Quotes about teaching
page 20

“Paul… calls the process of shifting away from material matters and toward spiritual matters a “turning to the Lord” and “taking away of a veil.” In all the different tropes and terms for the theoria-meaning, Paul instructs us in a single form of teaching: it is not necessary always to remain in the letter, on the grounds that the immediately apparent meaning of the things said in many instances causes us harm in the pursuit of the life of virtue. But it is necessary to pass over to the incorporeal and spiritually intelligible reading with insight, with the result that the more corporeal meanings are converted to an intellectual sense and meaning, in the same way that the dust of the more fleshly significance of what is said is “shaken off.” This is why Paul says, “the letter kills, but the spirit gives life,” since oftentimes with biblical narrative, it will not provide us with examples of a good life if we stop short at the simple events.”

Gregory of Nyssa (335–395) bishop of Nyssa

Commentary on the Song of Songs, As translated by Margaret M. Mitchell in Paul, the Corinthians and the Birth of Christian Hermeneutics (2010)

Life, Way, Intelligence, Sense

“Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.”

Howard Gardner (1943) American developmental psychologist

Howard Gardner, cited in: Laurie Myers, ‎Joseph Will (2015), Whole Family Learning: Experiences Living and Teaching In China. p. 16

Way, Intelligence

“You can't teach colour from Cézanne, you can only teach it from something like this bubble-gum wrapper.”

Allan Kaprow (1927–2006) American artist

PORTRAITS, Talking with Artists at the Met, The Modern, The Louvre and Elsewhere (1998) by Michael Kimmelman http://www.lichtensteinfoundation.org/kimmelman1.htm

“Whereas traditional Christianity calls for the subordination of all other commitments to the commitment to God, Buddhism teaches us to give up all craving and attachment, just those aspects of the human psyche that ground economism.”

John B. Cobb (1925) American theologian

Eastern View of Economics http://web.archive.org/web/20150906075839/http://www.religion-online.org/showarticle.asp?title=3607

God

“The purpose and goal of Jewish living is to raise our consciousness of the presence of God in our every-day lives. Judaism, with its system of brakhot (blessings) for every experience from going to the bathroom to seeing a rainbow, teaches us that we do not need to remove ourselves from our daily routine in order to engender a sense of holiness. Rather, our challenge is to live with the chaos and tension of life in the modern world and, at the same time, to live lives of kedusha”

Bonnie Koppell American rabbi

holiness
Source: Vegetarianism, p. 37

Life, God, World, Sense

“Evolution teaches us the original purpose of language was to ritualize men's threats and curses, his spells to compel the gods; communication came later.”

Gene Wolfe book The Death of Dr. Island

"The Death of Doctor Island", Universe 3 (1973), ed. Terry Carr, The Island of Doctor Death and Other Stories and Other Stories (1980). Reprinted in Gene Wolfe, The Wolfe Archipelago (1983), Reprinted in Gene Wolfe, The Best of Gene Wolfe (2009)
Fiction

Men, God, Communication

“I shall endeavor to turn dross to purest Metal Absolute: in short, to teach you something.”

Tad Williams (1957) novelist

Source: Memory, Sorrow, and Thorn, The Dragonbone Chair (1988), Chapter 4, “Cricket Cage” (p. 41).

“One should follow a man of wisdom who rebukes one for one's faults, as one would follow a guide to some buried treasure. To one who follows such a wise man, it will be an advantage and not a disadvantage.
…
These teachings are like a raft, to be abandoned once you have crossed the flood. Since you should abandon even good states of mind generated by these teachings, how much more so should you abandon bad states of mind!
…
Conquer the angry man by love.
Conquer the ill-natured man by goodness.
Conquer the miser with generosity.
Conquer the liar with truth.”

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

Gautama Buddha, Dhammapada
Unclassified

Love, Wisdom, Truth, Nature

“We have never yet had upon the earth a society representing on any large scale, the principles of the teaching of Jesus. We have had many societies, whose main reliance was on military force; many societies resting upon slavery or serfdom; many societies founded on feudal distinctions of ruling and serving classes; many societies whose regulative principle was competition, or a struggle for advantage and mastery; but we have never yet seen a society which rested upon the law of brotherhood and the principle of service.”

Washington Gladden (1836–1918) American pastor

Source: The Nation and the Kingdom (1909), p. 7

Law

“Those we most often exclude from the normal life of society, people with disabilities, have profound lessons to teach us. When we do include them, they add richly to our lives and add immensely to our world.”

Jean Vanier (1928–2019) Canadian humanitarian

Jean Vanier, Becoming Human, 2001
From books

Life, People, World

“I venture to say quite plainly: the oppressed and the exploited have a right to rebel, because they have to reclaim their rights until they enjoy their full share in the common patrimony. The Modern School, however, has to deal with children, whom it prepares by instruction for the state of manhood, and it must not anticipate the cravings and hatreds, the adhesions and rebellions, which may be fitting sentiments in the adult. In other words, it must not seek to gather fruit until it has been produced by cultivation, nor must it attempt to implant a sense of responsibility until it has equipped the conscience with the fundamental conditions of such responsibility. Let it teach the children to be men; when they are men, they may declare themselves rebels against injustice.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

Men, Children, School, Sense

“I have always found it a little strange that the majority of schools are utilizing filters. It seems to me that this is the environment where filters would not be used because the students are so carefully monitored, the activities in which they engage all go toward the same goals of education, and this is the very place where young people should be learning about information and its uses, in other words, where they should be learning information literacy.A recent National Research Center report, commissioned by Congress, clearly stated that information and media literacy are the most important things we can teach our children in order to truly protect them. Instead of placing barriers around the swimming pool, we must teach children to swim. We must teach children to find and use accurate information.”

Judith Krug (1940–2009) librarian and freedom of speech proponent

"Children's Internet Protection Act" http://discuss.washingtonpost.com/wp-srv/zforum/02/washtech_policy060302.htm by Brian Krebs, The Washington Post (June 3, 2002 )

Children, People, Education, School

“One of the goals of education should be to teach that life is precious.”

Abraham Maslow book Motivation and Personality

Source: Motivation and Personality (1954), p. 255.

Life, Education

“[I]nterest, say in mathematics, has usually been killed by routine teaching, exactly as the literary interest… has been killed…”

Jacob Bronowski (1908–1974) Polish-born British mathematician

"Sense and Sensibility"
The Common Sense of Science (1951)

Mathematics

“The worship of images is intimately connected with that of the saints. They were rejected by the primitive Christians; but St Irenæus, who lived in the second century, relates that there was a sect of heretics, the Carpocratians, who worshipped, in the manner of Pagans, different images representing Jesus Christ, St Paul, and others. The Gnostics had also images; but the church rejected their use in a positive manner, and a Christian writer of the third century, Minutius Felix, says that “the Pagans reproached the Christians for having neither temples nor simulachres;” and I could quote many other evidences that the primitive Christians entertained a great horror against every kind of images, considering them as the work of demons. It appears, however, that the use of pictures was creeping into the church already in the third century, because the council of Elvira in Spain, held in 305, especially forbids to have any picture in the Christian churches. These pictures were generally representations of some events, either of the New 5 In his Treatise given below. 11 or of the Old Testament, and their object was to instruct the common and illiterate people in sacred history, whilst others were emblems, representing some ideas connected with the doctrines [008] of Christianity. It was certainly a powerful means of producing an impression upon the senses and the imagination of the vulgar, who believe without reasoning, and admit without reflection; it was also the most easy way of converting rude and ignorant nations, because, looking constantly on the representations of some fact, people usually end by believing it. This iconographic teaching was, therefore, recommended by the rulers of the church, as being useful to the ignorant, who had only the understanding of eyes, and could not read writings.6 Such a practice was, however, fraught with the greatest danger, as experience has but too much proved. It was replacing intellect by sight.7 Instead of elevating man towards God, it was bringing down the Deity to the level of his finite intellect, and it could not but powerfully contribute to the rapid spread of a pagan anthropomorphism in the church.”

