Quotes about teaching
page 21

“At the time and in the country in which the present study was written, it was granted by everyone except backward people that the Jewish faith had not been refuted by science or by history…. one could grant to science and history everything they seem to teach regarding the age of the world, the origin of man, the impossibility of miracles, the impossibility of the immortality of the soul, and of the resurrection of the body, the Jahvist, the Elohist, the third Isaah, and so on, without abandoning one iota of the substance of the Jewish faith.”

Leo Strauss (1899–1973) Classical philosophy specialist and father of neoconservativism

Source: Liberalism Ancient and Modern (1968), p. 231; from the "Preface" to Spinoza's Critique of Religion

People, Age, World, Faith

“And because this Experimental Science is wholly ignored by the general run of students, for that reason I can not convince people of its utility unless I show at the same time its excellence and its property. This science alone, then, knows how to test perfectly by experience what can be done by nature, what by the industry of art, what by imposture; what the incantations, conjurations, invocations, deprecations, sacrifices (which are magical devices) seek and dream of; and what is done in them, so that all falsity may be removed and that only the truth of art and nature be retained. This science alone teaches one to consider all the insanities of magicians, not that they may be confirmed but that they may be avoided, just as logic considers sophistical argument.”

Roger Bacon book Opus Majus

6th part Experimental Science, Ch.2 Tr. Richard McKeon, Selections from Medieval Philosophers Vol.2 Roger Bacon to William of Ockham
Opus Majus, c. 1267

People, Truth, Dreams, Art

“You must teach the children that the ground beneath their feet is the ashes of your grandfathers. So that they will respect the land, tell your children that the earth is rich with the lives of our kin. Teach your children what we have taught our children, that the earth is our mother. Whatever befalls the earth, befalls the sons of the earth. If men spit upon the ground, they spit upon themselves.”

Chief Seattle (1786–1866) Duwamish chief

Misattributed

Men, Children

“Shintoism teaches that the Japanese are descendants of the gods and are destined to rule the world. They teach that the Emperor is from the sun god, the highest god. It was Shintoism, based on evolution, that was responsible for Japan’s actions in World War II. They were determined to takeover and rule the world, just like Hitler was doing in Germany. Both of them were motivated by a desire to help evolution along.”

Kent Hovind (1953) American young Earth creationist

Dissertation for doctor of philosophy in christian education (May 25, 1991)

God, War, World, Motivation

“But how do you get rid of a god? Is there any religion where they teach you that? How to get your god off your back if he gets too damned obnoxious? No. All you ever get is advice on how to bribe them to leave you alone for a few minutes.”

Glen Cook book She Is the Darkness

Source: She Is the Darkness (1997), Chapter 39 (p. 403)

God, Religion

“I lay awake wondering how I could pray for faith to a God I could not believe in without faith. That seemed to leave me suspended between two questions. These logical puzzles were generated spontaneously within my mind. They didn’t come from my school or my family. Most of my neighborhood friends were Protestants who were not interested in theories about God, apart from the fact that of course he existed.
I bought the teachings of the Roman Catholic Church lock, stock, and barrel, apart from the God problem.”

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, School, Family, Faith

“If this capsule history of our progress teaches us anything, it is that man, in his quest for knowledge and progress, is determined and cannot be deterred. The exploration of space will go ahead, whether we join in it or not, and it is one of the great adventures of all time, and no nation which expects to be the leader of other nations can expect to stay behind in this race for space.”

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

1962, Rice University speech

History, Knowledge, Time

“In recent times secularists are increasingly accusing biblical creationists of “child abuse” for teaching creation to children. Now they are going a step further to show their real intolerance is of Christianity in general. The secularists are directly targeting those who teach the gospel message, which includes telling children that they are sinners. I have said for years that the devil has deliberately targeted the book of Genesis, the foundational book of the Bible, because, if he targeted the Cross, the church would quickly respond and defend the gospel of Jesus Christ. But due to the decreasing spiritual state of this nation and increasing intolerance of Christianity, the attacks are becoming more overt against Christianity, and are on the increase.”

Ken Ham (1951) Australian young Earth creationist

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

Children, Books, Time, Christ

“I want to found a free school for creativity and interdisciplinary research in Düsseldorf [where Beuys was teaching at the Art Academy]. I hope that I will succeed. Everyone can come to me. This school has a legal status... First a school is there to develop ability, that is consciousness, then the children will recognize what a future social structure should look like; that means that one can learn a social feeling or a social sense…”

Joseph Beuys (1921–1986) German visual artist

1970's, Every Man an Artist: Talks at Documenta 5', 1972

Children, School, Hope, Art

“But since the Modernists (as they are commonly and rightly called) employ a very clever artifice, namely, to present their doctrines without order and systematic arrangement into one whole, scattered and disjointed one from another, so as to appear to be in doubt and uncertainty, while they are in reality firm and steadfast, it will be of advantage, Venerable Brethren, to bring their teachings together here into one group, and to point out the connexion between them, and thus to pass to an examination of the sources of the errors, and to prescribe remedies for averting the evil.”

Pope Pius X (1835–1914) Catholic Pope and saint

Papal encyclical letter "Pascendi dominici gregis" ("Feeding the Lord's Flock") promulgated by Pope Pius X on 8 September 1907.

Error, Reality, Appearance, Evil

“History teaches us that everything is in flux. Our fight to redress the material crimes of 1948 is scarcely begun, and adversity has taught us patience. As for the Israeli state and its Spartan culture of permanent war, it is all too vulnerable to time, fatigue and demographics: In the end, it is always a question of our children and those who come after us.”

Mahmoud al-Zahar (1945) Co-founder of Hamas

[Mahmoud al-Zahar, http://www.washingtonpost.com/wp-dyn/content/article/2008/04/16/AR2008041602899.html, No Peace Without Hamas, Washington Post, April 17, 2008, February 25, 2014]

War, Children, History, Question

“Nell teaches aspects of parenthood never understood before. If she cries or makes a mess or decides to be contrary (and these are relatively rare), it doesn't bother. There is always Chris's silence to compare it to. What is seen now so much more clearly is that although the names keep changing and the bodies keep changing, the larger pattern that holds us all together goes on and on. In terms of this larger pattern the lines at the end of this book still stand. We have won it. Things are better now. You can sort of tell these things.”

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

Zen and the Art of Motorcycle Maintenance (1974), Afterword (1984)

Books, Silence, Change

“The very thought of this Alaska garden is a joyful exhilaration. … Out of all the cold darkness and glacial crushing and grinding comes this warm, abounding beauty and life to teach us that what we in our faithless ignorance and fear call destruction is creation finer and finer.”

