, World, School, Way

“Let us look for a moment at the erroneous interpretations given to the Gospel story. The symbolism of that Gospel story — an ancient story-presentation often presented down the ages, prior to the coming of the Christ in Palestine — has been twisted and distorted by theologians until the crystalline purity of the early teaching and the unique simplicity of the Christ have disappeared in a travesty of errors and in a mummery of ritual, money and human ambitions. Christ is pictured today as having been born in an unnatural manner, as having taught and preached for three years and then as having been crucified and eventually resurrected, leaving humanity in order to "sit on the right hand of God," in austere and distant pomp. Likewise, all the other approaches to God by any other people, at any time and in any country, are regarded by the orthodox Christian as wrong approaches […] Every possible effort has been made to force orthodox Christianity on those who accept the inspiration and the teachings of the Buddha or of others who have been responsible for preserving the divine continuity of revelation. The emphasis has been, as we all well know, upon the "blood sacrifice of the Christ" upon the Cross and upon a salvation dependent upon the recognition and acceptance of that sacrifice. The vicarious at-one-ment has been substituted for the reliance which Christ Himself enjoined us to place upon our own divinity; the Church of Christ has made itself famous and futile (as the world war proved) for its narrow creed, its wrong emphases, its clerical pomp, its spurious authority, its material riches and its presentation of a dead Christ. His resurrection is accepted, but the major appeal of the churches has been upon His death.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: The Reappearance of the Christ (1948), Chapter IV: The Work of the Christ Today and in the Future, p. 64

Death, Money, God, War

“At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.”

John Desmond Bernal (1901–1971) British scientist

Source: The Social Function of Science (1939), p. 246 : How such a method of teaching could become an integral part of general education is sketched by H. G. Wells' British Association address, "The Informative Content of Education," reprinted in World Brain (Mathuen, 1938).

Life, Men, Hostility, Education

“Out of this conference I trust there may come a better appreciation of the necessary development of our life along these directions. They should be made to contribute to health, to broader appreciation of nature and her works, to a truer insight into the whole affair of existence. They should be the means to acquainting all of us with the wonders and delights of this world in which we live, and of this country of which we are the joint inheritors. Through them we may teach our children true sportsmanship, right living, the love of being square, the sincere purpose to make our lives genuinely useful and helpful to our fellows. All of these may be implanted through a wise use of recreational opportunities.”

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

1920s, The Democracy of Sports (1924)

Love, Life, Children, Health

Quotes about teaching page 19

Quotes about teaching
page 19