John Calvin (1509–1564) French Protestant reformer

Source: A Treatise of Relics (1543), p. 10-11

God, People, Way, Quotes

“Experience alone can teach us the best forms of construction for sailing apparatus in order that they may be of sufficient strength, very light, and most easily managed.”

Otto Lilienthal (1848–1896) German aviation pioneer

The Romance of Aeronautics (1912)

Light

“The part assigned to this country in the 'Good Fight of Man' is the total overthrow of the spirit of caste. Luther fought it in the form of ecclesiastical despotism; our fathers fought it as political tyranny; we have hitherto encountered it entrenched in a system of personal slavery. But in all these forms it is the same old spirit of the denial of equal rights. Martin Luther, the monk, had exactly the same right to his religious faith that Giovanni de' Medici, the pope, had to his. Galileo had the same right to hold and teach his scientific theories that the Church doctors had to teach theirs. Patrick Henry, a British subject, had the same right to refuse to be taxed without representation that Lord North, another British subject, had. Robert Small, one of the American people, had exactly the same right to vote upon the same qualifications with other citizens that the President has or the Chief Justice of the United States. The Inquisition in Italy, aristocratic privilege in England, chattel slavery or unfair political exclusion in the United States, are only fruits ripened upon the tree of caste. Our swords have cut off some of the fruit, but the tree and its roots remain, and now that our swords are turned into plough-shares and our Dahlgrens and Parrotts into axes and hoes, our business is to take care that the tree and all its roots are thoroughly cut down and dug up, and burned utterly away in the great blaze of equal rights.”

George William Curtis (1824–1892) American writer

1860s, The Good Fight (1865)

People, Faith, Justice, Business

“We wanted to start a magazine, and Allison Wolfe and Molly Neuman from the band Bratmobile had started a little fanzine called Riot Grrrl and we were writing little things for it. I'd always wanted to start a big magazine with really cool, smart writing in it, and I wanted to see if the other punk girls in D. C. that I was meeting were interested in that. So I called a meeting and found a space for it, and it just turned into this sort of consciousness-raising thing. I realized really quickly that a magazine wasn't the way to go. People wanted to be having shows, and teaching each other how to play music, and writing fanzines, so that started happening. It got some press attention, and girls in other places would be like "I wanna do that. I wanna start one of those."”

Kathleen Hanna (1968) American musician and feminist activist

Index Magazine (2000).
On riot grrrl

People, Music, Way, Girl

“How important it is, then, that the child be taught to govern its passions! How important that it be taught to be kind, gentle, loving, and humane; and in all the range of human thought there is not a better, wiser, or more expedient way of accomplishing this end than by teaching kindness towards God's lower creatures. If children are thus taught they will have instilled into their hearts those principles of action which will make them kind and merciful not only to the lower animals, but also toward their fellow-men as they attain to manhood. Let them be taught that the lower animals are God's creatures, as they themselves are, put here by a common Heavenly Father, each for its own special purpose, and that they have the same right to life and protection. Let them be taught that principle recognised by all noble-hearted men, that it is only a depraved, debased, and cowardly nature that will injure an inferior, defenceless creature, simply because it is in its power to do so, and that there is no better, no grander test of true bravery and nobility of character than one's treatment of the lower animals.”

Ralph Waldo Trine (1866–1958) American author

Source: Every Living Creature (1899), pp. 6-7

Love, Life, Men, God

“It lies deep in our habits, confirmed by all manner of educational and other arrangements for several centuries back, to consider human talent as best of all evincing itself by the faculty of eloquent speech. Our earliest schoolmasters teach us, as the one gift of culture they have, the art of spelling and pronouncing, the rules of correct speech; rhetorics, logics follow, sublime mysteries of grammar, whereby we may not only speak but write. And onward to the last of our schoolmasters in the highest university, it is still intrinsically grammar, under various figures grammar. To speak in various languages, on various things, but on all of them to speak, and appropriately deliver ourselves by tongue or pen,—this is the sublime goal towards which all manner of beneficent preceptors and learned professors, from the lowest hornbook upwards, are continually urging and guiding us.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1850s, Latter-Day Pamphlets (1850), Stump Orator (May 1, 1850)

Education, Art, Learning, Universe

“So when I say the word "evolution", I'm not referring to microevolution, which everybody agrees happened. I'm referring to anything else above that. And there's simply no evidence for it at all. And if somebody wants to believe it, that's fine. I don't care what you believe. But I don't want you using my tax dollars to teach the kids that it's science. Cuz it's not.”

Kent Hovind (1953) American young Earth creationist

Coast-to-Coast AM interview (August 2-3, 2000)

Science

“The vain attempt persisted in through twenty centuries of ruling class interpolation, interpretation and falsification to make Jesus appear the divinely commissioned conservator of the peace and soother of the oppressed, instead of the master proletarian revolutionist and sower of the social whirlwind—the vain attempt to prostitute the name and teachings and example of the martyred Christ to the power of Mammon, the very power which had murdered him in cold blood, vindicates his transcendent genius and proclaims the immortality of his work.”

Eugene V. Debs (1855–1926) American labor and political leader

Jesus, the Supreme Leader (1914)

Peace, Appearance, Christ

“True science teaches us to doubt and to abstain from ignorance.”

Claude Bernard (1813–1878) French physiologist

Bulletin of New York Academy of Medicine, Vol. IV (1928)

Science

“Mathematicians are extremely lucky, they are paid for doing what they would by nature have to do anyway. One should not have a non-teaching fellowship too long, there comes a time when one must make a contribution to society. Great mathematics is achieved by solving difficult problems not by fabricating elaborate theories in search of a problem.”

Harold Davenport (1907–1969) English Mathematician

Harold Davenport, ‎Bryan John Birch, ‎Heini Halberstam (1977), The collected works of Harold Davenport. p. xviii

Search, Mathematics, Nature, Problem

“The Management Process School : This approach to management theory perceives management as a process of getting things done through and with people operating in organized groups. It aims to analyze the process, to establish a conceptual framework for it, to identify principles underlying it, and to build up a theory of management from them. It regards management as a universal process, regardless of the type that the environment of management differs widely between enterprises and levels. It looks upon management theory as a way of organizing experience so that practice can be improved through research, empirical testing of principles, and teaching of fundamentals involved in the management process.”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 175-6

People, School, Way, Universe

“Teaching is a personal matter of the nursery of the mind and should not be on public display.”

Saul Gorn (1912–1992) computer scientist

Attributed to Saul Gorn in: National Association of Educational Broadcasters (1968) Educational Broadcasting Review Vol 2. p. 32; Article "Teaching As A Private Process"

Personality

“Follow, poet, follow right
To the bottom of the night,
With your unconstraining voice
Still persuade us to rejoice; With the farming of a verse
Make a vineyard of the curse,
Sing of human unsuccess
In a rapture of distress; In the deserts of the heart
Let the healing fountains start,
In the prison of his days
Teach the free man how to praise.”

