Quotes about teaching (2663 quotes, page 3)

“Images are books for the illiterate and silent heralds of the honor of the saints, teaching those who see with a soundless voice and sanctifying the sight.”

John of Damascus (676–749) hymnodist at Mar Saba, Greek Church father, Eastern Orthodox Saint

"Defense against those who attack the holy images," as translated by Andrew Louth, Three Treatises on the Divine Images, (Saint Vladimir’s Seminary Press: 2003) p. 46

Books

“We live in a troubled, but wonderful time. It is our good fortune to witness and benefit from scientific advances that would have been literally unimaginable to our grandparents. However, there are dark clouds on the horizon. The rate of growth of scientific knowledge has been so great as to outstrip the ability of our society to assimilate it, the capacity of the educational system to teach it properly and the wisdom of government adequately to sustain and apply it. There is growing indifference to science among the young. Even medical science, which touches the lives of us all, is generally left to the practitioners. Whatever the reason for this disparity between the importance of science and the lack of general public understanding, it is important to address it.”

Elias James Corey (1928) American chemist

E. J. Corey, ‎Barbara Czakó, ‎László Kürti, Molecules and Medicine (2007). Introduction

Wisdom , Education , Understanding , Knowledge

“Try to put well in practice what you already know; and in so doing, you will in good time, discover the hidden things which you now inquire about. Practice what you know, and it will help to make clear what now you do not know. By following carefully the rules of teachings provided that they are truthful, you can save a lot of time. But a student full of doubt is unable to move forwards and to judge well the truth.”

Rembrandt van Rijn (1606–1669) Dutch 17th century painter and etcher

1640 - 1670

Truth , Time , Help

“You have shown what history teaches us — that at defining moments like this one, the change we need doesn't come from Washington. Change comes to Washington.”

Barack Obama (1961) 44th President of the United States of America

Nomination Acceptance Speech (29 August 2008) http://my.barackobama.com/page/community/post/samgrahamfelsen/gG5l5C
2008

History , Change

“As in poetry, so in prayer, the whole subject matter should be furnished by the heart, and the understanding should be allowed only to shape and arrange the effusions of the heart in the manner best adapted to answer the end designed. From the fullness of a heart overflowing with holy affections, as from a copious fountain, we should pour forth a torrent of pious, humble, and ardently affectionate feelings; while our understandings only shape the channel and teach the gushing streams of devotion where to flow, and when to stop.”

Edward Payson (1783–1827) American religious leader

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 464.

Feeling , Understanding , Heart

“The very fact that religions are not content to stand on their own feet, but insist on crippling or warping the flexible minds of children in their favour, forms a sufficient proof that there is no truth in them. If there were any truth in religion, it would be even more acceptable to a mature mind than to an infant mind—yet no mature mind ever accepts religion unless it has been crippled in infancy. … The whole basis of religion is a symbolic emotionalism which modern knowledge has rendered meaningless & even unhealthy. Today we know that the cosmos is simply a flux of purposeless rearrangement amidst which man is a wholly negligible incident or accident. There is no reason why it should be otherwise, or why we should wish it otherwise. All the florid romancing about man's "dignity", "immortality", &c. &c. is simply egotistical delusions plus primitive ignorance. So, too, are the infantile concepts of "sin" or cosmic "right" & "wrong". Actually, organic life on our planet is simply a momentary spark of no importance or meaning whatsoever. Man matters to nobody except himself. Nor are his "noble" imaginative concepts any proof of the objective reality of the things they visualise. Psychologists understand how these concepts are built up out of fragments of experience, instinct, & misapprehension. Man is essentially a machine of a very complex sort, as La Mettrie recognised nearly 2 centuries ago. He arises through certain typical chemical & physical reactions, & his members gradually break down into their constituent parts & vanish from existence. The idea of personal "immortality" is merely the dream of a child or savage. However, there is nothing anti-ethical or anti-social in such a realistic view of things. Although meaning nothing in the cosmos as a whole, mankind obviously means a good deal to itself. Therefore it must be regulated by customs which shall ensure, for its own benefit, the full development of its various accidental potentialities. It has a fortuitous jumble of reactions, some of which it instinctively seeks to heighten & prolong, & some of which it instinctively seeks to shorten or lessen. Also, we see that certain courses of action tend to increase its radius of comprehension & degree of specialised organisation (things usually promoting the wished-for reactions, & in general removing the species from a clod-like, unorganised state), while other courses of action tend to exert an opposite effect. Now since man means nothing to the cosmos, it is plan that his only logical goal (a goal whose sole reference is to himself) is simply the achievement of a reasonable equilibrium which shall enhance his likelihood of experiencing the sort of reactions he wishes, & which shall help along his natural impulse to increase his differentiation from unorganised force & matter. This goal can be reached only through teaching individual men how best to keep out of each other's way, & how best to reconcile the various conflicting instincts which a haphazard cosmic drift has placed within the breast of the same person. Here, then, is a practical & imperative system of ethics, resting on the firmest possible foundation & being essentially that taught by Epicurus & Lucretius. It has no need of supernatualism, & indeed has nothing to do with it.”

H.P. Lovecraft (1890–1937) American author

Letter to Natalie H. Wooley (2 May 1936), in Selected Letters V, 1934-1937 edited by August Derleth and Donald Wandrei, pp. 240-241
Non-Fiction, Letters

Life , Men , Children , Truth

“Socrates: The disgrace begins when a man writes not well, but badly.
Phaedrus: Clearly.
Socrates: And what is well and what is badly—need we ask Lysias, or any other poet or orator, who ever wrote or will write either a political or any other work, in metre or out of metre, poet or prose writer, to teach us this?”

Plato book Phaedrus

258d (tr. Benjamin Jowett)
paraphrased in Zen and the Art of Motorcycle Maintenance by Robert M. Pirsig: "And what is good, Phaedrus, and what is not good—need we ask anyone to tell us these things?"
Phaedrus

“That cult would never die till the stars came right again, and the secret priests would take great Cthulhu from His tomb to revive His subjects and resume His rule of earth. The time would be easy to know, for then mankind would have become as the Great Old Ones; free and wild and beyond good and evil, with laws and morals thrown aside and all men shouting and killing and revelling in joy. Then the liberated Old Ones would teach them new ways to shout and kill and revel and enjoy themselves, and all the earth would flame with a holocaust of ecstasy and freedom. Meanwhile the cult, by appropriate rites, must keep alive the memory of those ancient ways and shadow forth the prophecy of their return.”

H.P. Lovecraft (1890–1937) American author

Fiction, The Call of Cthulhu (1926)

Men , Secret , Law , Way

“ISIL speaks for no religion. Their victims are overwhelmingly Muslim, and no faith teaches people to massacre innocents. No just God would stand for what they did yesterday, and for what they do every single day. ISIL has no ideology of any value to human beings. Their ideology is bankrupt. They may claim out of expediency that they are at war with the United States or the West, but the fact is they terrorize their neighbors and offer them nothing but an endless slavery to their empty vision, and the collapse of any definition of civilized behavior. And people like this ultimately fail. They fail, because the future is won by those who build and not destroy.”

Barack Obama (1961) 44th President of the United States of America

Statement by the President (20 August 2014) http://www.whitehouse.gov/the-press-office/2014/08/20/statement-president
2014

God , War , People , Faith

“Meaning and morality of one's life come from within oneself. Healthy, strong individuals seek self-expansion by experimenting and by living dangerously. Life consists of an infinite number of possibilities, and the healthy person explores as many of them as possible. Religions that teach pity, self-contempt, humility, self-restraint and guilt are incorrect. The good life is ever-changing, challenging, devoid of regret, intense, creative, and risky.”