John Muir (1838–1914) Scottish-born American naturalist and author

Travels in Alaska http://www.sierraclub.org/john_muir_exhibit/writings/travels_in_alaska/ (1915), chapter 16: Glacier Bay 1910s

Life, Fear, Beauty

“I write to thee on this subject, [friend], because I am angry at a book which I have just left, which is so large, that it seems to contain universal science, but it hath almost split my head, without teaching me anything.”

Montesquieu (1689–1755) French social commentator and political thinker

No. 66.
Lettres Persanes (Persian Letters, 1721)

Books, Universe, Science

“This vocation is sometimes termed a harried one and it is said that the abuse of School-masters was scribbled on the Pyramids long before the Monument was complete and that the general hatred and contempt for the pedagogue dates back to the very beginning of recorded things. These and other similar foolish accusations are the additional burden this class of people have to bear. Consider the gibe of that arch-cynic G. B. S., "When a man teaches something he does not know to somebody else, who has no aptitude for it and gives him a certificate of proficiency, the latter has completed the education of a gentleman."”

Peter de Noronha (1897–1970) Indian businessman

The Pageant of Life (1964), On Teachers & Education

People, Education, School

“Let children love Allah, let them love the Qur’an. Let us protect them from the dissension of Darwinism, from the dissension of materialism, communism, from the dissension of godless and Bookless mentalities. With all our might, let us teach them the beauty of holy values and the beauty of the Qur’an. Let the hearts of those beautiful beings be filled with the love of Allah.”

Harun Yahya (1956) Turkish author

20 April 2013.
A9 TV addresses, 2013

Love, Children, Beauty, Communication

“The objective of our religious foundations is to teach people that they are hurting themselves when they say they believe something. What we should realize is we know almost nothing about God and therefore we should be eager to search and to learn.”

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

The Quotable Sir John

God, People, Search, Learning

“If you know these things, the question has enormous importance: who will be the judge in the future? It is not trivial, who is the judge. It's not sufficient to dress somebody in a robe, put a beret on his head and open the lawbook! It's a big difference whether a German or a negro takes place on the judgement seat. Sure, you can teach a negro the German language, the schematic application of laws and paragraphs -- and yet the negro will always judge like his blood commands!”

Julius Streicher (1885–1946) German politician

Wenn man diese Dinge weiß, dann ist die Frage von ungeheurer Bedeutung: Wer soll künftig Richter sein? Es ist nicht gleichgültig, wer Richter ist. Damit, dass einer die schwarze Robe anlegt, das Barett aufsetzt und das Gesetzbuch aufschlägt, ist es nicht getan! Es ist ein großer Unterschied, ob ein Deutscher oder ein Neger auf dem Richterstuhl sitzt. Gewiß, Sie können einen Neger die deutsche Sprache, die schematische Anwendung der Gesetze und Paragraphen lehren -- trotzdem wird der Neger immer so richten, wie es ihm sein Blut gebietet!
04/20/1926, speech in the Bavarian regional parliament ("Kampf dem Weltfeind", Stürmer publishing house, Nuremberg, 1938)

Law, Question, Future

“The conception of freedom in our country was one so precious, so hallowed, it has been obtained as the result of such age-long struggles, that I felt convinced that in no other country, whatever advantages in other respects they may have over us—in no other country was freedom treasured and regarded as it was in this country, and in its attainment there was no country in the world that had anything which in all circumstances it could teach us.”

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

Speech to the thirtieth anniversary of the Junior Imperial League in Kingsway Hall (19 June 1926), quoted in Our Inheritance (London: Hodder and Stoughton, 1938), p. 19.
1926

Age, World, Freedom, Country

“Your mother waits, heart-weary, at the door.
Your child in hunger cries for its chewed rice.
I feed your mother, serving as her son,
and like a father teach your child to read.”

Đặng Trần Côn (1710–1745) writer

Source: Chinh phụ ngâm, Lines 157–160

Hunger, Waiting, Reading, Heart

“I think I stayed in the Mural division [ WPA, early 1940's] until it became A War Service Project and then I was relegated to do a specific job. There was a coordinated move, they had a new president that was being inaugurated for CCNY and they were doing a large – trying to show how higher education was involved in promoting the war effort, with the classes they were teaching, so that I did this work for more than a year before WPA terminated.”

Lee Krasner (1908–1984) American artist

n.p.
Oral history interview with Lee Krasner, 1964 Nov. 2 - 1968 Apr. 11

War, Education, Thinking, Effort

“A debt-ridden farmer contemplating suicide in Maharashtra and a mother who abandons her children in Karachi because she can't feed them: this is what we have achieved in our mutual desire to teach each other a lesson.”

Mohammed Hanif (1964) Pakistani journalist

Times of India http://timesofindia.indiatimes.com/Sunday_TOI/Ten_myths_about_Pakistan/articleshow/3932145.cms (4 January 2009)

Children, Suicide

“Experience teaches us that the eye may be subdued and forced into forming and disposing of objects even quite contrary to what it would naturally see them, by pre judgement of the mind or some other persuasive motive.”

William Hogarth book The Analysis of Beauty

The Analysis of Beauty (1753)

Motivation, Nature

“Julia Hayden, the colored school teacher, one of the latest victims of the White man's League, was only seventeen years of age. She was the daughter of respectable parents in Maury County, Tennessee, and had been carefully educated at the Central College, Nashville, a favorite place for the instruction of youth of both sexes of her race. She is said to have possessed unusual personal attractions as well as intelligence. Under the reign of slavery as it is defined and upheld by Davis and Toombs, Julia Hayden would probably have been taken from her parents and sent in a slave coffle to New Orleans to be sold on its auction block. But emancipation had prepared for her a different and less dreadful fate. With that strong desire for mental cultivation which marked the colored race since their freedom, in all circumstances where there is an opportunity left them for its exhibition, the young girl had so improved herself as to become capable of teaching others. She went to Western Tennessee and took charge of a school. Three days after her arrival at Hartsville, at night, two white men, armed with their guns, appeared at the house where she was staying, and demanded the school teacher. She fled, alarmed, to the room of the mistress of the house. The White Leaguers pursued. They fired their guns I through the floor of the room and the young girl fell dead within. Her murderers escaped.”

Jefferson Davis (1808–1889) President of the Confederate States of America

"Louisiana and the Rule of Terror" http://cdnc.ucr.edu/cgi-bin/cdnc?a=d&d=EL18741010.2.9#, The Elevator (10 October 1874), Volume 10, Number 26.

Men, Fate, Youth, Age

“Personally I also identify as a Jewish Atheist, which is that from a philosophical perspective I think that there is no reason to claim that the world has a divine creator, or divine providence. However in ways of relating to something more than surface human level, I connect to an idea of deeper understanding, a connection between all of humanity, and a universal connection with everything in existence. In my experience, the Jewish Tradition as well as the Hasidic Tradition (a mystical Jewish movement founded by my ancestor the Baal Shem Tov in the 18th century) via the Neo-Hasidic teachings, offers a lot of insight.”