W. H. Auden (1907–1973) Anglo-American poet

Source: In Memory of W.B. Yeats (1939), Lines 66–77

Singing, Heart, Night

“You know, everything about these feathered dinosaurs has been proven baloney. But guess what, they're still teaching it. […] All this feathered dinosaur stuff is baloney. It's all baloney. […] they say, "Birds are descendants of dinosaurs." Well, kids, in case you don't know, there are a few differences between a dinosaur and a bird. You don't just put a few feathers on them and say, "Come on, man, give it a try. It won't hurt too bad." It's just not that easy. See, reptiles have four perfectly good legs. Birds have two legs and two wings. So if his front legs are going to change to wings, somewhere along the line, they're going to be half-leg and half-wing. Which means, on that particular day, he can't run anymore, and he still can't fly yet, so he's got a real problem. A serious problem.”

Kent Hovind (1953) American young Earth creationist

Creation seminars (2003-2005), Lies in the textbooks

Problem, Bird, Change, Hurt

“From the far reaches of the Mediterranean Sea to the Indus River, the faithful approached the city of Mecca. All had the same objective to worship together at the most sacred shrine of Islam, the Kaaba in Mecca. One such traveler was Mansa Musa, Sultan of Mali in Western Africa. Mansa Musa had prepared carefully for the long journey he and his attendants would take. He was determined to travel not only for his own religious fulfillment, but also for recruiting teachers and leaders, so that his realms could learn more of the Prophet's teachings.”

Mahmud Kati (1468–1593) Malian historian

Faith, Travel, Learning, Teachers

“Again, when Allaudin Khalji sacked Deogiri, hundreds of Sufis betook themselves to the South and established monasteries, to finance which fat sums were extracted from the local chiefs. Hajji Sayyid alias Sarwar Makhdum, Husam ad-Din, and several other Sufis took part in offensive wars openly, on account of which they were entitled Qattal (the great slayers) and Kuffar-bhanjan (destroyers of the Kafirs). Shaykh Jalal ad-Din Tabrizi demolished a large temple and constructed a Takiyah (khanqah) at Devatalla (Deva Mahal) in Bengal…. Mir Sayyid ‘Ali Hamadani (1314-1385) began to get Hindu temples demolished and the Hindus converted by reckless use of force throughout his sojourn in Kashmir… Thanks to the influence of Hamadani’s Sufi son Mir Muhammad (b. 1372), who stepped into his father’s shoes after the latter had left Kashmir after failing to pull on well with Qutb ad-Din, Sikandar (1389-1413), a liberal Sultan of Kashmir, turned into a ferocious Sultan for the Hindus and began to be known as Sikandar Butshikan (iconoclast), and his powerful Brahmana noble Suhabhatta embraced Islam under the name Sayf ad-Din and became a terror for the Brahmanas. Guided by the teachings of Mir Muhammad, Sikandar played havoc with the Hindus through Sayf ad-Din, destroyed their temples, undertook forcible conversions, and imposed Jizyah on them for the first time in Kashmir. Indeed, he out-Aurangzebed Aurangzeb in his Hindu-persecution-mania.”

Harsh Narain (1921–1995) Indian writer

Myths of Composite Culture and Equality of Religions (1990)

War, Shoe, Time, Parting

“You know there’s no advantage to be gained by murdering idiots—it doesn’t teach the idiot anything and it might give onlookers the idea that you take them seriously.”

Charles Stross book Halting State

Source: Halting State (2007), Chapter 6, “Elaine: Death or Coffee” (p. 42)

Idea

“Teaching here isn't so bad. Once you accept as one of the ineluctable laws of nature that kids will continue to say "Silas Mariner" and "Ancient Marner" and "between you and I" and "mischievious" and that the administration will continue to use phrases like "egregious conduct" and "ethnic background" you can go on from there.”

Bel Kaufmanová book Up the Down Staircase

Part XI, ch. 57 (Bea Schachter)
Up the Down Staircase (1965)

Law, Nature

“From history's examples we conclude,
And modern instances teach us the same:
Good follows Evil, Evil follows Good,
Shame ends in glory, glory ends in shame.
Thus it is evident that no man should
Put trust in victories or wealth or fame,
Nor yet despair if Fortune is adverse:
She turns her wheel for better, as for worse.”

Ludovico Ariosto book Orlando Furioso

Si vede per gli esempi di che piene
Sono l'antiche e le moderne istorie,
Che 'l ben va dietro al male, e 'l male al bene,
E fin son l'un de l'altro e biasmi e glorie;
E che fidarsi a l'uom non si conviene
In suo tesor, suo regno e sue vittorie,
Né disperarsi per Fortuna avversa,
Che sempre la sua ruota in giro versa.
Canto XLV, stanza 4 (tr. B. Reynolds)
Orlando Furioso (1532)

History, Evil, Victory, Despair

“Somebody say once that I like to goof off; that I'm lazy because I don't play winter ball and make a habit of reporting late to spring training. What these fellows don't know is that I have no time for winter ball. When I return home to Puerto Rico after the baseball season, I open my camp right away. It is a camp for boys, where they can come and learn how to play baseball. They come from all ages and get a lot of help. Cepeda spends some time with me. He teaches how to play first base. José Santiago shows them how to pitch. 'Chito' Rios, he comes from Mayagüez and gives base running instruction. Even Frank Lane has been there and talked to my kids. Jim Brown has been there, and Tommy Nobis, to talk football, although most of our kids have little interest in football. But they like to hear these fellows. Bill Russell has been there; so have Oscar Robertson and all the Harlem Globetrotters. The boys love it, and I really believe it has meant a lot in the development of some fine young men for later life.”

Roberto Clemente (1934–1972) Puerto Rican baseball player

As quoted in "All-Star Case of Roberto Clemente"
Baseball-related, <big><big>1970s</big></big>, <big>1970</big>

Love, Life, Men, Age

“(On prostitution:) Incest is boot camp. Incest is where you send the girl to learn how to do it. So you don't, obviously, have to send her anywhere, she's already there and she's got nowhere else to go. She's trained. And the training is specific and it is important: not to have any real boundaries to her own body; to know that she's valued only for sex; to learn about men what the offender, the sex offender, is teaching her.”

Andrea Dworkin (1946–2005) Feminist writer

"Prostitution and Male Supremacy" http://www.nostatusquo.com/ACLU/dworkin/MichLawJourI.html (1993), Michigan Journal of Gender and Law 1(1):1–12. Reprinted in Life and Death (1997), p 139–51. Often paraphrased as "Incest is boot camp for prostitution".

Men, Sex, Girl, Learning

“The Bible teaches clearly that compromise destroys! We need to return to the authority of God's Word and its answers.”

Ken Ham (1951) Australian young Earth creationist

Did Eve really have an Extra Rib?: And other tough questions about the Bible (2002)

God

“I thought it would be lovely to use [pet bulldog] Noelle as an example to teach the importance of being who you are. For me it's important to inspire children in a positive way, and at times they understand more messages through entertainment than when one is talking to them directly.”

Gloria Estefan (1957) Cuban-American singer-songwriter, actress and divorciada

comment to The Associated Press regarding publication of her second children's book "Noelle's Treasure Tale" (October 9, 2006)
2007, 2008

Love, Children, Way, Understanding

“In the new order a Locke was free—with almost no danger of being interfered with—to think his sublime thoughts, to seek the first causes of all things, to understand the nature of things. He could talk with his friends and teach the young. And there was money enough. The academies and universities satisfied Socrates’ demand to be fed in the prytaneum.”