Friedrich Nietzsche (1844–1900) German philosopher, poet, composer, cultural critic, and classical philologist

Attributed to Nietzsche on quotes sites and on social media, the original quotation is from An Introduction to the History of Psychology by B. R. Hergenhahn (2008, page 226) and is the author's summary of Nietzsche's ideas: "The meaning and morality of one's life come from within oneself. Healthy, strong individuals seek self-expansion by experimenting, by living dangerously. Life consists of an almost infinite number of possibilities, and the healthy person (the superman) explores as many of them as possible. Religions or philosophies that teach pity, humility, submissiveness, self-contempt, self-restraint, guilt, or a sense of community are simply incorrect. [...] For Nietzsche, the good life is ever-changing, challenging, devoid of regret, intense, creative, and risky."
Misattributed

Life , Religion , Strong , Change

“Teaching boys to bake cakes? That's no way to maintain an industrial empire.”

Fred Dibnah (1938–2004) English steeplejack and television personality, with a keen interest in mechanical engineering

Unsourced

Way , Boy

“The Ageless Wisdom Teachings”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

See Also

Wisdom

“Two thousand and five is our Year of Forgiveness in Fiji. Again, we are seeking God’s help in reconciliation and in making the country whole. Each of the great religions teaches forgiveness. That is a golden thread that links them.”

Laisenia Qarase (1941) Prime Minister of Fiji

Additional remarks about the proposed Reconciliation and Unity Commission, Address to the nation at the National Day of Prayer in Fiji combined church service http://www.fiji.gov.fj/publish/page_4615.shtml, Post Fiji Stadium, Suva, 15 May 2005

God , Religion , Forgiveness , Help

“The person who teaches one chapter of guidance to the people will have a reward similar to all those who would act upon it, and nothing would be lessened or subtracted from the reward of those who practise it; and the one who teaches a chapter of misguidance, he will have the burden similar to each one who acts upon it, and nothing will be lessened from their burden of sin.”

Muhammad al-Baqir (677–733) fifth of the Twelve Shia Imams

Ibn Shu’ba al-Harrani, Tuhaf al-'Uqul, p. 297

People , Personality

“So let’s give another big tax cut to the super-rich. That’ll teach bin Laden a lesson he won’t soon forget.”

Kurt Vonnegut (1922–2007) American writer

Cold Turkey (2004)

Forgetting

“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!”

Charles Dickens book Hard Times

Bk. I, Ch. 1
Hard Times (1854)

Life , Children , Girl , Boy

“The dreary alternative of agnosticism, which the young students are taught to accept as the final word of science on the grave mysteries of life and thought, and man’s hopes of personal communion with God are laughed away to make room for an inane faith in evolution and the law of collective development and progress…. Hindu students especially need the strengthening influence which faith in God, and in Conscience as His voice in the human heart alone, can give. The national mind can not live in agnosticism. The experiment was tried once on a large scale by the greatest moral teacher of this or any other age. The failure of Buddhism is a warning that such teaching can have no hold on the national thought.”

Mahadev Govind Ranade (1842–1901) Indian scholar, social reformer and author

Religion had important place in his life is indicated in his admonishing Professor Selby (also a professor in the Deccan College) notes on a published ”Notes of Lectures on Butelr’s Anaology and Sermons" quoted in pages=105-106

Life , God , Age , Faith

“Love for him, for the human body, was extremely humanitarian an interest and had more educational power than the whole teaching skills of the world!”

Thomas Mann book The Magic Mountain

L’amour pour lui, pour le corps humain, c’est de même un intérêt extrêmement humanitaire et une puissance plus éducative que toute la pédagogie du monde!
Source: The Magic Mountain (1924), Ch. 5

Love , World , Education

“It seems to me that the simple acceptance of this fundamental fact of American life, this acknowledgment that the law of work is the fundamental law of our being, will help us to start aright in facing not a few of the problems that confront us from without and from within. As regards internal affairs, it should teach us the prime need of remembering that, after all has been said and done, the chief factor in any man’s success or failure must be his own character—that is, the sum of his common sense, his courage, his virile energy and capacity. Nothing can take the place of this individual factor.”

Theodore Roosevelt (1858–1919) American politician, 26th president of the United States

1900s, The Strenuous Life: Essays and Addresses (1900), National Duties

Life , Law , Failure , Courage

“People are talking high of Thiruvalluvar. But in practice they do not respect his teachings. They act against him and disregard him.”

Periyar E. V. Ramasamy (1879–1973) Tamil politician and social reformer

Veeramani, Collected Works of Periyar, p. 505.
Thirukkural

People

“Catch a man a fish, and you can sell it to him. Teach a man to fish, and you ruin a wonderful business opportunity”

Karl Marx (1818–1883) German philosopher, economist, sociologist, journalist and revolutionary socialist

Attributed to Marx (possibly in jest) in W. C. Privy's Original Bathroom Companion (2003).
Misattributed

Business , Fish

“You feel like you are floating away when you do Transcendental Meditation and it just enriches your spirit and nourishes the body. I feel so grateful to the Maharishi for teaching such wonderful things.”

Douglas Crockford (1955) American computer programmer

In response to David Winer http://scripting.wordpress.com/2006/12/21/scripting-news-for-12212006/

Feeling

“Pimen [writing in front of a sacred lamp]:
One more, the final record, and my annals
Are ended, and fulfilled the duty laid
By God on me a sinner. Not in vain
Hath God appointed me for many years
A witness, teaching me the art of letters;
A day will come when some laborious monk
Will bring to light my zealous, nameless toil,
Kindle, as I, his lamp, and from the parchment
Shaking the dust of ages will transcribe
My true narrations.”

Aleksandr Pushkin Boris Godunov

(Variant translation):
One more story, just one more,
And then my history's completed,
All my chronicles written down
And my sinner's debt repaid to God.
Not for nothing.
The Lord appointed me to bear witness
For many many years and it was he
Taught me the art of creating books.
One day, in the far future,
some hard-working monk
Will find my painstaking,
anonymous writings.
He'll light his lamp,
as I light mine,
He'lll shake the dust of centuries from these scrolls.
Then he'll copy out, carefully, these true accounts,
So the descendants of today's Christians
May know the past of their native land
Remember their mighty Tsars warmly
For their glory and their knidness
And our Lord's mercy on their sins and crimes.
In my old age I live my life anew.
Pushkin, Alexander (2012). Pushkin's Boris Gudunov. Oberon Books.
Boris Godunov (1825)

God , Age , Art , Light

“Immortality alone could teach this mortal how to die.”

Dinah Craik (1826–1887) English novelist and poet

"Looking Death in the Face", Miss Mulock's Poems (1866)

“If my life teaches the public that men are made mad by bad treatment, and if the police are taught that they may not exasperate to madness men they persecute and illtreat, my life will not be entirely thrown away.”

Ned Kelly (1855–1880) Australian bushranger

Statements to the press (1880)

Life , Men , Madness

“I would say here something that was heard from an ecclesiastic of the most eminent degree [probably Caesar Baronius]: "The intention of the Holy Ghost is to teach us how one goes to heaven, not how heaven goes."”