Abby Stein (1991) Trans activist, speaker, and educator

Interview with GLAAD, April 27, 2016. http://www.glaad.org/blog/interview-abby-stein-talks-about-being-transgender-woman-hasidic-jewish-community 2016

World, Way, Idea, Understanding

“Every theory of love, from Plato down, teaches that each individual loves in the other sex what he lacks in himself.”

G. Stanley Hall (1846–1924) American psychologist

G. Stanley Hall. From Generation to Generation http://books.google.com/books?id=b-UtAAAAYAAJ&q=%22Every+theory+of+love+from+Plato+down+teaches+that+each+individual+loves+in+the+other+sex+what+he+lacks+in+himself%22&pg=PA250#v=onepage, The American Magazine, July 1908

Love, Sex

“In whatever way you who teach may manage this business, I advise you not to trust too much to the inculcation of creeds and dogmas by words written or spoken.”

George Long (1800–1879) English classical scholar

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

Way, Business

“Sectarian feelings and criticism of other teachings or other sects is very bad, poisonous, and should be avoided.”

Tenzin Gyatso (1935) spiritual leader of Tibet

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

Feeling

“Perhaps the most important element of any spiritual teaching is what we bring to it, because this dictates what the teaching will reveal within ourselves.”

Adyashanti (1962) Spiritual teacher

The Basic Teachings - Part 3: Orientation to the Teaching (2010)

“The population of the earth today doubles regularly. If you were to draw up the population growth on a chart you would see that it goes back to zero about five thousand years ago. If man has been here millions of years like evolutionists teach, where is the population?”

Kent Hovind (1953) American young Earth creationist

Dissertation for doctor of philosophy in christian education (May 25, 1991)

Drawing

“History teaches, perhaps, very few clear lessons. But surely one such lesson learned by the world at great cost is that aggression, unopposed, becomes a contagious disease.”

Jimmy Carter (1924) American politician, 39th president of the United States (in office from 1977 to 1981)

Speech on Afghanistan (4 January 1980) http://millercenter.org/president/carter/speeches/speech-3403 Presidency (1977–1981), 1978

World, Disease, History, Learning

“As you grow spiritually, you will find yourself teaching more as you learn more. Your learning and your teaching will take place even in your sleep.”

Bhakti Tirtha Swami (1950–2005) American Hindu writer

Source: Books, Spiritual Warrior, Volume I: Uncovering Spiritual Truths in Psychic Phenomena (Hari-Nama Press, 1996), Chapter 1: Dreams: A State of Reality, p. 26

Sleep, Learning

“The simplest way to make sure that we raise literate children is to teach them to read, and to show them that reading is a pleasurable activity. And that means, at its simplest, finding books that they enjoy, giving them access to those books, and letting them read them. I don't think there is such a thing as a bad book for children.Every now and again it becomes fashionable among some adults to point at a subset of children's books, a genre, perhaps, or an author, and to declare them bad books, books that children should be stopped from reading…It's tosh. It's snobbery and it's foolishness. There are no bad authors for children, that children like and want to read and seek out, because every child is different. They can find the stories they need to, and they bring themselves to stories. A hackneyed, worn-out idea isn't hackneyed and worn out to them. This is the first time the child has encountered it. Do not discourage children from reading because you feel they are reading the wrong thing. Fiction you do not like is a route to other books you may prefer. And not everyone has the same taste as you.Well-meaning adults can easily destroy a child's love of reading: stop them reading what they enjoy, or give them worthy-but-dull books that you like, the 21st-century equivalents of Victorian "improving" literature. You'll wind up with a generation convinced that reading is uncool and worse, unpleasant.”

Neil Gaiman (1960) English fantasy writer

Why our future depends on libraries, reading and daydreaming (2013)

Love, Children, Pleasure, Books

“That teaching of modern metaphysics which exhorts man to feel comparatively little esteem for the truly thinking portion of himself and to honor the active and willing part of himself with all his devotion…”

Julien Benda (1867–1956) French essayist

Source: Treason of the Intellectuals (1927), p. 149

Feeling, Thinking, Parting

“Faith teaches that there is a right and wrong beyond mere opinion or desire. Most importantly, it teaches us that freedom is not an end in itself, that how freedom is exercised matters as much as freedom itself”

Stephen Harper (1959) 22nd Prime Minister of Canada

March 15th, 2009.
2009

Faith, Exercises, Freedom

“The truth is what the facts are, and that’s what we should teach.”

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)

Truth

“How can a doctrine be essential in a religion if the founder of the religion never mentions it, or teaches his apostles to pass it on?”

Leslie Weatherhead (1893–1976) English theologian

99
The Christian Agnostic (1965)

Religion

“You will study bioscience control, that ought to be useful—it will teach you the folly of thinking you can go against your genetic inheritance, for one thing.”

Michael Swanwick book Stations of the Tide

Source: Stations of the Tide (1991), Chapter 13, “A View from a Height” (p. 236)

Thinking, Study

“The best incentive for the mind consists in teaching it that it is possible to do anything which one really wants to do.”

Pelagius (360–420) British monk

Letter to Demetrias

“There is within the limits of our experience no reason to seek the causes of these adaptations in a greater whole. All organisms are designed only for life upon the earth. The state of the earth's crust accordingly contains all (external) reasons of its arrangement. …They are peculiar (individual). According to all that experience teaches we must assume that they are not repeated on other heavenly bodies.”

Bernhard Riemann (1826–1866) German mathematician

Gesammelte Mathematische Werke (1876)

Life

“Plato shows us how Socrates goes to his death in complete peace and composure. The death of Socrates is a beautiful death. Nothing is seen here of death’s terror. Socrates cannot fear death, since indeed it sets us free from the body.. . . Death is the soul’s great friend. So he teaches; and so, in wonderful harmony with his teaching, he dies.”

Oscar Cullmann (1902–1999) French theologian

A Better Hope for the Soul, The Watchtower magazine, 8/1 1996.

Death, Fear, Peace, Beauty

“I think there were a lot of Christian people who simply stayed home for reasons that I can't figure out. But I think every time we lose major elections or major issues like the same-sex marriage issue or the marijuana issue, it's because Christians just didn't show up and vote.I lay the blame though at the feet of those who sit faithfully in church each Sunday; they probably heard their pastor talk about the importance of this election and how so much was on the line, and yet maybe because they just didn't want to bother with having to stand in line at an election polling place, they just didn't go vote. And we're going to pay dearly for that.If I were Cardinal Dolan or any of the Catholic bishops or priests, I would certainly be very frustrated and discouraged and wonder why aren't they understanding that if they join a church and belong to it, why would they not respect its teachings as having validity. It's one thing to say "well, I can't agree with everything" although I'm not sure why you'd join a church if you dismiss it. But to be openly contemptuous of its teaching and doctrine, it's something I can't understand.”