Allan Bloom (1930–1992) American philosopher, classicist, and academician

“Commerce and Culture,” p. 289.
Giants and Dwarfs (1990)

Money, Understanding, Nature, Thinking

“I do not pretend to understand why such a sacrifice should be necessary, but I believe it, feel it; and believing and feeling it, I cannot but adore and worship the Son, who quitted heaven to come on earth, and suffered, that we might possess eternal life. It is all mystery to me, as is the creation itself, our existence, God himself, and all else that my mind is too limited to comprehend. But, Roswell, if I believe a part of the teachings of the Christian church, I must believe all. The apostles, who were called by Christ in person, who lived in his very presence, who knew nothing except as the Holy Spirit prompted, worshiped him as the Son of God, as one 'who thought it not robbery to be equal with God;' and shall I, ignorant and uninspired, pretend to set up my feeble means of reasoning, in opposition to their written instructions!"… I do not deny that we are to exercise our reason, but it is within the bounds set for its exercise. We may examine the evidence of Christianity, and determine for ourselves how far it is supported by reasonable and sufficient proofs; beyond this we cannot be expected to go, else might we be required to comprehend the mystery of our own existence, which just as much exceeds our understanding as any other. We are told that man was created in the image of his Creator, which means that there is an immortal and spiritual part of him that is entirely different from the material creature One perishes, temporarily at least--a limb can be severed from the body and perish, even while the body survives; but it is not so with that which has been created in the image of the deity. That is imperishable, immortal, spiritual, though doomed to dwell awhile in a tenement of clay. Now, why is it more difficult to believe that pure divinity may have entered into the person of one man, than to believe, nay to feel, that the image of God has entered into the persons of so many myriads of men?”

James Fenimore Cooper (1789–1851) American author

Source: The Sea Lions or The Lost Sealers (1849), Ch. XII

Life, Men, God, Feeling

“The ascetic priest … keeps the whole herd of dejected, faint-hearted, despairing and unsuccessful creatures fast to life. The very fact that he himself is sick makes him their born herdsman. If he were healthy, he would turn away with loathing from all this eagerness to re-label weakness, envy, Pharisaism and false morality as virtue. But, being himself sick, he is called upon to be an attendant in the great hospital of sinners the Church. He … teaches the patient that the guilty cause of his pain is himself. Thus he diverts the rancour of the abortive man and makes him less harmful, by letting a great part of his resentment recoil on himself. …He mitigates suffering and invents consolations of every kind, both narcotics and stimulants.”

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

Source: An Essay on Aristocratic Radicalism (1889), pp. 41-42

Life, Pain, Suffering, Heart

“Quite often a man goes on for years imagining that the religious teaching that had been imparted to him since childhood is still intact, while all the time there is not a trace of it left in him.”

Leo Tolstoy (1828–1910) Russian writer

Pt. I, ch. 1
Confession (1882)

Imagination, Time, Childhood

“He was often, and much beyond reason, provoked by my failures in cases where success could not have been expected; but in the main his method was right, and it succeeded. I do not believe that any scientific teaching ever was more thorough, or better fitted for training the faculties, than the mode in which logic and political economy were taught to me by my father. Striving, even in an exaggerated degree, to call forth the activity of my faculties, by making me find out everything for myself, he gave his explanations not before, but after, I had felt the full force of the difficulties; and not only gave me an accurate knowledge of these two great subjects, as far as they were then understood, but made me a thinker on both.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)

https://archive.org/details/autobiography01mill/page/28/mode/1up pp. 28–29

Failure, Knowledge, Success, Training

“The immigrant who comes to us from a life of oppression must be made to realize that he assumes an obligation; otherwise, he is not wanted. Either he must live with us in the light of the highest citizenship, or else society will impose upon him the very restrictions he has sought to escape by coming here. It is the wolf in sheep's clothing who has cast a slur on immigration. There are many who land here who really never get to America. They become Americanized in everything but in heart. To teach the foreigner English is a necessary step; but it is not an end in itself; it is merely one of the implements of Americanization. This may hold diners peoples together for a while, just as economic opportunity and financial reward may cover their isolation. But unless, in their living—rather than in then livelihood—they daily exercise the principles on which the Republic rests, we have among us a shell of citizenship liable to explode at the least upsetting of economic balance, rather than the vital spirit which is at the basis of American life.”

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

1920s, Whose Country Is This? (1921)

Life, People, Exercises, Light

“People are always teaching us democracy but the people who teach us democracy don't want to learn it themselves.”

Vladimir Putin (1952) President of Russia, former Prime Minister

MUNICH, February 10, 2007. http://www.rferl.org/featuresarticle/2007/02/a50c8a12-b6a8-44ad-92dd-58183e78a032.html 2006- 2010

People, Democracy, Learning

“The most powerful force in all history are the teachings of that man from Galilee, who taught us to live with one another, meaning something to each other.”

Henry Schriver (1914–2011) American politician

Cows, Kids, and Co-ops

History

“In opposition to the immobile means of expression that the Academy was teaching, these painters threw down like a challenge a mobile expression; to volumes situated in space they preferred the living dynamism of coloured form in evolution.”

Albert Gleizes (1881–1953) French painter

after 1920, The Epic, From immobile form to mobile form (1925)

“It would be foolish to assert that there is no power above mine. Only the attitude that I take toward it will be quite another than that of the religious age: I shall be the enemy of every higher power, while religion teaches us to make it our friend and be humble toward it.”

Max Stirner book The Ego and Its Own

Dover 2005, p. 184
The Ego and Its Own (1845)

Age, Religion

“Self-study, in a sense of learning by yourself without anybody teaching you anything, has an enormous value.”

Robert Kraft (astronomer) (1927–2015) American astronomer

Interview of Robert Kraft by Patrick McCray on August 1-2, 2002 http://www.aip.org/history/ohilist/25490.html, Niels Bohr Library & Archives, American Institute of Physics.

Sense, Study, Learning

“Far from affording artists continuous inspiration, mass-media sources for art have become a dead end. They have combined with the abstractness of institutional art teaching to produce a fine-arts culture given over to information and not experience. This faithfully echoes the drain of concreteness from modern existence— the reign of mere unassimilated data instead of events that gain meaning by being absorbed into the fabric of imaginative life.”

Robert Hughes (1938–2012) Australian critic, historian, writer

"Introduction: The Decline of the City of Mahagonny"
Nothing If Not Critical (1991)

Life, Art, Imagination, Dead

“It's how you get rid of cats. You get a 500-pound parakeet and teach it to say, "Here, kitty kitty kitty."”

Rick Cook (1944) American writer

The Wizardry Cursed (1991)

Cats

“There is some kind of juice in our brains that makes us only care about what's in front of us right this minute. Even if we know something different will happen later and we should think about that too. […] If I could teach you one thing, Preston, that's it. Think about what's coming at you later on.”

Barbara Kingsolver book Flight Behavior

Dellarobia Turnbow speaking to her son, Flight Behavior, page 589 (ISBN 978-0-571-29081-9).
Flight Behavior (2012)

Thinking

“I rely on two precedents: first, to similar cases our Sages applied the verse, "It is time to do something in honour of the Lord: for they have made void thy law"… Secondly, they have said, "Let all thy acts be guided by pure intentions."… Lastly, when I have a difficult subject before me—when I find the road narrow, and can see no other way of teaching a well established truth except by pleasing one intelligent man and displeasing ten thousand fools—I prefer to address myself to the one man, and to take no notice whatever of the condemnation of the multitude; I prefer to extricate that intelligent man from his embarrassment and show him the cause of his perplexity, so that he may attain perfection and be at peace.”