Galileo Galilei Letter to the Grand Duchess Christina

Variant translation: I would say here something that was heard from an ecclesiastic of the most eminent degree: "That the intention of the Holy Spirit is to teach us how one goes to heaven, not how the heavens go."
Letter to the Grand Duchess Christina (1615)

“Why not make me an Hon. teacher in the Religion Department for teaching the cult of Lord Caitanya which is the living religion of the world. All other religions of the world are carried by more sentiments than philosophy but Caitanya cult is full of philosophy and transcendental sentiments or emotions.”

A.C. Bhaktivedanta Swami Prabhupada (1896–1977) Indian guru

Letter to Kirtanananda, New York, 14 April, 1967 PrabhupadaBooks.com http://prabhupadabooks.com/letters/new_york/april/14/1967/kirtanananda?d=1
Quotes from other Sources, Quotes from other Sources: Religious and Cultural Elitism

World , Religion , Teachers

“Her strong sense that neither she nor any human being deserved less than was given, did not blind her to the fact that there were others receiving less who had deserved much more. And in being forced to class herself among the fortunate she did not cease to wonder at the persistence of the unforeseen, when the one to whom such unbroken tranquility had been accorded in the adult stage was she whose youth had seemed to teach that happiness was but the occasional episode in a general drama of pain.”

Thomas Hardy book The Mayor of Casterbridge

Source: The Mayor of Casterbridge (1886), Ch. 45 (last lines)

Pain , Youth , Sense , Strong

“Ethics could teach us only those purposes and ideals. If the teachers seeks insight into the means by which the aim can be reached, into the facts by which the child can be molded, his way must lead from ethics to psychology. (…) Water flows downhill, anyhow, but to bring the water uphill hydraulic forces are indeed necessary. To overcome nature and instead to prepare for a life of ideals, to inhibit personal desires and instead to learn to serve the higher purposes indeed demands most serious and most systematic efforts. It is the teachers' task to make these efforts with all his best knowledge of mind and body, of social and of cultural values.”

Hugo Munsterberg (1863–1916) German-American psychologist, philosopher and agitator

Hugo Munsterberg, Psychology and the Teacher, 1909 (new edition, 2006), pp. 64-65.

Life , Way , Nature , Knowledge

“I've never set out to teach anyone anything. It's been more of an expression of my views and feelings than sitting down and deciding "What is today's message?" And I do think that, although I never, again, sat down consciously and thought about this, I do think judging, even for my own daughter, that children respond to that than to "thought for the day."”

Joanne K. Rowling (1965) British novelist, author of the Harry Potter series

Interview by Lizo Mzimba (February 2003) 
2000s

Children , Feeling , Thinking , Daughters

“No one saves us but ourselves,
No one can and no one may.
We ourselves must walk the path
Buddhas merely teach the way.
By ourselves is evil done,
By ourselves we pain endure,
By ourselves we cease from wrong,
By ourselves become we pure.”

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

Source: Pali Canon, Sutta Pitaka, Khuddaka Nikaya (Minor Collection), Dhammapada, Ch. 165, as translated in The Dharma, or The Religion of Enlightenment; An Exposition of Buddhism (1896) by Paul Carus; variants for some years have included "We ourselves must walk the path but Buddhas clearly show the way", but this is not yet located in any of the original publications of Carus.

Pain , Way , Evil

“But here's first what I see for Trinity Broadcasting Network (TBN). You're going to have people raised from the dead watching this network. You're going to have people raised from the dead watching TBN. Programs -- just plain programs -- programs that haven't done much when it comes to supernatural manifestations -- teaching programs!”

Benny Hinn (1952) American-Canadian evangelist

[The Underground Christian Network, "Benny Hinn and Beyond: Word Faith movements hidden agenda: The Joker, The Guru and the Jack of Spades" http://www.sermonaudio.com/sermoninfo.asp?SID=420067844, CD Edition 1 of 2, SermonAudio.com, 2006-04-21] Source attributes audio clip of this statement to an October 19, 1999 broadcast of "Praise The Lord", Trinity Broadcasting Network.

People , Dead

“Economics is organized common sense. Here is a short list of valuable lessons that our beautiful subject teaches.”

Thomas J. Sargent (1943) American economist

Thomas J. Sargent, University of California at Berkeley graduation speech (2007), quoted in David Glasner, " Memo to Tom Sargent: Economics Is More than Just Common Sense https://uneasymoney.com/2014/04/25/memo-to-tom-sargent-economics-is-more-than-just-common-sense/" (2014)

Beauty , Sense

“I'm not going to tell you I am a good father. I have to contribute to the world. I have to teach [my children] how to contribute to the world. That’s our whole existence – to contribute to the world and make it a better place in some way. In my life I contributed to make it a bad place.”

Mike Tyson (1966) American boxer

http://sports.espn.go.com/espn/print?id=2083509&type=story
On his family

Life , Children , World , Way

“It is of course a familiar precept that the teacher must try to arouse the interest of his pupils in all that he teaches. However, this precept is generally meant and understood to denote the idea that learning is the end and interest the means to attain it. I wish to reverse that relationship. Learning must serve the purpose of creating interest. Learning is transient, but interest must be lifelong.”

Johann Friedrich Herbart (1776–1841) German philosopher, psychologist, and founder of pedagogy as an academic discipline

Herbart (1982c, p. 97), as cited in: Norbert Hilgenheger, "Johann Friedrich Herbart (1776-1841)." Kwartalnik Pedagogiczny 3-4 (1999): 5-26.

Idea , Learning , Teachers

“Japanese leaders aren't you teaching a principle that I do not teach, when you say, "I am Abel because I am a church leader. You are Cain. Cain obeys Abel. This is the Principle. So obey." There is no such principle. The person who does not fulfill his mission and become the embodiment of love is not Abel.”

Sun Myung Moon (1920–2012) Korean religious leader

http://www.unification.org/ucbooks/GWW/GWW-29.htm

Love , Personality

“We are not teaching some ritualistic process, that "You become Hindu. You become Christian. You become Muhammadan." We are simply teaching, "You try to love God. You have forgotten God. You have declared, 'God is dead.' These are all nonsense. God is there. You are here. You are suffering because you have forgotten God. You try to love God. Your normal life will come back. You will be happy."”

A.C. Bhaktivedanta Swami Prabhupada (1896–1977) Indian guru

This is Kṛṣṇa consciousness movement.
Lecture on Bhagavad-gītā 4.7-10 - Los Angeles, (6 January 1969) Vanipedia http://vaniquotes.org/wiki/You_have_forgotten_God._You_have_declared,_%27God_is_dead.%27_These_are_all_nonsense._God_is_there._You_are_here._You_are_suffering_because_you_have_forgotten_God._You_try_to_love_God._Your_normal_life_will_come_back._You_will_be_happy._This_is_KC_movement
Quotes from other Sources

Love , Life , God , Suffering

“India's education had two aims, both organically linked. One was to strengthen our body and mind, our nerves and vitality. If the Indian teaching on this subject is followed faithfully, it ensures full, vigorous, healthy and long life. Similarly, it ensures health and unimpaired senses and a mind with undiminished powers. According to the Hindu Psychology, a man's mind and senses are powers of the soul. Therefore, they should be strengthened, widened, deepened, purified. "May I see and hear clearly and abundantly", is the repeated prayer in the, several Upanishads. Another variant of this prayer is: "May our eyes see the good, our ears hear the good." To see and hear and desire better, purer, finer and deeper is the first aim of Indian education. This means strengthening character, controlling desires and impulses, increasing powers of concentration and will. Not only this opens up our hidden powers, but this is even the basis of any fruitful life at all. If our senses and mind run their unbridled course, uninformed by any higher light, they will lead to self-destruction. But purified in the light of the soul, they become a blessing.”