Mike Huckabee (1955) Arkansas politician

Focus on the Family radio program http://www.focusonthefamily.com/radio.aspx?ID={D560C7FD-E01C-4B76-845E-9B5C2FCD3A34}, , quoted in [2012-11-08, Huckabee: Any Time We Lose 'It's Because Christians Just Didn't Show Up and Vote', Kyle, Mantyla, Right Wing Watch, http://www.rightwingwatch.org/content/huckabee-any-time-we-lose-its-because-christians-just-didnt-show-and-vote, 2012-11-09]

Marriage, People, Sex, Home

“In Maximus all the streams of the Greek patristic tradition flow together in synthesis. At the same time, with real originality, there is much from within that tradition that he takes to a higher level. But the course of this saint's life impressed me even more than his teaching. Once again, like Athanasius, one man was able to defend orthodox Christology against a whole empire. A Byzantine joins forces with Pope St. Martin I in Rome and finally suffers martyrdom for the true faith. This is the summit of that unity of doctrine and life which marks the whole patristic age; speculation and mysticism of the greatest subtlety are wedded to a soberly and consciously grasped martyrdom. In St. Maximus we can see in the Catholica what Kierkegaard found within the individual.”

Hans Urs Von Balthasar (1905–1988) Swedish Catholic theologian

Our Task: A Report and a Plan (1984)

Life, Age, Faith, Wedding

“Two children die. An accident and a suicide amongst so many murders. A chance death and a death of self-recrimination. Smut and the Skipping Girl have been aping their parents and elders -- perhaps they could now teach them a lesson -- all the machinations and game-playing and adjusting for sexual and emotional positioning is not worth the effort.”

Peter Greenaway (1942) British film director

Fear of Drowning By Numbers

Death, Children, Girl, Game

“Agriculture is the art of deriving from the earth the most valuable organic productions. He who exercises this art, seeks to obtain profit by causing to grow, and by using, its animal and vegetable productions. The more considerable the gain derived, therefore, the better is the object accomplished. The most perfect agriculture is, evidently, that which produces, by the application of labour, the largest and the most permanent profit in comparison with the means employed. Systematic agriculture ought, then, to teach us all the circumstances by means of which we may derive the most considerable profit by the practice of the art.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

Source: The Principles of Agriculture, 1844, Section I: The fundamental principles, p. 1.

Art, Exercises, Animals, Perfection

“There are remembrances that will not vanish,—
Thoughts of the past we would but cannot banish:
As if to show how impotent mere will,
We loathe the pang, and yet must suffer still:
For who is there can say they will forget?
—It is a power no science teaches yet.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

Title poem, section VII.
The Venetian Bracelet (1829)

Suffering, Science, Past, Forgetting

“For naught that we call science,
If there be none to teach.
Can by its own endeavours
The highest summit reach.”

Guido Guinizzelli (1230–1276) Italian poet

(Che) nessuna scienza
Senz’ ammaestratura
Non saglie in grande altura
Per proprio sentimento.
Canzone. (Poeti del Primo Secolo, Firenze, 1816, Vol. I, p. 83).
Translation reported in Harbottle's Dictionary of quotations French and Italian (1904), p. 369.

Science

“In teaching me the way to live
It taught me how to die.”

George Pope Morris (1802–1864) American publisher

My Mother's Bible, reported in Bartlett's Familiar Quotations, 10th ed. (1919).

Way

“What America does all over the world in the name of the war on terrorism, the way in which it plunders the resources of peoples in needy and backwards countries, its aggression in international organizations, which belong to all of the world's peoples, and the inflammatory propaganda it uses in order to undermine other countries – all of these certainly contradict the spirit of the teachings of Jesus. […] Pope's functionaries […]should say to the Americans: Through the crimes you commit you disgrace Jesus, because you use the names of Jesus and the church to win over many votes in the American public.”

Akbar Hashemi Rafsanjani (1934–2017) Iranian politician, Shi'a cleric and Writer

Former Iranian President Hashemi Rafsanjani: The Teachings of Jesus Do Not Exist in Today's Christianity. Popes Ignore America's Crimes http://www.memritv.org/clip_transcript/en/640.htm April 2005 2005

War, People, World, Way

“The Lord Cherisher of the Faith learnt that in the provinces of Tatta, Multan, and especially at Benares, the Brahman misbelievers used to teach their false books in their established schools, and that admirers and students both Hindu and Muslim, used to come from great distances to these misguided men in order to acquire this vile learning. His Majesty, eager to establish Islam, issued orders to the governors of all the provinces to demolish the schools and temples of the infidels and with the utmost urgency put down the teaching and the public practice of the religion of these misbelievers. (…) It was reported that, according to the Emperor's command, his officers had demolished the temple of Viswanath at Kashi.”

Aurangzeb (1618–1707) Sixth Mughal Emperor

1669. Varanasi (Uttar Pradesh). Maasir-i-Alamgiri, translated into English by Sir Jadu-Nath Sarkar, Calcutta, 1947, pp. 51-55; see Ayodhya Revisited https://books.google.com/books?id=gKKaDAAAQBAJ&pg=PA567 by Kunal Kishore, quoted in Shourie, Arun (2014). Eminent historians: Their technology, their line, their fraud. Noida, Uttar Pradesh, India : HarperCollins. (Different translation: “News came to court that in accordance with the Emperor’s command his officers had demolished the temple of Vishvanath [Bishwanath] at Banaras”. ... The Emperor ordered the governors of all the provinces to demolish the schools and temples of the infidels and strongly put down their teaching and religious practices.” ) Ref: en.wikiquote.org - Aurangzeb / Quotes from late medieval histories / 1660s Quotes from late medieval histories, 1660s

Men, Books, School, Faith

“I imagine that whatever contribution I can make to teaching derives from having had to rethink and re-create my technique.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Imagination

“Physiology does not teach us how to digest, nor logic how to discourse, nor esthetics how to feel beauty or express it, nor ethics how to be good. And indeed it is well if they do not teach us how to be hypocrites; for pedantry, whether it be pedantry of logic, or of esthetics, or of ethics, is at bottom nothing but hypocrisy.”

Miguel de Unamuno (1864–1936) 19th-20th century Spanish writer and philosopher

The Tragic Sense of Life (1913), XI : The Practical Problem

Beauty, Feeling

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

Douglas McGregor (1906–1964) American professor

(2006; 366) Section "Beyond McGregor's Theory Y," by Thomas A. Kochan. Prepared for the Sloan School 50th Anniversary Session on October 11 (2002).
The Human Side of Enterprise (1960)

People, Nature, Knowledge

“I am actually pro-cursing. I think it's good. I think we should teach kids to curse, so they don't use drugs. It doesn't rot your brain. It doesn't get you pregnant. It doesn't kill you, like tobacco.”