Maimónides book The Guide for the Perplexed

Guide for the Perplexed (c. 1190), Introduction

Truth, Peace, Law, Fools

“As far as I can remember, it was before my twelfth year that I was sketching cows in the mornings before and afternoons after school, and because my brothers were 4 and 6 years older than me – naturally I got from them my first teachings in drawing and later in painting.”

Willem Maris (1844–1910) Dutch landscape painter of the Hague School (1844-1910)

translation from original Dutch, Fons Heijnsbroek, 2018 version in original Dutch / origineel citaat van Willem Maris: Voor zover ik mij herinneren kan, was ik voor mijn twaalfde jaar 's Morgens voor, en 's middags na schooltijd al in de weilanden aan 't teekenen van koeien en daar mijn broers 4 en 6 jaar ouder waren als ik - genoot ik natuurlijk van hen het eerste onderwijs in het teekenen en later in het schilderen. Quote of Willem Maris, in his letter in 1901; as cited in 'Zó Hollands - Het Hollandse landschap in de Nederlandse kunst sinds 1850', Antoon Erftemeijer https://www.franshalsmuseum.nl/wp-content/uploads/2017/12/zohollands_eindversie_def_1.pdf; Frans Hals museum | De Hallen, Haarlem 2011, p. 36

School, Nature, Drawing, Painting

“No mathematical idea has ever been published in the way it was discovered. Techniques have been developed and are used, if a problem has been solved, to turn the solution procedure upside down, or if it is a larger complex of statements and theories, to turn definitions into propositions, and propositions into definitions, the hot invention into icy beauty. This then if it has affected teaching matter, is the didactical inversion, which as it happens may be anti-didactical. Rather than behaving anti-didactically, one should recognise that the learner is entitled to recapitulate in a fashion of mankind. Not in the trivial matter of an abridged version, but equally we cannot require the new generation to start at the point where their predecessors left off.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: The Concept and the Role of the Model in Mathematics and Natural and Social Sciences (1961), p. ix

Beauty, Way, Mathematics, Idea

“Fears to look bad in front of other people, to say something wrong, to be laughed at - all those fears deprive us of half of our abilities. This is one of the main school problems. That teacher understands it, who can teach students to study without fear of the teacher, without fear of classmates, and, the most important, without fear of a subject.”

Simon Soloveychik (1930–1996) Russia writer and philosopher

Source: The Last Book (1999), Ch.20 (In Russian, Последняя книга,1999, ISBN 5-8246-0030-9

People, Fear, School, Understanding

“And so the teaching (Torah) was likened to water: like water comes down from a high place to a low place, so the teaching descended from its honorable place, as it is His will and wisdom, and the light of Him that be blessed and thought cannot grasp it at all. From there it went in the secret stairway via the worlds, until it was dressed in material things and matters of this world, which are all the ordinants (mitzvot) and their ways, in combinations of material letters in ink on the book, twenty four books in the Tanakh, so thought will be able to comprehend it, and even speech and act, below the level of thought.”

Shneur Zalman of Liadi (1745–1812) Orthodox Rabbi, and the founder and first Rebbe of Chabad

V'lakhen nimshela hatora l'mayim: ma mayim yordim mi'makom gavoha l'makom namukh, kakh ha'tora yarda mi'mkom kvoda, sh'hi retzono v'khomato yitbarakh, v'orayta v'kodsha brikh hu kula had v'leyt mahshava tfista biah klal. W'misham nas'a v'yarda b'seter ha'madregot m'madrega l'madrega b'hishtalshelut ha'olamot, ad sh'nitlabsha b'davrim gashmiyim v'inyaney ha'olam haze, sh'hen rov mitzvot hatora k'khulam v'hilkhotehen, w'btzerufei otiot gashmiot b'dio 'al hasefer, 'esrim v'arba'a s'farim sh'batora nevi'im w'khtuvim, kdei sh'tehe kol mahshava tfisa bahen, v'afilu bhinot dibur w'ma'ase sh'lemata m'madregat mahshava tfisa bahen w'mitlabeshet bahen.
Sefer HaTanya (Book of the learner) Part I, Chapter IV

Wisdom, Secret, Books, World

“We know as well as history can teach us that all religions are one and the same- all the outgrowth of man's moral nature, differing only according to the intelligence and advancement of the people among whom they originated”

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

Sermon (1899)

People, Religion, History, Intelligence

“As a nation, we English will fight and die for principles we cannot find time to teach in our free schools.”

Margery Allingham (1904–1966) English writer of detective fiction

The Oaken Heart

School, Time, Fight

“The root of all religions, from the Baha'i point of view, is based on the theory that man will gradually come to understand the unity of the world and the oneness of mankind. It teaches that all the prophets are one – that science and religion are the two great powers which must be balanced if man is to become mature. I feel my work has been influenced by these beliefs. I've tried to decentralize and interpenetrate so that all parts of a painting are of related value.”

Mark Tobey (1890–1976) American abstract expressionist painter

as quoted in Abstract Expressionism, Barbara Hess, Taschen, Köln, 2006, p. 60
posthumous Quotes

World, Religion, Feeling, Understanding

“Hungary, severed from half of the population and most of the natural resources that it had once claimed, had now to practice a sort of economic acupuncture, striving to know the magic nodes in the global energy flow where a pinprick could alter the workings of a major organ. Mathematics was one of the few disciplines where it was possible to exert that degree of leverage, and so the Hungarians had become phenomenally good at teaching it to their children.”

Neal Stephenson book Reamde

Day 4
Reamde (2011), Part I: Nine Dragons

Children, Mathematics, Nature

“Muhammad seduced the people by promises of carnal pleasure to which the concupiscence of the flesh goads us. His teaching also contained precepts that were in conformity with his promises, and he gave free rein to carnal pleasure. In all this, as is not unexpected, he was obeyed by carnal men. As for proofs of the truth of his doctrine, he brought forward only such as could be grasped by the natural ability of anyone with a very modest wisdom. Indeed, the truths that he taught he mingled with many fables and with doctrines of the greatest falsity. He did not bring forth any signs produced in a supernatural way, which alone fittingly gives witness to divine inspiration; for a visible action that can be only divine reveals an invisibly inspired teacher of truth. On the contrary, Muhammad said that he was sent in the power of his arms—which are signs not lacking even to robbers and tyrants. What is more, no wise men, men trained in things divine and human, believed in him from the beginning, Those who believed in him were brutal men and desert wanderers, utterly ignorant of all divine teaching, through whose numbers Muhammad forced others to become his followers by the violence of his arms. Nor do divine pronouncements on the part of preceding prophets offer him any witness. On the contrary, he perverts almost all the testimonies of the Old and New Testaments by making them into fabrications of his own, as can be seen by anyone who examines his law. It was, therefore, a shrewd decision on his part to forbid his followers to read the Old and New Testaments, lest these books convict him of falsity. It is thus clear that those who place any faith in his words believe foolishly.”