Ram Swarup (1920–1998) Indian historian

On Hinduism (2000)

Life , Health , Education , Soul

“The teacher of love teaches struggle. The teacher of lifeless isolation from the world teaches peace.”

Karl Jaspers (1883–1969) German psychiatrist and philosopher

Der Lehrer der Liebe lehrt den Kampf, der Lehrer der lieblosen Isolierung von aller Welt aber die Ruhe.
Psychology of World Views (1919)

Love , World , Peace , Teachers

“Lastly, what is history for? This is perhaps a harder question than the others; a man who answers it will have to reflect rather more widely than a man who answers the three we have answered already. He must reflect not only on historical thinking but on other things as well, because to say that something is `for' something implies a distinction between A and B, where A is good for something and B is that for which something is good. But I will suggest an answer, and express the opinion that no historian would reject it, although the further questions to which it gives rise are numerous and difficult.
My answer is that history is `for' human self-knowledge. It is generally thought to be of importance to man that he should know himself: where knowing himself means knowing not his merely personal peculiarities, the things that distinguish him from other men, but his nature as man. Knowing yourself means knowing, first, what it is to be a man; secondly, knowing what it is to be the kind of man you are; and thirdly, knowing what it is to be the man you are and nobody else is. Knowing yourself means knowing what you can do; and since nobody knows what he can do until he tries, the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is.”

R. G. Collingwood (1889–1943) British historian and philosopher

Source: The Idea of History (1946), p. 10

Men , History , Question , Nature

“Those who advocate common usage in philosophy sometimes speak in a manner that suggests the mystique of the 'common man.' They may admit that in organic chemistry there is need of long words, and that quantum physics requires formulas that are difficult to translate into ordinary English, but philosophy (they think) is different. It is not the function of philosophy – so they maintain – to teach something that uneducated people do not know; on the contrary, its function is to teach superior persons that they are not as superior as they thought they were, and that those who are really superior can show their skill by making sense of common sense. No one wants to alter the language of common sense, any more than we wish to give up talking of the sun rising and setting. But astronomers find a different language better, and I contend that a different language is better in philosophy. Let us take an example, that of perception. There is here an admixture of philosophical and scientific questions, but this admixture is inevitable in many questions, or, if not inevitable, can only be avoided by confining ourselves to comparatively unimportant aspects of the matter in hand. Here is a series of questions and answers.
Q. When I see a table, will what I see be still there if I shut my eyes?
A. That depends upon the sense in which you use the word 'see.'
Q. What is still there when I shut my eyes?
A. This is an empirical question. Don't bother me with it, but ask the physicists.
Q. What exists when my eyes are open, but not when they are shut?
A. This again is empirical, but in deference to previous philosophers I will answer you: colored surfaces.
Q. May I infer that there are two senses of 'see'? In the first, when I 'see' a table, I 'see' something conjectural about which physics has vague notions that are probably wrong. In the second, I 'see' colored surfaces which cease to exist when I shut my eyes.
A. That is correct if you want to think clearly, but our philosophy makes clear thinking unnecessary. By oscillating between the two meanings, we avoid paradox and shock, which is more than most philosophers do.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: 1950s, Portraits from Memory and Other Essays (1956), p. 159

People , Color , Question , Thinking

“If you cannot teach knowledge, than you should teach your intuition.”

Hasan ibn Ali (624–669) Shia Imam

Majlisi, Bihārul Anwār, vol.78, p. 111
Regarding Knowledge

Knowledge

“Was there nought better than to enjoy?
No feat which, done, would make time break,
And let us pent-up creatures through
Into eternity, our due?
No forcing earth teach heaven's employ?”

Robert Browning (1812–1889) English poet and playwright of the Victorian Era

Dis aliter visum; or, Le Byron de nos Jours.
Bartlett's Familiar Quotations, 10th ed. (1919)

Time

“If violence is wrong in America, violence is wrong abroad. If it is wrong to be violent defending black women and black children and black babies and black men, then it is wrong for America to draft us and make us violent abroad in defense of her. And if it is right for America to draft us, and teach us how to be violent in defense of her, then it is right for you and me to do whatever is necessary to defend our own people right here in this country.”

Malcolm X (1925–1965) American human rights activist

Message to the Grass Roots (1963)

Women , Men , Children , People

“[Servetus] is a wise man who doubtless thought he was teaching the truth, but he fell into the hands of the Devil.. . . Be careful the same thing does not happen to you!”

William Farel (1489–1565) French evangelist

On October 27, 1553, Michael Servetus was burned at the stake in Geneva, Switzerland. Guillaume Farel —the executioner and vicar of John Calvin— warned the onlookers with these words. Awake! magazine, May 2006; Michael Servetus—A Solitary Quest for the Truth.

Truth

“One cannot but ponder the question: What if the Arabs had been Christians? To me it seems certain that the fatalistic teachings of Mohammed and the utter degradation of women is the outstanding cause for the arrested development of the Arab. He is exactly as he was around the year 700, while we have kept on developing. Here, I think, is a text for some eloquent sermon on the virtues of Christianity.”

George S. Patton (1885–1945) United States Army general

The War as I Knew it https://books.google.com/books?id=2A4BPpDQTfcC&pg=PA49 (1974), p.49.

Women , Question , Thinking

“We should teach the foreigners and colonialists that Somalia cannot be led by other people and that the traitors who fled the country will never lead Somalia.”

Siad Barre (1919–1995) Head of State of Somalia

Domestic Service in Somali http://www.biyokulule.com/1978_coup.htmMogadiscio, 0448 GMT (1 May 1978).

People , Country

“The only points in which I differ from all ecclesiastical teaching is that I do not believe that any man ever saw or talked with God, I do not believe that God inspired the Mosaic code, or told the historians what they say he did about woman, for all the religions on the face of the earth degrade her, and so long as woman accepts the position that they assign her, her emancipation is impossible.”

Elizabeth Cady Stanton book The Woman's Bible

The Woman's Bible (1898)

God , Religion

“To answer whether Islam truly is a religion of peace, we must consider what Islam teaches, not just what Muslims practice.”

Nabeel Qureshi (author) (1983–2017) Christian missionary, speaker and author who was a convert from his former Ahmadiyya background.

Source: Answering Jihad: A Better Way Forward (2016), p. 28, Question 1: What is Islam?

Peace , Religion

“Truth persuades by teaching, but does not teach by persuading.”
Veritas autem docendo persuadet non suadendo docet.

Tertullian (155–220) Christian theologian

Adversus Valentinianos (Against the Valentinians), 1.4

Truth

“In seeking wisdom, the first step is silence; the second, listening; the third, remembering; the fourth practicing; the fifth, teaching others”

Solomon ibn Gabirol (1021–1058) Avicebron

As quoted by Lama Surya Das, Huffington Post April 28, 2010 http://www.huffingtonpost.com/lama-surya-das/spiritual-life-wisdom-an_b_552927.html.

Wisdom , Silence

“Learn knowledge and science from him who teaches it, even if he doesn't practice what he preaches.”