Paul Begala (1961) American political consultant

Source: CNN Crossfire, December 8, 2003.

Thinking

“I call education that, which makes man a complete human, which teaches to utilize time…manufactures belief…”

Laxmi Prasad Devkota (1909–1959) Nepali poet

शिक्षा (Education)

Education, Time

“I sometimes think that we worry ourselves overmuch about the enduring consequences of our errors. They may work a little confusion for a time. In the end, they will be modified or corrected or their teachings ignored. The future takes care of such things. In the endless process of testing and retesting, there is a constant rejection of the dross, and a constant retention of whatever is pure and sound and fine.”

Benjamin N. Cardozo (1870–1938) United States federal judge

Page 179
Other writings, The Nature of the Judicial Process (1921)

Error, Thinking, Time, Future

“Amazing. You're here, but you can't do a simple thing like raising light, or do I mean lazing right? Whichever. You can't. Why not?"
"No one ever showed me how," I said.
He swayed about, looking solemn. "I quote," he said. "I'm very well read in the literature of several worlds, you know, and I quote. What do they teach them in these schools?”

Diana Wynne Jones (1934–2011) English children's fantasy writer

Source: Magids Series, The Merlin Conspiracy (2003), p. 113.

World, School, Quotes, Literature

“Listen, don't look so depressed, old fellow. This is what all of Heine's poems are like, it's only peasants who don't laugh at them; or rather, perhaps, Calvinists. Abroad, it's the normal practice that if someone is looking really sad in the street, a horde of fat men comes running over waving checkbooks and hire him for a circus; they teach people like that to ride a bicycle that disintegrates when they try to mount it, or else make them play a stringless fiddle with a broomstick.”

Halldór Laxness (1902–1998) Icelandic author

Garðar Hólm
Brekkukotsannáll (The Fish Can Sing) (1957)

Men, People, Sadness

“Clearly, programming courses should teach methods of design and construction, and the selected examples should be such that a gradual development can be nicely demonstrated.”

Niklaus Wirth (1934) Swiss computer scientist

Program Development by Stepwise Refinement (1971)

“I was very sickly and weak during the first years of my infancy, and was, as much as I can remember of myself, a very whimsical boy. Sometimes I learned with enthusiasm, and often found myself in such a kind of ecstasy, that I neither could see nor hear what passed around me. In these fits of thought I forgot playthings and playfellows; I was happy only in my own musings. I always preferred the company of little girls to boys. I was not ten years old when I presented them with some poetry and little verses, the effusions of my heated imagination; some of them fell into my hands in riper years, and after reading them over, I left off poetry altogether. I loved my first private teacher very much; I even can remember him now. My second teacher was a simpleton; he could never understand me, nor enter into my feelings. My antipathy to this man grew daily greater; I could not learn of him, nor could he teach me anything. At last, when in my thirteenth year, I got rid of him, and he being encumbered with debts, I gave him my saving-box when he left. Whether I did this for pity's sake, or joy to get rid of him, I did not know.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

My Life and Confessions, for Philippine, 1786

Love, Happiness, Feeling, Imagination

“Prentice: This appalling situation is the result of my lax moral code. It's clean living and Teach Yourself Woodwork for me from now on!”

Joe Orton (1933–1967) English playwright and author

What the Butler Saw (1969), Act I

“Punk: Hey, Jeff. Jeff, aren't you nervous sitting way up there so… high? Especially in the condition you're in, and by "condition", I mean that you're probably drunk right now, just like all these people here tonight. (Crowd boos) Yeah, that's something to be proud of, I mean, you'd have to be under the influence to stomach this "live in the moment" crap that you spew. What's living in the moment gotten you, Jeff? I know it got you a night in a hospital, and for what? The adulation of these people? One brief moment of attention? (Crowd chants "Hardy") You know, I don't know what's more pathetic—all these people hanging on your every word, waiting for the next pitiful example for you to set that they can lead, or you and your egotistical addiction to their cheers and support and adulation. Listen, listen to them, Jeff. They actually believe that you can beat me at SummerSlam. (Crowd cheers)
Jeff: So do I.
Punk: So does our general manager. Teddy Long's the guy that said TLC is your match. It's Jeff Hardy's match, everybody. They're right, it is your match. This TLC is your last match. I know what I have to accomplish to get everything I want. When I beat you at SummerSlam and I take back my World Heavyweight Title, it will validate everything I've said in the past. I will prove once and for all, beyond the shadow of a doubt, that straight edge is the right way, that straight edge means I'm better than you. Jeff, I have to get rid of you to teach these people the difference between right and wrong. I have to get rid of you to teach them how to say, "just say no." I have to get rid of you so they stop living in your moment, and they wake up, and they start living in my reality. Make no mistake about it, Jeff; there's no turning back from this point on. You can talk about the space from the top of that ladder to this mat, but from here on out, there's nothing left. At SummerSlam, I will hurt you, and I will remove you and the stain of all your bad examples from the WWE forever.
Jeff: Punk, you can't destroy me, you can't destroy what I've created over my ten years here. Kansas City's not gonna listen to you. You won't beat me at SummerSlam, Punk. I will prove that I'm better than you in my specialty: Tables, Ladders, & Chairs.
Punk: You're right, Jeff. You know what, you wouldn't be here if it wasn't for them, because you need them to enable you. You need them to justify your reckless behavior with their support and their cheers, just like they need you to somehow justify their reckless behavior, with their smoking and their drinking and their use of prescription medication. They try in vain to live vicariously through a man who, by way of his lifestyle, thinks he can fly.”

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

Interrupting Jeff Hardy's promo from the top of a ladder. August 21, 2009.
Friday Night SmackDown

People, World, Way, Guy

“This exaltation of man over the entire natural world, however, though easily shown to accord with the teaching of Jesus, and to be clearly prefigured in it, is nearly antipodal to ordinary notions, to the current popular "philosophy" assumed to be founded on science, and to much of traditional theology. But by this fact we must not be disturbed, if we mean to be in earnest about human freedom and human capability of life really moral and religious. And the next step in our inquiry will reinforce this "divinising of the human " very decidedly.”

George Holmes Howison (1834–1916) American philosopher

Source: The Limits of Evolution, and Other Essays, Illustrating the Metaphysical Theory of Personal Ideaalism (1905), The Harmony of Determinism and Freedom, p.326

Life, World, Nature, Freedom

““I don’t have much confidence,” she said. “A lot of what I’ve been taught isn’t making sense.”
“That’s the nature of teaching. Something happens, and intelligence first apprehends it, then makes up a rule about it, then tries to pass the rule along. Very small beings invariably operate in that way. However, by the time the information is passed on, new things are happening that the old rule doesn’t fit. Eventually intelligence learns to stop making rules and understand the flow.””