Thomas Aquinas (1225–1274) Italian Dominican scholastic philosopher of the Roman Catholic Church

Summa Contra Gentiles, I, 6.4 (trans. Anton C. Pegis)

Wisdom, Men, People, Pleasure

“It takes a full sixty years for the Cold Arrow Bamboo to go through the cycle of flowering, seeding, dying and for the seeds to sprout, grow, and flower. According to Buddhist teachings on transmigration this would be exactly one kalpa. "Man follows earth, earth follows sky, sky follows the way, the way follows nature, don’t commit actions which go against the basic character of nature, don’t commit acts which should not be committed." "Then what scientific value is there in saving the giant panda?" I ask. "It’s symbolic, it’s a sort of reassurance―people need to deceive themselves. We are preoccupied with saving a species which no longer has the capacity for survival and yet on the other hand we’re changing ahead and destroying the very environment for the survival of the human species itself."”

Gao Xingjian book Soul Mountain

Source: Soul Mountain (1989), ch. 8, p. 47

People, Way, Flowers, Nature

“I used to think that prayer should have the first place and teaching the second. I now feel that it would be truer to give prayer the first, second and third place, and teaching the fourth.”

James O. Fraser (1886–1938) missionary to China, inventor of Tibeto-Burman Nosu alphabet

1922 Source: Geraldine Taylor. Behind the Ranges: The Life-changing Story of J.O. Fraser. Singapore: OMF International (IHQ) Ltd., 1998, 269.

Feeling, Thinking

“President Carter impresses me as a mean, slightly degenerate man whose wealth probably consisted, or spiritually at least, in two junked cars in his front yard. That's the kind of redneck degenerate a man who goes to an Allman Brothers rock concert, which is a drug nest, before going to teach his Sunday school sermons at a Southern Baptist school, that is Jimmy Carter. Jimmy Carter is your all-around basic, ignorant, boorish scoundrel.… Jimmy Carter was somebody who Mr. Nice, David Rockefeller, put up there in the White House and he liked the job, with that dumb wife of his and his daughter who was his national security advisor.”

Lyndon LaRouche (1922–2019) American political activist and founder of the LaRouche movement

Attributed by Dennis King as trial testimony in LaRouche v. NBC (1985) http://www.lyndonlarouche.org/larouche-NBC-trial.htm. Attributed

School, Cars, Housing, Daughters

“But middle-class Americans, friends of mine, composites of friends of mine, of a liberal bent, nice people, OK people, see nothing wrong with bilingual education. In fact, they wish their own children to be bilingual. In fact, they send their kids to French schools. In fact, they ask if I know of a housekeeper who might inadvertently teach their children Spanish while she dusts under the piano. Nope.”

Richard Rodríguez (1944) American journalist and essayist

Brown : The Last Discovery of America (2003)

Children, People, Education, School

“It is by self-reliance, humanly speaking, by the independence which has been the motive and impelling force of our race, that the Scots have thriven in India and in Canada, in Australia and New Zealand, and even in England, where at different times they were banned. As things are we in Scotland do not take much or even ask much from the State, but the State invites us every day to lean upon it. I seem hear the wheedling and alluring whisper, "Sound you may be; we bid you be a cripple. Do you see? Be blind. Do you hear? Be deaf. Do you walk? Be not venturesome; here is a crutch for one arm. When you get accustomed to it you will soon want another, the sooner the better." The strongest man, if encouraged, may soon accustom himself to the methods of an invalid; he may train himself to totter or to be fed with a spoon. The ancient sculptors represent Hercules leaning on his club; our modern Hercules would have his club elongated and duplicated and resting under his arms. (Laughter.) The lesson of our Scottish teaching was "Level up"; the cry of modern civilization is "Level down; let the Government have a finger in every pie," probing, propping, disturbing. ("Hear, hear," and laughter.) Every day the area for initiative is being narrowed, every day the standing ground for self-reliance is being undermined, every day the public infringes, with the best intentions, no doubt, on the individual. The nation is being taken into custody by the State. Perhaps the current cannot now be stemmed; agitation or protest may be alike unavailing; the world rolls on, it may be part of its destiny, a necessary phase in its long evolution, a stage in its blind, toilsome progress to an invisible goal. I neither affirm nor deny. All in the long run is doubtless for the best; but, speaking as a Scotsman to Scotsmen, I plead for our historical character, for the maintenance of those sterling national qualities which have meant so much to Scotland in the past.”

Archibald Primrose, 5th Earl of Rosebery (1847–1929) British politician

Cheers.
Speech to Glasgow University (12 June 1908), reported in The Times (13 June 1908), p. 12.

World, Motivation, Laughter, Time

“In the past decade the distinction between connotation and denotation has been blurred by politics. The definitions of words should not change with every shift in the winds of public sentiment. Our society has already suffered from four decades of Situational Ethics. Heaven help us in this new era of Situational Definitions. A rocket scientist or military engineer can teach you about Sympathetic Detonations, but it is 21st Century television commentators who have introduced us to the era of Sympathetic Denotations. We now live in an Orwellian world where a semi-auto rifle is arbitrarily called an "assault rifle" if it has black plastic furniture, where a standard capacity magazine is called a "high capacity" magazine, where the confiscation and redistribution of wealth is dubbed "fairness." This also a new age when folks who are given free health care, HD televisions, free cell phones, and enough money to be able to afford air conditioning are deemed to be "living in poverty."”

James Wesley Rawles (1960) Survivalist-fiction author and blogger

The fluidity of our language is evidence that America is sliding into oblivion. Hold fast to the true meaning of words and phrases, or we are doomed. Incendiary Words: Of Detonations and Denotations https://survivalblog.com/incendiary_words_of_detonations_and_denotations/ Survivalblog, 27 May 2013

Money, Health, Age, World

“We do not find happiness by being assertive. We don't find happiness by running over people because we see what we want and they are in the way of that happiness so we either abandon them or we smash them. The Scriptures don't teach us to be assertive. The Scriptures teach us—and this is remarkable—the Scriptures teach us to be submissive. This is not a popular idea.”

Rich Mullins (1955–1997) American christian musician

Seminar at LeSEA Broadcasting Studios in South Bend, Indiana http://www.christianitytoday.com/music/interviews/2003/richmullins-hiatranscript1.html (February 1993)

Happiness, People, Way, Idea

“He [Tolstoy] tried to persuade his wife to permit him to give away every penny of his possessions, to leave their large house, and to live in a peasant's cottage, where together they could share the manual labor of a small farm. The Countess was a most devoted wife but in this she could not follow her husband. …The Countess had to suffer all the trials which it is said the wife of every artist and genius must suffer and, in addition, some of those that must come to the wife of any man who tries to follow literally in modern society the teachings of Jesus. …He felt so keenly the opposition of his wife and children that he was led to believe what he said repeatedly—that the institution of the family was one of the greatest obstacles to a truly Christian life.”

Robert Hunter (author) (1874–1942) American sociologist, author, golf course architect

Source: Why We Fail as Christians (1919), p. 38-41

Life, Children, Family, Suffering

“Let a man get once fairly possessed of any peculiar notion, whether it be on religion, political economy, morals, politics, arts, or anything else, and he sees little beside his beloved principle, which he is at all times ready to advance, defend, demonstrate, or expatiate on. Nothing can be simpler than the two great dogmas of Christianity, which are so plain that all can both comprehend them and feel their truth. They teach us to love God, the surest way to obey him, and to love our neighbor as ourselves. Any one can understand this; all can see how just it is, and how much of moral sublimity it contains. It is Godlike, and brings us near the very essence of the Divinity, which is love, mercy, and truth. Yet how few are content to accept the teachings of the Saviour in this respect, without embarrassing them with theories that have so much of their origin in human fancies.”