Muhammad al-Baqir (677–733) fifth of the Twelve Shia Imams

Ibn Shu’ba al-Harrani, Tuhaf al-'Uqul, p. 299

Knowledge , Learning , Science

“Don't tell us that the only way to teach a child is to spend too much of a year preparing him to fill out a few bubbles on a standardized test; we know that's not true.”

Barack Obama (1961) 44th President of the United States of America

Barrack Obama National Education Association Speech, 2007
2007

Way

“Citizenship? We have none! In place of it we teach patriotism which Samuel Johnson said a hundred and forty or a hundred and fifty years ago was the last refuge of the scoundrel -- and I believe that he was right. I remember when I was a boy and I heard repeated time and time again the phrase, 'My country, right or wrong, my country!' How absolutely absurd is such an idea. How absolutely absurd to teach this idea to the youth of the country.”

Mark Twain (1835–1910) American author and humorist

True Citizenship at the Children's Theater 1907

Youth , Boy , Idea , Time

“What they teach in these acting schools is incredible, hair-raising crap. The Actors Studio in America is supposed to be the worst. There the students learn how to be natural - that is, they flop around, pick their noses, scratch their balls. This bullshit is known as "method acting." How can you "teach" someone to be an actor? How can you teach someone how and what to feel and how to express it? How can someone teach me how to laugh or cry? How to be glad and how to be sad? What pain is, or despair or happiness? What poverty and hunger are? What hate and love are? What desire is, and fulfillment? No, I don't want to waste my time with these arrogant morons.”

Klaus Kinski (1926–1991) German actor

Source: Kinski Uncut : The Autobiography of Klaus Kinski (1996), p. 59

Love , Hunger , Pain , Hate

“The name of the new religion,” said Rumfoord, “is The Church of God the Utterly Indifferent.
“The flag of that church will be blue and gold,” said Rumfoord. “These words will be written on that flag in gold letters on a blue field: Take Care of the People, and God Almighty Will Take Care of Himself.
“The two chief teachings of this religion are these,” said Rumfoord: “Puny man can do nothing at all to help or please God Almighty, and Luck is not the hand of God.”

Kurt Vonnegut book The Sirens of Titan

Source: The Sirens of Titan (1959), Chapter 7 “Victory” (p. 180)

God , People , Religion , Help

“I do nothing but go about persuading you all, old and young alike, not to take thought for your persons or your properties, but and chiefly to care about the greatest improvement of the soul. I tell you that virtue is not given by money, but that from virtue comes money and every other good of man, public as well as private. This is my teaching, and if this is the doctrine which corrupts the youth, I am a mischievous person.”

Socrates (-470–-399 BC) classical Greek Athenian philosopher

30a–b
Plato, Apology

Money , Youth , Soul , Personality

“Governmental regulations all carry coercion to some degree, and even where they don't, they habituate man to expect teaching, guidance and help outside himself, instead of formulating his own.”

Wilhelm Von Humboldt (1767–1835) German (Prussian) philosopher, government functionary, diplomat, and founder of the University of Berlin

As quoted in The Liberal Tradition in European Thought (1971) by David Sidorsky, p. 73

Help

“As parents in private life teach wisdom to their children, so do [poets] in public life to their cities.”

Philo (-15–45 BC) Roman philosopher

143.
Every Good Man is Free

Life , Wisdom , Children , Parent

“"Tush!" quoth the Zahid, "well we ken the teaching of the school abhorr'd
"That maketh man automaton, mind a secretion, soul a word." "Of molecules and protoplasm you matter-mongers prompt to prate;
"Of jelly-speck development and apes that grew to man's estate." Vain cavil! all that is hath come either by Mir'acle or by Law; —
Why waste on this your hate and fear, why waste on that your love and awe?”

Richard Francis Burton (1821–1890) British explorer, geographer, translator, writer, soldier, orientalist, cartographer, ethnologist, spy, lin…

The Kasîdah of Hâjî Abdû El-Yezdî (1870)

Love , Hate , Secret , Fear

“I think it was really interesting to see how Malia and Sasha reacted. They were disappointed. They paid attention to what their mom said during the campaign and believed it because it’s consistent with what we have tried to teach them in our household and what I’ve tried to model as a father with their mom and what we’ve asked them to expect from future boyfriends or spouses. But what we’ve also tried to teach them is resilience and we’ve tried to teach them hope and that the only thing that is the end of the world is the end of the world. And so, you get knocked down, you get up, brush yourself off and you get back to work.”

Barack Obama (1961) 44th President of the United States of America

2017, Final News Conference as President (January 2017)

World , Hope , Disappointment , Moms

“There's been a trend around the country of trying to get college to disinvite speakers with a different point of view or disrupt a politician's rally. Don't do that, no matter how ridiculous or offensive you might find the things that come out of their mouths… If the other side has a point, learn from them! If they're wrong, rebut them, teach them, beat them on the battlefield of ideas!”

Barack Obama (1961) 44th President of the United States of America

Commencement speech at Howard University, as quoted in "Obama: Students Need to Stop Shutting Down Speech of People They Disagree With" http://www.mediaite.com/tv/obama-students-need-to-stop-shutting-down-speech-of-people-they-disagree-with/ by Josh Feldman, Mediaite (7 May 2016)
2016

Idea , Learning , Country

“Farabi followed Plato not merely as regards the manner in which he presented the philosophic teaching in his most important books. He held the view that Plato’s philosophy was the true philosophy. To reconcile his Platonism with his adherence to Aristotle, he could take three more or less different ways. First, he could try to show that the explicit teachings of both philosophers can be reconciled with each other. He devoted to this attempt his Concordance of the opinions of Plato and Aristotle. The argument of that work is partly based on the so-called Theology of Aristotle: by accepting this piece of neo-platonic origin as a genuine work of Aristotle, he could easily succeed in proving the substantial agreement of the explicit teachings of both philosophers concerning the crucial subjects. It is however very doubtful whether Farabi considered his Concordance as more than an exoteric treatise, and thus whether it would be wise of us to attach great importance to its explicit argument. Secondly, he could show that the esoteric teachings of both philosophers are identical. Thirdly, he could show that “the aim” of both philosophers is identical.”

Al-Farabi (872–951) Philosopher in 10th century Central Asia

Leo Strauss, Farabi's Plato http://contemporarythinkers.org/leo-strauss/essay/farabis-plato/, Louis Ginzberg Jubilee Volume, American Academy for Jewish Research, 1945. Reprinted, revised and abbreviated, in Persecution and the Art of Writing.

Books , Way

“It is not what the artist does that counts. But what he is. Cézanne would never have interested me if he had lived and thought like Jaques-Emile Blanche, even if the apple he had painted had been ten times more beautiful. What interests us is the anxiety of Cézanne, the teaching of Cézanne, the anguish of Van Gogh, in short the inner drama of the man. The rest is false.”

Pablo Picasso (1881–1973) Spanish painter, sculptor, printmaker, ceramicist, and stage designer

Boisgeloup, winter 1934
Richard Friedenthal, (1963, p. 259)
Quotes, 1930's, "Conversations avec Picasso," 1934–35

Beauty , Winter , Time , Painting

“Complete ignorance with regard to certain matters is perhaps the best thing for children; but let them learn very early what it is impossible to conceal from them permanently. Either their curiosity must never be aroused, or it must be satisfied before the age when it becomes a source of danger. Your conduct towards your pupil in this respect depends greatly on his individual circumstances, the society in which he moves, the position in which he may find himself, etc. Nothing must be left to chance; and if you are not sure of keeping him in ignorance of the difference between the sexes till he is sixteen, take care you teach him before he is ten.”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book IV

Children , Age , Sex , Learning

“Swimming upon water teaches men how birds do upon the air.”