Sheri S. Tepper book Grass

Source: Grass (1989), Chapter 16 (p. 354)

Way, Confidence, Intelligence, Understanding

“For Muslims the Quran is the Word of God; it is sacred scripture, not a work of "literature," a manual of law, or a text of theology, philosophy or history although it is of incomparable literary quality, contains many injunctions about a Sacred Law, is replete with verses of metaphysical, theological, and philosophical significance, and contains many accounts of sacred history. The unique structure of the Quran and the flow of its content constitute a particular challenge to most modern readers. For traditional Muslims the Quran is not a typical "read" or manual to be studied. For most of them, the most fruitful way of interacting with the Quran is not to sit down and read the Sacred Tex from cover to cover (although there are exceptions, such as completing the whole text during Ramadan). it is, rather, to recite a section with full awareness of it as the Word of God and to meditate upon it as one whose soul is being directly addressed, as the Prophet's soul was addressed during its revelation. … In this context it must be remembered that the Quran itself speaks constantly of the Origin and the Return, of all things coming from God and returning to Him, who himself has no origin or end. As the Word of god, the Quran also seems to have no beginning and no end. Certain turns of phrase and teachings about the Divine Reality, the human condition, the life of this world, and the Hereafter are often repeated, but they are not mere repetitions. Rather each iteration of a particular word, phrase, or verse opens the door of a hidden passage to other parts of the Quran. Each coda is always a prelude to an as yet undiscovered truth.”

Seyyed Hossein Nasr book The Study Quran

The Study Quran: A New Translation and Commentary https://books.google.com/books?id=GVSzBgAAQBAJ&printsec=frontcover (2015)

Life, God, Truth, World

“O God, the creature knows not to what end Thou hast made Him; teach him, and write in the depths of his soul that the clay must suffer itself to be shaped at the will of the potter.”

François Fénelon (1651–1715) Catholic bishop

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

God, Soul, Suffering

“I have written this work not to teach men what they do not know, but to remind them of what they already know and is very evident to them, for you will find in most of my words only things which most people know, and concerning which they entertain no doubts. But to the extent that they are well known and their truths revealed to all, so is forgetfulness in relation to them extremely prevalent. … It is possible that the reader will find that he has learned little after having read it that he did not know before. Its benefit is to be derived, rather, through review and persistent study, by which one is reminded of those things which, by nature, he is prone to forget and through which he is caused to take to heart the duty that he tends to overlook.”

Moshe Chaim Luzzatto book Mesillat Yesharim

Mesillat Yesharim (1738), Introduction

Men, People, Truth, Nature

“To summarize the matter, teaching systems ought to be conversational in form and so devised that strategies are matched to individual competence.”

Gordon Pask (1928–1996) British psychologist

Pask (1975) The cybernetics of Human Learning and Performance. p. 222 as cited in: Andrew Ravenscroft (2003) "From conditioning to learning communities: implications of fifty years research in E-learning design".

“There is definitely a conspiracy, but I don’t think that it is a human conspiracy. I don’t believe there is a smoke filled room where a group of men get together and decide to teach evolution in all the schools. I believe that it is at a much higher level. I believe that it is a Satanic conspiracy. The reason these different people come to the same conclusion is not because they all met together; it is because they all work for the devil. He is their leader and they don’t even know it.”

Kent Hovind (1953) American young Earth creationist

Unmasking the False Religion of Evolution (1996)

Men, People, School, Thinking

“The tradition of the oppressed teaches us that the "state of emergency" in which we live is not the exception but the rule.”

Walter Benjamin (1892–1940) German literary critic, philosopher and social critic (1892-1940)

Source: (1940), VIII

“I will not take final Nirvana until I have nuns and female disciples who are accomplished…until I have laywomen followers…who will…. teach the Dhamma”

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

as quoted by Dr Bettany Hughes Telegraph http://www.telegraph.co.uk/women/womens-life/11785181/Feminism-started-with-the-Buddha-and-Confucius-25-centuries-ago.html Unclassified

“My labor had not been easy nor light; our Masonry had spun a most intricate net of anti-religious activity; it dominated the currents of thought; it exercised its influence over publishing houses, over teaching, over the administration of justice and even over certain dominant sections of the armed forces. To give an idea of how far things had gone, this significant example is sufficient. When, in parliament, I delivered my first speech of November 16, 1922, after the Fascist revolution, I concluded by invoking the assistance of God in my difficult task. Well, this sentence of mine seemed to be out of place! In the Italian parliament, a field of action for Italian Masonry, the name of God had been banned for a long time. Not even the Popular party — the so-called Catholic party — had ever thought of speaking of God. In Italy, a political man did not even turn his thoughts to the Divinity. And, even if he had ever thought of doing so, political opportunism and cowardice would have deterred him, particularly in a legislative assembly. It remained for me to make this bold innovation! And in an intense period of revolution! What is the truth! It is that a faith openly professed is a sign of strength. I have seen the religious spirit bloom again; churches once more are crowded, the ministers of God are themselves invested with new respect. Fascism has done and is doing its duty.”

Benito Mussolini book My Autobiography

1920s
Source: My Autobiography (1928)

God, Truth, Faith, Justice

“It is against the law to teach religion in Texas’ public schools, and not just because of Edwards v Aguillard and Kitzmiller v Dover, but also because of the 1st amendment of the US Constitution. But then from the news I just heard today, it seems we can’t have that in Trumpistan either.”

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)

School, Religion, Law

“This book you've read is just a story. I made it up. It is not designed to change anyone's beliefs or worldview, unless after reading it you've decided to be kinder to your fellow humans (which is okay), or you decide you really would like to teach yoga to an elephant, in which case, please get videotape.”

Christopher Moore book Lamb: The Gospel According to Biff, Christ's Childhood Pal

Afterword : Teaching Yoga to an Elephant
Lamb: The Gospel According to Biff, Christ's Childhood Pal (2002)

Books, Change, Reading

“Somebody told me once that I couldn’t talk about religion because I wasn’t a religious man. I kept thinking for a moment because he was right about something: I am a religious spirit, but not a religious man because my mind doesn’t know about safety. Obviously, he was wrong about the rest. “Sir – I wanted to answer, not without shyness –, if Catholic priests have given marital advice since always and now they even give a sexual conduct class, why can’t an atheist teach theology?"”

Jorge Majfud (1969) Uruguayan-American writer

Critica de la pasión pura (1998)

Religion, Thinking

“I HAVE no patience with the hypothesis occasionally expressed, and often implied, especially in tales written to teach children to be good, that babies are born pretty much alike, and that the sole agencies in creating differences between boy and boy, and man and man, are steady application and moral effort. It is in the most unqualified manner that I object to pretensions of natural equality. The experiences of the nursery, the school, the University, and of professional careers, are a chain of proofs to the contrary.”