James Fenimore Cooper (1789–1851) American author

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

Love, God, Truth, Religion

“My view of university training is to unsettle the minds of young men, to widen their horizons, to inflame their intellects. It is not a hardening, or settling process. Education is not to teach men facts, theories, or laws; it is not to reform them, or amuse them, or to make them expert technicians in any field; it is to teach them to think, to think straight if possible; but to think always for themselves.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Address to the University of Chicago graduating class of 1929

Men, Education, Law, Thinking

“I've found opposition to my teaching because I said it's not the strength which does it, it's a rhythm. You don't need huge muscles great strength. In fact, if you have that and misuse it, you're going to damage the material. It's absurd. It's a rhythmical flow of an idea, whichever sex you are.”

Barbara Hepworth (1903–1975) English sculptor

Source: 1961 - 1975, Art Talk, conversations with 15 woman artists', (1975), p. 15

Sex, Idea

“I won't be running for office again. But I'll continue to advocate, write and teach.”

Mark J. Green (1945) American lawyer

As quoted in "Saving Air America" at TruthDig (2 April 2007) http://www.truthdig.com/podcast/item/saving_air_america

“Always use positive words, and never use negative or evil words. Cultivate good thoughts, not bad thoughts. Make sure your intentions are constructive intentions. Never be jealous; be grateful. Be tolerant, peaceful, and honest instead of vengeful. Always be compassionate, never proud and arrogant. Praise God, because God is the Deserving One. You need these in your life. If you can teach yourself to follow these suggestions, you will have a very good life.”

Bawa Muhaiyaddeen (1900–1986) Sri Lankan Sufi leader

God's Psychology: A Sufi Explanation (2007)

Life, God, Peace, Evil

“Although our grammar schools are teaching a whole generation computer language to adjust to the technological needs of a Stage II society, we have neglected to teach this generation relationship language and conflict resolution skills to address the social and psychological needs of a Stage II society. And when it is taught, in countries like Germany, although called “social competence” it focuses on workplace teamwork -- still on survival, breadwinner oriented work goals.”

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

Source: Father and Child Reunion (2001), p. 116.

School, Country

“There are seven causes of inconsistencies and contradictions to be met with in a literary work. The first cause arises from the fact that the author collects the opinions of various men, each differing from the other, but neglects to mention the name of the author of any particular opinion. In such a work contradictions or inconsistencies must occur, since any two statements may belong to two different authors. Second cause: The author holds at first one opinion which he subsequently rejects: in his work, however, both his original and altered views are retained. Third cause: The passages in question are not all to be taken literally: some only are to be understood in their literal sense, while in others figurative language is employed, which includes another meaning besides the literal one: or, in the apparently inconsistent passages, figurative language is employed which, if taken literally, would seem to be contradictories or contraries. Fourth cause: The premises are not identical in both statements, but for certain reasons they are not fully stated in these passages: or two propositions with different subjects which are expressed by the same term without having the difference in meaning pointed out, occur in two passages. The contradiction is therefore only apparent, but there is no contradiction in reality. The fifth cause is traceable to the use of a certain method adopted in teaching and expounding profound problems. Namely, a difficult and obscure theorem must sometimes be mentioned and assumed as known, for the illustration of some elementary and intelligible subject which must be taught beforehand the commencement being always made with the easier thing. The teacher must therefore facilitate, in any manner which he can devise, the explanation of those theorems, which have to be assumed as known, and he must content himself with giving a general though somewhat inaccurate notion on the subject. It is, for the present, explained according to the capacity of the students, that they may comprehend it as far as they are required to understand the subject. Later on, the same subject is thoroughly treated and fully developed in its right place. Sixth cause: The contradiction is not apparent, and only becomes evident through a series of premises. The larger the number of premises necessary to prove the contradiction between the two conclusions, the greater is the chance that it will escape detection, and that the author will not perceive his own inconsistency. Only when from each conclusion, by means of suitable premises, an inference is made, and from the enunciation thus inferred, by means of proper arguments, other conclusions are formed, and after that process has been repeated many times, then it becomes clear that the original conclusions are contradictories or contraries. Even able writers are liable to overlook such inconsistencies. If, however, the contradiction between the original statements can at once be discovered, and the author, while writing the second, does not think of the first, he evinces a greater deficiency, and his words deserve no notice whatever. Seventh cause: It is sometimes necessary to introduce such metaphysical matter as may partly be disclosed, but must partly be concealed: while, therefore, on one occasion the object which the author has in view may demand that the metaphysical problem be treated as solved in one way, it may be convenient on another occasion to treat it as solved in the opposite way. The author must endeavour, by concealing the fact as much as possible, to prevent the uneducated reader from perceiving the contradiction.”

Maimónides book The Guide for the Perplexed

Guide for the Perplexed (c. 1190), Introduction

Men, Way, Intelligence, Understanding

“The museums are here to teach the history of art and something more as well, for, if they stimulate in the weak a desire to imitate, they furnish the strong with the means of their emancipation.”

Edgar Degas (1834–1917) French artist

posthumous quotes, The Shop-Talk of Edgar Degas', (1961)

Art, History, Strong

“David Brody: Radical Islam: to Evangelicals, this is a bread and butter issue. You said there's a Muslim problem in this country. What do you mean by that exactly?
Donald Trump: Bill O'Reilly asked me is there a Muslim problem? And I said absolutely, yes. In fact I went a step further. I said I didn't see Swedish people knocking down the World Trade Center. It was very interesting. I thought that was going to be a controversial statement and somebody, I think it was Dennis Miller introduced me, he was doing like an analysis of me, he said, I love it. The guy said what the truth is. He didn't mince his words. He didn't say, 'Oh, gee, no there's not a Muslim problem, everybody's wonderful.' And by the way, many, many, most Muslims are wonderful people, but is there a Muslim problem? Look what's happening. Look what happened right here in my city with the World Trade Center and lots of other places. So I said it and I thought it was going to be very controversial but actually it was very well received. I think people want the truth. I think they're tired of politicians. They're tired of politically correct stuff. I mean I could have said, 'Oh absolutely not Bill, there's no Muslim problem, everything is wonderful, just forget about the World Trade Center.' But you have to speak the truth. We're so politically correct that this country is falling apart.
Brody: With some evangelicals there are some problems with the teachings of the Koran. Do you have concerns about the Koran?
Trump: Well, I'll tell you what. The Koran is very interesting. A lot of people say it teaches love and there is a very big group of people who really understand the Koran far better than I do. I'm certainly not an expert, to put it mildly. But there's something there that teaches some very negative vibe. I mean things are happening, when you look at people blowing up all over the streets that are in some of the countries over in the Middle East, just blowing up a super market with not even soldiers, just people, when 250 people die in a super market that are shopping, where people die in a store or in a street. There's a lot of hatred there that's some place. Now I don't know if that's from the Koran. I don't know if that's from some place else. But there's tremendous hatred out there that I've never seen anything like it. So, you have two views. You have the view that the Koran is all about love and then you have the view that the Koran is, that there's a lot of hate in the Koran.”

Donald J. Trump (1946) 45th President of the United States of America

On CBN News' "The Brody File" (12 April 2011) ( video https://www.youtube.com/watch?v=fWzDAvemJG8) ( transcript http://blogs.cbn.com/thebrodyfile/archive/2011/04/12/brody-file-exclusive-donald-trump-says-something-in-koran-teaches.aspx) 2010s, 2011

Love, Hate, People, Truth

“It's those who lie outside ordinary experience who have the most to teach us.”