Leonardo Da Vinci (1452–1519) Italian Renaissance polymath

The Notebooks of Leonardo Da Vinci (1938), XVII Flight

Men , Bird , Water

“"If God did not exist, he would have to be invented." But all nature cries aloud that he does exist: that there is a supreme intelligence, an immense power, an admirable order, and everything teaches us our own dependence on it.”

Voltaire (1694–1778) French writer, historian, and philosopher

"Si Dieu n'existait pas, il faudrait l'inventer."
Mais toute la nature nous crie qu'il existe; qu'il y a une intelligence suprême, un pouvoir immense, un ordre admirable, et tout nous instruit de notre dépendance.
Voltaire quoting himself in his Letter to Prince Frederick William of Prussia (28 November 1770), translated by S.G. Tallentyre, Voltaire in His Letters (1919)
Citas

God , Intelligence , Nature , Dependency

“I remembered Elizabeth had never laughed once during our talk. I feel that she hasn't learned how. The great house is so still and lonely and laughterless. It looks dull and gloomy even now when the world is a riot of autumn color. Little Elizabeth is doing too much listening to lost whispers.
I think one of my missions in Summerside will be to teach her how to laugh.”

Lucy Maud Montgomery book Anne of Windy Poplars

Part 1, Ch. 2
Anne of Windy Poplars (1936)

World , Color , Feeling , Autumn

“This is a book by a writer who does some teaching, not a book by a teacher who does some writing, and one of the satisfactions of the craft is that there's always something new to learn.”

William Zinsser (1922–2015) writer, editor, journalist, literary critic, professor

Introduction, p. viii.
On Writing Well (Fifth Edition, orig. pub. 1976)

Books , Learning , Teachers

“You shall find, that there cannot be a greater spur to the attaining what you would have the eldest learn, and know himself, than to set him upon teaching it his younger brothers and sisters.”

John Locke book Some Thoughts Concerning Education

Sec. 119
Some Thoughts Concerning Education (1693)

Sister , Learning

“What a monstrous thing that a University should teach journalism! I thought that was only done at Oxford. This respect for the filthy multitude is ruining civilisation.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Letter to Lucy Martin Donnely, July 6, 1902
1900s

Universe

“The dominant culture of the world teaches us that The Other is a threat, that our fellow human beings are a danger. We will all continue to be exiles in one form or another as long as we continue to accept the paradigm that the world is a racetrack or a battlefield.”

Eduardo Galeano (1940–2015) Uruguayan writer

as interviewed by Jonah Raskin, "Saying More with Less," Monthly Review, vo. 61, n. 5, October 2009.

World

“You know, there’s been a lot of talk in this campaign about what America has lost — people who tell us that our way of life is being undermined by pernicious changes and dark forces beyond our control. They tell voters there’s a “real America” out there that must be restored. This isn’t an idea, by the way, that started with Donald Trump. It’s been peddled by politicians for a long time — probably from the start of our Republic.
And it’s got me thinking about the story I told you 12 years ago tonight, about my Kansas grandparents and the things they taught me when I was growing up. See, my grandparents, they came from the heartland. Their ancestors began settling there about 200 years ago. I don’t know if they have their birth certificates — but they were there. They were Scotch-Irish mostly — farmers, teachers, ranch hands, pharmacists, oil rig workers. Hardy, small town folks. Some were Democrats, but a lot of them — maybe even most of them — were Republicans. Party of Lincoln.
And my grandparents explained that folks in these parts, they didn’t like show-offs. They didn’t admire braggarts or bullies. They didn’t respect mean-spiritedness, or folks who were always looking for shortcuts in life. Instead, what they valued were traits like honesty and hard work, kindness, courtesy, humility, responsibility, helping each other out. That’s what they believed in. True things. Things that last. The things we try to teach our kids.”

Barack Obama (1961) 44th President of the United States of America

2016, DNC Address (July 2016)

Life , People , Way , Idea

“When I was young, Cebes, I had a prodigious desire to know the department of philosophy which is called Natural Science; this appeared to me to have lofty aims, as being the science which has to do with the causes of things, and which teaches why a thing is, and is created and destroyed; and I always agitated myself with the consideration of such questions as these… I went on to examine the decay of them, and then to the study of the heaven and earth, and at last I concluded that I was wholly incapable of these inquiries… There was a time when I thought that I understood the meaning of greater and less pretty well… that ten is more than eight, and that two cubits are more than one, because two is twice one. I should be far from imagining… that I knew the cause of any of them, indeed I should, for I cannot satisfy myself that when one is added to one, the one to which the addition is made becomes two… nor can I understand how the division of one is the way to make two; for then a different cause would produce the same effect.”

Socrates (-470–-399 BC) classical Greek Athenian philosopher

Plato, Phaedo

Way , Imagination , Understanding , Question

“We want to be clearly understood on this point. We are not trying to say that signs and rites are a big piece of humbug. They would be such if people did not need them; but we have to recognize that everyone has not the same degree of intelligence. Children have always had fairy stories told to them, and these stories will continue to be told as long as there are nurses and mothers. Children have faith and this is what saves them. Imagine a child of seven saying: 'I do not want to accept anything I cannot understand.' What could one teach such a monster? Accept what your teachers tell you to begin with, my fine fellow, then study it and, if you are not an idiot, you will understand it by-and-by.”

Eliphas Levi (1810–1875) French writer

Book Two: The Royal Mystery or the Art of Subduing the Powers, Chapter XI: The Arcana of Solomon's Ring
The Great Secret: or Occultism Unveiled

Children , People , Faith , Imagination

“Brother Nabi - to a philosophical letter [he received from Denis ] a philosophical answer... [but] first of all, forgive the incoherence of my last letter. I am feeling remorsed about what I told you about Gauguin. There is no humbug about him, not, at any rate, with respect to those he knows are capable of understanding him. I have lived with him for the past fifteen days in the closest association [in Pont-Aven]. We share a room. I have told him what I dislike about his work; what I said can be regarded as a sally against the ingrained habits of contemporary painting. But let's go back to our philosophy....(a:) Immutable principles exist in art. There is a science, namely aesthetics, that teaches them. Today this science is dead. It was alive in the days of the beatific primitives…”

Paul Sérusier (1864–1927) French painter

Source: from: 'A letter to Maurice Denis, p. 237

Art , Feeling , Forgiveness , Understanding

“That it must have been hunger alone, which first drove man to slay the animals and feed upon their flesh and blood; and that this compulsion was no mere consequence of his removal into colder climes … is proved by the patent fact that great nations with ample supplies of grain suffer nothing in strength or endurance even in colder regions through an almost exclusively vegetable diet, as is shewn by the eminent length of life of Russian peasants; while the Japanese, who know no other food than vegetables, are further renowned for their warlike valour and keenness of intellect. We may therefore call it quite an abnormality when hunger bred the thirst for blood … that thirst which history teaches us can never more be slaked, and fills its victims with a raging madness, not with courage. One can only account for it all by the human beast of prey having made itself monarch of the peaceful world, just as the ravening wild beast usurped dominion of the woods … And little as the savage animals have prospered, we see the sovereign human beast of prey decaying too. Owing to a nutriment against his nature, he falls sick with maladies that claim but him, attains no more his natural span of life or gentle death, but, plagued by pains and cares of body and soul unknown to any other species, he shuffles through an empty life to its ever fearful cutting short.”