Francis Galton Hereditary Genius

Hereditary Genius (1869; 2005), p. 56
Hereditary Genius (1869)

Children, School, Boy, Nature

“Youth is frank, eager, and prone to believe in the good; it looks round, and it sees flowers; it looks up and sees stars; evil appears impossible, because it does not seem to be in ourselves. It remains for after and weary years to teach us, that even the young and the innocent may be led into crime by the strong influence of temptation. Passion first, and interest afterwards, lures the feet of men into dark and crooked paths, which none in earlier and holier hours deemed they could tread. We may have been often deceived, but it is not until we ourselves begin to deceive that we dread deceit.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

Literary Remains

Men, Youth, Star, Flowers

“To me personally, the only function of philosophy is to teach us to take life more lightly and gayly than the average businessman does, for no businessman who does not retire at fifty, if he can, is in my eyes a philosopher.”

Lin Yutang book The Importance of Living

Source: The Importance of Living (1937), Ch. I : The Awakening, p. 13

Life, Personality

“The Pythagoreans thought those who teach for the sake of reward show themselves worse than sculptors, or artists who perform the work sitting. For these, when someone orders wood to make a statue of Hermes, search for wood suited to receive the proper form; while those pretend that they can readily produce the works of virtue from every nature.”

Iamblichus (240–320) Syrian philosopher

Life of Pythagoras

Search, Nature

“So much of acting is technical. Actually, I don’t want people to think that acting is technical, that you don’t need to have a rich fountain of emotional life and all those kinds of things, and know how to focus and concentrate and have good imagination and all of the other things that really make up an actor. One of the things they teach you, for example, in acting class is respond to your instinct, to your moment-to-moment instincts. If they just did that, they’d never get the shot, you know? Because you’d be walking all over… You’d be doing it differently every time. And the camera guys and the light guys, they need to know what you’re going to do. That’s what I mean by, if you just followed your instinct, or follow your impulses, which is what they say to you in acting class, you have to do that but you have to do it in a very confined window.”

Tobin Bell (1942) American actor

Interview: Tobin Bell Discusses His Career and His New Horror Film Dark House https://editorial.rottentomatoes.com/article/interview-tobin-bell-discusses-his-career-and-his-new-horror-film-dark-house/ (March 14, 2014)

Life, People, Guy, Imagination

“Life is a frail and transitory thing, but it has been given a higher purpose and dignity through the revelation of God's Teaching to Israel, and the resulting dedication of an entire people to God's service.”

Joseph H. Hertz (1872–1946) British rabbi

Morning Service: Preliminaries (p. 28)
The Authorised Daily Prayer Book

Life, God, People

“Studies in painting: Non. He learned to express himself by means of art in the same way as the child learns to talk. No teaching is needed for the one who is born an artist, and even the expression 'self-taught' is a phony, he thinks.”

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

Quote in a questionnaire, Max Ernst filled out in 1948, the U.S; as cited in Max Ernst: a Retrospective, ed. Werner Spies & Sabine Rewald, Metropolitan Museum of Art, New York 2005, p. 7
1936 - 1950

Art, Way, Thinking, Study

“The observer usually will see what his fears and hopes and learning teach him to see. But if he can escape these demands that hold up a mirror to himself, then perhaps some of the implications of the work may be felt. But whatever is seen of felt it should be remembered that for me these paintings had to be something else. It is the price one has to pay for clarity when one’s means are honoured only as an instrument of seduction or assault.”

Clyfford Still (1904–1980) American artist

Letter to Dorothy Miller February 5, 1952; as quoted in Abstract Expressionism Creators and Critics, edited by Clifford Ross, Abrams Publishers New York 1990, p. 193
1950s

Fear, Hope, Learning, Painting

“"Teaching," wrote Alain, "must be determinedly slow in pace." This phrase is full of meaning for some modern educators with a dangerous tendency towards neglecting the ancient culture of the race, a necessary foundation for all education, and towards stressing recent doctrines and happenings. Information is not culture, and young men need culture much more than they need information.”

André Maurois (1885–1967) French writer

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

Men, Education

“He crossed his hands on his breast, as he used to do when a child, raised his eyes and said:
"Lord, help me, teach me; come and enter within me and purify me of all this abomination."
He prayed, asked God to help him and purify him, while that which he was praying for had already happened. Not only did he feel the freedom, vigor and gladness of life, but he also felt the power of good. He felt himself capable of doing the best that man can do.”

Leo Tolstoy book Resurrection

Source: Resurrection (1899), Ch. 28

Life, God, Feeling, Freedom

“If the Church were to start transforming herself into a directly political subject, … she would do less, not more, for the poor and for justice, because she would lose her independence and her moral authority, identifying herself with a single political path and with debatable partisan positions. The Church is the advocate of justice and of the poor, precisely because she does not identify with politicians nor with partisan interests. Only by remaining independent can she teach the great criteria and inalienable values, guide consciences and offer a life choice that goes beyond the political sphere. To form consciences, to be the advocate of justice and truth, to educate in individual and political virtues: that is the fundamental vocation of the Church in this area. And lay Catholics must be aware of their responsibilities in public life; they must be present in the formation of the necessary consensus and in opposition to injustice.”

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

in Origins, published by National Catholic News Service, vol. 37, p. 22

Life, Truth, Education, Justice

“Under the plan of heaven, the husband and the wife walk side by side as companions, neither one ahead of the other, but a daughter of God and a son of God walking side by side. Let your families be families of love and peace and happiness. Gather your children around you and have your family home evenings, teach your children the ways of the Lord, read to them from the scriptures, and let them come to know the great truths of the eternal gospel as set forth in these words of the Almighty.”

Gordon B. Hinckley (1910–2008) President of The Church of Jesus Christ of Latter-day Saints

Selections from Addresses of President Gordon B. Hinckley, Ensign, Mar. 2001, 64.

Love, God, Happiness, Children

“One of the chief distinctions between the Vedic and the Christian religion is that the Christian religion teaches that each human soul had its beginning at its birth into this world, whereas the Vedic religion asserts that the spirit of man is an emanation of the Eternal Being and has no more a beginning than God Himself.”

Swami Vivekananda (1863–1902) Indian Hindu monk and phylosopher

Complete Works of Swami Vivekananda, Calcutta, 1985, Volume VI, p. 85. Quoted from Goel, S. R. (1996). History of Hindu-Christian encounters, AD 304 to 1996. Chapter 13 ISBN 9788185990354

God, World, Religion, Soul

“I taught myself decimals, equations, the square, cube, and biquadrate roots. I got some knowledge of logarithms, and some of algebra. I readily got through a small schoolbook of geometry; and having an odd volume, the first, of Williamson's ' Euclid,' I attacked it vigorously and perseveringly. Williamson's is by no means the best book on the subject, yet I am still of opinion that it is the best book I could have had for the purpose of teaching myself.”