Malcolm Gladwell book Outliers

Malcolm Gladwell (2008). Outliers: The Story of Success. p. 198

Lie

“As I grew I no longer lost any sleep over the questions of God and infinity. I understood they could have no answers. At some point the reality of God was no longer present in my mind. I believed in the basic Church teachings because I thought they were correct, not because God wanted me to. In my mind, in the way I interpret them, I still live by them today. Not by the rules and regulations, but by the principles. For example, in the matter of abortion, I am pro-choice, but by personal choice would have nothing to do with an abortion of a child of my own. I believe in free will, and believe I have no right to tell anyone else what to do. Popes come and go, and John XXIII has been the only one I felt affection for. Their dictums strike me as lacking in the ability to surprise. They have been leading a holding action for a millennium.”

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

Source: Life Itself : A Memoir (2011), Ch. 54 : How I Believe In God

God, Way, Question, Reality

“Here it is that the Spirit teaches us all truth; for all truth is eminently contained in this sacrifice of love, where the soul strips itself of every thing to present it to God.”

François Fénelon (1651–1715) Catholic bishop

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 543.

Love, God, Truth, Soul

“…as regards to teaching of languages, he (Rizal) advocated, among other things, the study of Tagalog. Since he was eight years of age, Rizal championed his native tongue as a language of its own pure type, noble and exalted”

Epifanio de los Santos (1871–1928) Filipino politician

Philippine Magazine. Manila,: Philippine Education Co.(Vol. 34, no.1) p. 35

Age, Study

“There are still some things we haven’t quite worked out, but we know enough to be sure we’re on the right track. However apparently, our teachers are supposed to tell students that whenever we haven’t figured something out yet, we should stop our research and assume God did it—as if magic counts as an explanation. If we don’t yet know exactly how the first living cells formed, that somehow negates everything we do know to be true about evolution after that. But worse, creationists want to mislead our kids into thinking that every kind of life appeared all at once, ignoring all the evident stages of progression stretched across time, and all the apparent predecessors found in earlier strata. They want to teach as fact outright falsehoods easily disproved, as well as pseudoscience already publicly exposed in a court of law.”

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

Patheos, Orwellian Legislative Duplicity on HB 1485 http://www.patheos.com/blogs/reasonadvocates/2017/05/05/orwellian-legislative-duplicity-hb-1485/ (May 5, 2017)

Life, God, Law, Thinking

“Much as we do not permit convicted pedophiles to teach kindergarten or convicted hijackers to board airplanes, common sense dictates that individuals who have been imprisoned for plotting violence against abortion clinics should never again be permitted anywhere near such facilities.”

Jacob M. Appel (1973) American author, bioethicist, physician, lawyer and social critic

"The Case for an Anti-Abortion Violence Registry," http://www.huffingtonpost.com/jacob-m-appel/the-case-for-an-anti-abor_b_222559.html The Huffington Post (2009-06-29)

Sense

“Has it never occurred to us, when surrounded by sorrows, that they may be sent to us only for our instruction, as we darken the cages of birds when we wish to teach them to sing?”

Jean Paul (1763–1825) German novelist

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 556.

Bird, Singing

“When it came to formal classes, I was a slacker. But I've always been a diligent autodidact and can teach myself virtually any subject — if I have a serious interest in it.”

Dean Koontz (1945) American author

[16 June 2006, http://www.randomhouse.com/bantamdell/koontz/meet_qa/june_15_2006.html, "Q&A" column, Dean Koontz: The Official Website, RandomHouse.com http://www.randomhouse.com, 2006-09-12]

“Thats the trouble. all i wanted was a tumble in the hay. oh, boy, i said. ill bet that cute thing is fun and games. what he doesn't know about the birds and the bees and the flowers and the trees, i can sure teach him”

Alice Borchardt (1939–2007) American fiction writer

The Raven Warrior

Game, Boy, Flowers, Bird

“It is obvious that teaching is a very special art, sharing with only two other arts, agriculture and medicine, an exceptionally important characteristic A doctor may do many things for his patient, but in the final analysis, it is the patient himself who must get well, grow in health. The farmer does many things for his plants or animals, but in the final analysis, it is they that must grow in size and excellence. Similarly, although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place.”

Mortimer J. Adler book How to Read a Book

Source: How to Read a Book (1940, 1972), p. 12

Health, Art, Way, Knowledge

“Within a few days I will go to the papal Legate [Pucci], and if he shall open a conversation on the subject as he did before, I will urge him to warn the Pope not to issue an excommunication [against Luther], for which I think would be greatly against him [the Pope]. For if it be issued I believe the Germans will equally despise the Pope and the excommunication. But do you be of good cheer, for our day will not lack those who will teach Christ faithfully, and who will give up their lives for Him willingly, even though among men their names shall not be in good repute after this life…So far as I am concerned I look for all evil from all of them: I mean both ecclesiastics and laymen. I beseech Christ for this one thing only, that He will enable me to endure all things courageously, and that He break me as a potter's vessel or make me strong, as it pleased Him. If I be excommunicated I shall think of the learned and holy Hilary, who was exiled from France to Africa, and of Lucius, who though driven from his seat at Rome returned again with great honour. Not that I compare myself with them: for as they were better than i so they suffered what was a greater ignominy. And yet if it were good to flory I would rejoice to suffer insult for the name of Christ. But let him that thinketh he standeth take heed lest he fall. Lately I have read scarcely any thing of Luther's; but what I have seen of his hitherto does not seem to me to stray from gospel teaching. You know - if you rememeber - that what I have always spoken of in terms of the highest commendation in him is that he supports his position with authoritative witness.”

Huldrych Zwingli (1484–1531) leader of the Protestant Reformation in Switzerland, and founder of the Swiss Reformed Churches

As cited in Huldreich Zwingli, the Reformer of German Switzerland, 1484-1531 by Samuel Macauley Jackson, John Martin Vincent, Frank Hugh Foster, p.148-149

Life, Men, Courage, Support

“She loved her teaching and she got frustrated when one of her students said, well, what do you expect, I’m just from Arkansas. She said, don’t tell me that, you’re as smart as anybody, you’ve just got to believe in yourself and work hard and set high goals. She believed that anybody could make it.”

Bill Clinton (1946) 42nd President of the United States

2010s, (July 26, 2016)

Love

“You sit at the board and suddenly your heart leaps. Your hand trembles to pick up the piece and move it. But what chess teaches you is that you must sit there calmly and think about whether it’s really a good idea and whether there are other, better ideas.”

Stanley Kubrick (1928–1999) American film director, screenwriter, producer, cinematographer and editor

Newsweek (26 May 1980)

Idea, Thinking, Heart

“Having a clear faith, based on the creed of the church, is often labeled today as a fundamentalism. … Whereas relativism, which is letting oneself be tossed and "swept along by every wind of teaching," looks like the only attitude acceptable to today's standards.We are moving toward a dictatorship of relativism which does not recognize anything as definitive and has as its highest value one's own ego and one's own desires… The church needs to withstand the tides of trends and the latest novelties. … We must become mature in this adult faith, we must guide the flock of Christ to this faith.”

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

In a Homily of His Eminence Cardinal Joseph Ratzinger, Dean of the College of Cardinals http://www.vatican.va/gpII/documents/homily-pro-eligendo-pontifice_20050418_en.html, during a Mass at St. Peter's Basilica before the conclave of cardinals (18 April 2005) 2005

Faith, Christ