Richard Wagner (1813–1883) German composer, conductor

Part III
Religion and Art (1880)

Life , Death , Hunger , Pain

“As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware — painfully so, at times — that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.237

Way , Thinking , Parent , Learning

“And thus one man makes a vortex all round and steadies the earth by the heaven; another gives the air as support for the earth, which is sort of a broad trough. Any power which in disposing them as they are disposes them for the best never enters into their minds, not do they imagine that there is any superhuman strength in that; they rather expect to find another Atlas of the world who is stronger and more everlasting and more containing than the good is, and are clearly of the opinion that the obligatory and containing power of the good is as nothing; and yet this is the principle which I would fain learn if anyone would teach me. But as I have failed either to discover myself or to learn of anyone else, the nature of the best, I will exhibit to you, if you like, what I have found to be the second best mode of inquiring into the cause.”

Socrates (-470–-399 BC) classical Greek Athenian philosopher

Plato, Phaedo

World , Imagination , Support , Nature

“I shall never cease from the practice and teaching of philosophy, exhorting anyone whom I meet after my manner, and convincing him, saying: O my friend, why do you who are a citizen of the great and mighty and wise city of Athens, care so much about laying up the greatest amount of money and honor and reputation, and so little about wisdom and truth and the greatest improvement of the soul, which you never regard or heed at all? Are you not ashamed of this? And if the person with whom I am arguing says: Yes, but I do care: I do not depart or let him go at once; I interrogate and examine and cross-examine him, and if I think that he has no virtue, but only says that he has, I reproach him with overvaluing the greater, and undervaluing the less. …For this is the command of God, as I would have you know…”

Socrates (-470–-399 BC) classical Greek Athenian philosopher

29d–30a
Plato, Apology

Wisdom , Money , God , Truth

““ We teach girls to shrink themselves, to make themselves smaller. We say to girls, you can have ambition, but not too much. You should aim to be successful, but not too successful. Otherwise, you would threaten the man. Because I am female, I am expected to aspire to marriage.”

Chimamanda Ngozi Adichie (1977) Nigerian writer

Marriage , Girl , Success

“Since geometry is the right foundation of all painting, I have decided to teach its rudiments and principles to all youngsters eager for art.”

Albrecht Dürer (1471–1528) German painter, printmaker, mathematician, and theorist

The Art of Measurement (1525).

Art , Painting

“[T]he Jewish people were driven by their drunkenness and plumpness to the ultimate evil; they kicked about, they failed to accept the yoke of Christ, nor did they pull the plow of his teaching. Another prophet hinted at this when he said: "Israel is as obstinate as a stubborn heifer." … Although such beasts are unfit for work, they are fit for killing. And this is what happened to the Jews: while they were making themselves unfit for work, they grew fit for slaughter. This is why Christ said: "But as for these my enemies, who did not want me to be king over them, bring them here and slay them."”

John Chrysostom (349–407) important Early Church Father

Luke 19:27
Eight Homilies Against the Jews http://www.fordham.edu/halsall/source/chrysostom-jews6.html, Homily 1

People , Evil , Christ

“I teach you the Overman. Man is something which shall be surpassed.”

Friedrich Nietzsche (1844–1900) German philosopher, poet, composer, cultural critic, and classical philologist

Thus Spake Zarathustra.
Bartlett's Familiar Quotations, 10th ed. (1919), Maxims

“For us, for our children, Africa and its people teach us a powerful lesson -- that we must uphold the inherent dignity of every human being. Dignity -- that basic idea that by virtue of our common humanity, no matter where we come from, or what we look like, we are all born equal, touched by the grace of God. Every person has worth. Every person matters. Every person deserves to be treated with decency and respect. Throughout much of history, mankind did not see this. Dignity was seen as a virtue reserved to those of rank and privilege, kings and elders. It took a revolution of the spirit, over many centuries, to open our eyes to the dignity of every person. And around the world, generations have struggled to put this idea into practice in laws and in institutions.”

Barack Obama (1961) 44th President of the United States of America

2015, Remarks to the People of Africa (July 2015)

God , Children , People , World

“To teach him betimes to love and be good-natur'd to others, is to lay early the true foundation of an honest man; all injustice generally springing from too great love of ourselves and too little of others.”

John Locke book Some Thoughts Concerning Education

Sec. 139
Some Thoughts Concerning Education (1693)

Love , Spring

“When I arrived at Harvard in 1969, my fellow first-year graduate students and I were taken up to the roof of the Widener Library by a well-known professor of classics. He told us how many Episcopal churches could be seen from that vantage point. As a Jew (in fact a convert from Episcopalian Christianity), I knew that my husband and I would have been forbidden to marry in Harvard's church, which had just refused to accept a Jewish wedding. As a woman I could not eat in the main dining room of the faculty club, even as a member's guest. Only a few years before, a woman would not have been able to use the undergraduate library. In 1972 I became the first female to hold the Junior Fellowship that relieved certain graduate students from teaching so that they could get on with their research. At that time I received a letter of congratulation from a prestigious classicist saying that it would be difficult to know what to call a female fellow, since "fellowess" was an awkward term. Perhaps the Greek language could solve the problem: since the masculine for "fellow" in Greek was hetairos, I could be called a hetaira. Hetaira, however, as I knew, is the ancient Greek word not for “fellowess” but for “courtesan.””

Martha C. Nussbaum (1947) American philosopher

[Martha C. Nussbaum, Cultivating Humanity, https://books.google.com/books?id=V7QrAwAAQBAJ&pg=PA6, 1 October 1998, Harvard University Press, 978-0-674-73546-0, 6–7]

Problem , Wedding , Time

“Farsighted theologians are now working to mine the eternal metal from the teachings of Jesus and to forge it for all time.”

Max Planck (1858–1947) German theoretical physicist

From Planck to Study (2 December 1913), (Autog. I/383, SPK); as quoted in The Dilemmas of an Upright Man : Max Planck As Spokesman for German Science (1986) by J. L. Heilbron, p. 67

Time

“One of the first lessons life teaches us is that on these occasions of back-chat between the delicately-nurtured a man should retire into the offing, curl up in a ball, and imitate the prudent tactics of the opossum, which, when danger is in the air, pretends to be dead, frequently going to the length of hanging out crêpe and instructing its friends to stand round and say what a pity it all is.”

P.G. Wodehouse book Very Good, Jeeves

Very Good, Jeeves (1930)

Life , Dead

“The sun and moon, O Lord, are Thy lamps; the firmament Thy salver; the orbs of the stars the pearls encased in it.
The perfume of the sandal is Thine incense, the wind is Thy fan, all the forests are Thy flowers, O Lord of light.
What worship is this, O Thou destroyer of birth? Unbeaten strains of ecstasy are the trumpets of Thy worship.
Thou has a thousand eyes and yet not one eye; Thou host a thousand forms and yet not one form;
Thou hast a thousand stainless feet and yet not one foot; Thou hast a thousand organs of smell and yet not one organ. I am fascinated by this play of 'l hine.
The light which is in everything is Chine, O Lord of light.
From its brilliancy everything is illuminated;
By the Guru's teaching the light becometh manifest.
What pleaseth Thee is the real worship.
O God, my mind is fascinated with Thy lotus feet as the bumble-bee with the flower; night and day I thirst for them.
Give the water of Thy favour to the Sarang (bird) Nanak, so that he may dwell in Thy Name.”