Francis Place (1771–1854) English social reformer

Source: The life of Francis Place, 1771-1854, 1898, p. 18

Books, Knowledge

“This connection, at once semantic and conceptual, between unorthodoxy and sodomy, was firmly established during the late Middle Ages, and has never been severed. It is as strong today as it was six hundred years ago. To be stigmatized as a heretic or bugger in the fourteenth century was to cast out of society. Since the dominant ideology was theological, religious deviance was considered so grave an offense as to render the individual a nonperson. Whatever redeeming qualities he might have had counted for naught. The sin of heresy eclipsed all contradictory, personal characteristics, just as the teachings of God and the Church eclipsed all contradictory empirical observations. The disease called “mental illness”—and its subspecies “homosexuality”—plays the same role today.”

Thomas Szasz (1920–2012) Hungarian psychiatrist

Source: The Manufacture of Madness: A Comparative Study of the Inquisition and the Mental Health Movement (1997), p. 166.

God, Age, Disease, Strong

“I consider one of the most important duties of any scientist the teaching of science to students and to the general public.”

Isaac Asimov (1920–1992) American writer and professor of biochemistry at Boston University, known for his works of science fiction …

"Academe and I" (May 1972), in The Tragedy of the Moon (1973), p. 224
General sources

Science

“The best way to learn a topic is by teaching it. Similarly the best way to understand a new proof is by writing an expository article about it.”

Doron Zeilberger (1950) Israeli mathematician

[Kathy O'Hara's constructive proof of the unimodality of the Gaussian polynomials, Amer. Math. Monthly, 96, 1989, 592 of 590–602, http://www.maa.org/programs/maa-awards/writing-awards/kathy-oharas-constructive-proof-of-the-unimodality-of-the-gaussian-polynomials]

Way, Understanding, Learning

“The truly educated become conscious. They become self-aware. They do not lie to themselves. … Thought is a dialogue with one’s inner self. Those who think ask questions, questions those in authority do not want asked. They remember who we are, where we come from and where we should go. They remain eternally skeptical and distrustful of power. And they know that this moral independence is the only protection from the radical evil that results from collective unconsciousness. The capacity to think is the only bulwark against any centralized authority that seeks to impose mindless obedience. There is a huge difference, as Socrates understood, between teaching people what to think and teaching them how to think.”

Chris Hedges (1956) American journalist

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

People, Lie, Education, Question

“You meet them, you see them, you understand them and you know what they stand for; and whether stand for some principles, like Ramana Maharishi, Swami Muktananda, and Sai Baba. You can’t have anything but admiration for such great men. You learn from them. For instance, Mahesh Yogi, he teaches you meditation and it’s great science and great yoga. So, as a person interested in yoga or spiritualism. I came to know them, and to be in their company.”

Ramnath Goenka (1904–1991) Indian politician

Ramnath Goenka’s rare Interview

Men, Understanding, Learning, Science

“Those who can kill themselves do, and those who can’t, teach philosophy.”

James K. Morrow (1947) (1947-) science fiction author

Source: The Philosopher's Apprentice (2008), Chapter 13 (p. 295)

“After this Alexander left Dareius's mother, his daughters, and his son in Susa, providing them with persons to teach them the Greek language, and marching on with his army on the fourth day reached the Tigris River.”

Diodorus Siculus (-90–-30 BC) Greek historiographer

Histories 17.67.1

Personality, Daughters

“The position of these ‘academics’ in Bengal has, of course, been helped by the fact that the CPI(M) has been in power there for so long. But their sway has not been confined to the teaching and ‘research’ institutions of that state. It is no surprise, therefore, to see the same ‘line’ being poured down the throats of students at the national level. And so strong is the tug of intellectual fashion, so lethal can the controlling mafia be to the career of an academic that often, even though the academic may not quite subscribe to their propositions and ‘theses’, he will end up reciting those propositions. Else his manuscript will not be accepted as a textbook by the NCERT, for instance, it will not be reviewed….”

Arun Shourie (1941) Indian journalist and politician

Eminent Historians: Their Technology, Their Line, Their Fraud

Fashion, Strong, Help

“Don't be misled by the current atheistic drive to take God out of the classroom. "Separation of church and state" was to keep creeds out of the curriculum, but not God. It would be as unconstitutional to teach irreligion in the classroom as it would be to emphasize some particular religion. As teachers we are not to teach a particular faith, but parents are within their rights when they insist that the classroom is not be used by those few teachers who seek to destroy faith. Teachers who believe that teaching atheism is a necessary part of a good education are not really qualified to teach in a Judaic-Christian culture. They are entitled to be atheists but, as public employees, they are not entitled to teach it. If they do, they are violating an important constitutional principle.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

God, Education, Faith, Religion

“What has a student to become? A student has to become a receptacle. What has a devotee to become? A devotee also has to become a receptacle. And what has a disciple to become? A disciple too has to become a receptacle. Whatever you name him….
Have you seen worms? Have you seen ants? I can understand what it means to be born as an ant or worm in your next birth. That's why it has been said: 'it is with great good fortune we secure this human body. It is rarely attained even by gods, as scriptures say. It is actually the means to practice Knowledge and the gateway to salvation…'
… Now this ego. Though it appears to be of little consequence, but even if a devotee is conscious of the fact -l know, it is akin to the devotee's crucifixion. If you are plagued with a little bit of arrogance that 'you know', you are gone. You are finished. You know nothing. Period. Again you have to turn to the Master and pray to him to give you prudence - Maharaji, please give me wisdom. I even don't know that as a human being I should not be egoistic. This is the problem. As a human being, I don't know how to conduct myself as a devotee. This too please teach me. Please let me know.”

Prem Rawat (1957) controversial spiritual leader

form “Student, Disciple or Devotee?”, Shri Sant Yogashram, New Delhi - Vaishakhi Celebrations - (Evening Session) 13th April, 1991. (Translated to English from Hindi).
1990s

Wisdom, God, Birth, Understanding

“'BUT science and art! You are denying science and art: that is you are denying that by which humanity lives.' People constantly make this rejoinder to me, and they employ: this method in order to reject my arguments without examination. 'He rejects science and art, he wishes man to revert to a state of savagery - why listen to him or discuss with him?' But this is unjust. Not only do I not repudiate science, that is, the reasonable activity of humanity, and art - the expression of that reasonable activity - but it is just on behalf of that reasonable activity and its expression that I speak, only that It may be possible for mankind to escape from the savage state into which it is rapidly lapsing thanks to the false teaching of our time. It is only on that account that I speak as I do.”

Leo Tolstoy (1828–1910) Russian writer

What then must we do? (1886)

People, Art, Science, Time

Quotes about teaching page 21

Quotes about teaching
page 21