Nanak (1469–1539) Founder of Sikhism

Guru Nanak Dev ji (1469 - 1539)

God , Star , Flowers , Birth

“The same King [Greek Empire] placed holiness in abstinence from marriage. Eusebius in his Ecclesiastical history tells us, that Musanus wrote a tract against those who fell away to the heresy of the Encratites, which was then newly risen, and had introduced pernicious errors; and that Tatian, the disciple of Justin, was the author thereof; and that Irenæus in his first book against heresies teaches this… But although the followers of Tatian were at first condemned as heretics by the name of Encratites, or Continentes; their principles could not be yet quite exploded: for Montanus refined upon them, and made only second marriages unlawful; he also introduced frequent fastings, and annual, fasting days, the keeping of Lent, and feeding upon dried meats. The Apostolici, about the middle of the third century, condemned marriage, and were a branch of the disciples of Tatian. The Hierocitæ in Egypt, in the latter end of the third century, also condemned marriage. Paul the Eremite [Hermit] fled into the wilderness from the persecution of Decius, and lived there a solitary life till the reign of Constantine the great, but made no disciples. Antony did the like in the persecution of Dioclesian, or a little before, and made disciples; and many others soon followed his example.”

Isaac Newton (1643–1727) British physicist and mathematician and founder of modern classical physics

Vol. I, Ch. 13: Of the King who did according to his will, and magnified himself above every God, and honored Mahuzzims, and regarded not the desire of women
Observations upon the Prophecies of Daniel, and the Apocalypse of St. John (1733)

Life , Marriage , Books , Error

“People nowadays think that scientists exist to instruct them, poets, musicians, etc. to give them pleasure. The idea that these have something to teach them”

Ludwig Wittgenstein (1889–1951) Austrian-British philosopher

that does not occur to them.
Source: Culture and Value (1980), p. 36e

People , Pleasure , Idea , Thinking

“Finally, we must keep ever in mind that a republic such as ours can exist only by virtue of the orderly liberty which comes through the equal domination of the law over all men alike, and through its administration in such resolute and fearless fashion as shall teach all that no man is above it and no man below it.”

Theodore Roosevelt (1858–1919) American politician, 26th president of the United States

1900s, A Square Deal (1903)

Men , Law , Fashion

“It is both foolish and wicked to teach the average man who is not well off that some wrong or injustice has been done him, and that he should hope for redress elsewhere than in his own industry, honesty and intelligence.”

Theodore Roosevelt (1858–1919) American politician, 26th president of the United States

"How Not To Better Social Conditions" in Review of Reviews (January 1897), p. 39
1890s

Hope , Intelligence

“I've got two daughters, nine years old and six years old. I am going to teach them first of all about values and morals. But if they make a mistake, I don't want them punished with a baby.”

Barack Obama (1961) 44th President of the United States of America

Town Hall Meeting in Johnstown, Pennsylvania (29 March 2008) http://transcripts.cnn.com/TRANSCRIPTS/0803/29/bb.01.html
2008

Baby , Daughters

“If women are expected to do the same work as men, we must teach them the same things.”

Saul Bellow (1915–2005) Canadian-born American writer

If women are to have the same duties as men, they must have the same nurture and education. — Plato, The Republic, Book V, trans. Benjamin Jowett, third edition, Oxford University Press, 1892 http://oll.libertyfund.org/Home3/HTML.php?recordID=0345#hd_lf131.3.head.017
Misattributed
Variant: So if we are going to use men and women for the same purposes, they must be taught the same things. The Republic, trans. Desmond Lee [Penguin Classics, 2003, ISBN 0-140-449140-0], p. 161
Variant: Then if we are to use the women for the same things as the men, we must teach them the same things. The Republic, trans. W. H. D. Rouse [Signet Classic, 1999, ISBN 0-451-52745-3], p. 249

Women , Men

“Whoever teaches differently from what I have taught, or whoever condemns me therein, he condemns God and must remain a child of hell.”

Martin Luther (1483–1546) seminal figure in Protestant Reformation

Wer anders lehret, denn ich hierinn gelehret hab, oder mich darinn verdammt, der verdamt Gott, und muß ein Kind der Höllen bleiben.
Deutsche Antwort Luthers auf König Heinrichs von England Buch. German answer of Martin Luther to the Book of King Henry of England, 1522.
Dr. Martin Luther's Sämtliche Werke, Polemische Deutsche Schriften, Johann Konrad Irmischer, Erlangen, 1833, vol. 28, p. 347. http://books.google.com/books?id=838KAQAAIAAJ&pg=RA1-PA347&dq=%22Wer+Anders+lehret,+denn+ich+%22&hl=en&ei=loo_TMbkOYL88AbH-rCGCw&sa=X&oi=book_result&ct=result&resnum=10&ved=0CFgQ6AEwCQ#v=onepage&q=%22Wer%20Anders%20lehret%2C%20denn%20ich%20%22&f=false

God , Hell

“The East has always been very fortunate in being supported with a very strong foundation of Buddha Dharma. … The downside is that the changes of the modern world, and the East trying to keep up with the economic development—as we call call it—process often has distanced laymen from the Buddhist teachings. Livelihood and survival as well as the increase of material belongings has become so very strong, that oftentimes we find the seriousness with which Dharma is practiced is limited to monastic institutions.”

Khandro Rinpoche (1967) Buddhist lama

"Nagarjuna’s Letter to a Friend" (2008) https://www.youtube.com/watch?v=XQX4FYitEo4&feature=youtu.be&t=206

World , Support , Strong , Change

“One does not read in the Gospel that the Lord said: "I will send you the Paraclete who will teach you about the course of the sun and moon." For He willed to make them Christians, not mathematicians.”

Aurelius Augustinus (354–430) early Christian theologian and philosopher

As quoted in Science Teaching : The Role of History and Philosophy of Science (1994) by Michael R. Matthews, p. 195
This quote should be removed from the disputed section: A Debate with Felix the Manichean{AD 404) para 1709 from The Faith of the Early Fathers: St. Augustine to the end of the patristic age" W.A. Jurgens https://books.google.com/books?id=rkvLsueY_DwC&pg=PA88&lpg=PA88&dq=augustine+a+debate+with+felix+the+manichean&source=bl&ots=hjro48PiBF&sig=ARQdKxrvvOTvzhIZHPqDRnldwWk&hl=en&sa=X&ved=0ahUKEwj8ybaI0oLLAhUM4GMKHUosAaYQ6AEIJzAC#v=onepage&q=augustine%20a%20debate%20with%20felix%20the%20manichean&f=false
Disputed

Reading , Sun

“For the African-American community, that path means embracing the burdens of our past without becoming victims of our past. It means continuing to insist on a full measure of justice in every aspect of American life. But it also means binding our particular grievances - for better health care, and better schools, and better jobs - to the larger aspirations of all Americans: the white woman struggling to break the glass ceiling, the white man who's been laid off, the immigrant trying to feed his family. And it means also taking full responsibility for our own lives - by demanding more from our fathers, and spending more time with our children, and reading to them, and teaching them that while they may face challenges and discrimination in their own lives, they must never succumb to despair or cynicism. They must always believe that they can write their own destiny.”

Barack Obama (1961) 44th President of the United States of America

2008, A More Perfect Union (March 2008)

Life , Children , Health , School

Quotes about teaching page 3

Quotes about teaching
page 3