Quotes about teaching
page 8

“Ken also identified the corporation, not “the market,” as the defining institution of modern economic activity, developing these and related themes both in his teaching and in such widely celebrated books as American Capitalism (1952) and The New Industrial State (1967). But his interest in these ideas persisted throughout his life. The central importance of the corporation, and the fear that government was no longer able to provide an adequate countervailing force against corporate influence exerted both legally and otherwise, was the subject of his last book, The Economics of Innocent Fraud”

Amartya Sen (1933) Indian economist

2004
Stephen A. Marglin, Richard Parker, Amartya Sen, and Benjamin M. Friedman, “John Kenneth Galbraith”, Harvard Gazette (February 7, 2008)
2000s

Life, Books, Fear, Idea

“I've let you teach too many science fiction classes," I said.
Dr. Identity's pupils mutated into large asterisks. "It's possible. More likely, however, I'm just a product of the future. and the future's been extinct for a long time.”

D. Harlan Wilson (1971) novelist

Dr. Identity: or Farewell to Plaquedemia (2007)

Science, Time, Future

“Further acquaintance with the labors of the Quakers and their works — with Fox, Penn, and especially the work of Dymond (published in 1827) — showed me not only that the impossibility of reconciling Christianity with force and war had been recognized long, long ago, but that this irreconcilability had been long ago proved so clearly and so indubitably that one could only wonder how this impossible reconciliation of Christian teaching with the use of force, which has been, and is still, preached in the churches, could have been maintained in spite of it.”

Leo Tolstoy (1828–1910) Russian writer

The Kingdom of God is Within You (1894)

War

“The Lord commands us to do good unto all men without exception, though the majority are very undeserving when judged according to their own merits. But scripture here helps us out with an excellent argument when it teaches us that we must not think of man’s real value, but only of his creation in the image of God to which we owe all possible honor and love.”

John Calvin (1509–1564) French Protestant reformer

Page 37.
Golden Booklet of the True Christian Life (1551)

Love, Men, God, Thinking

“Yoga teaches us to cure what need not be endured and endure what cannot be cured.”

B.K.S. Iyengar (1918–2014) Indian yoga teacher and scholar

Source: Nancy Hine The Depression Trap: Ten Ways to Set Yourself Free http://books.google.co.in/books?id=7PxT2AJS_H4C&pg=PA61, Red Raft Publishing LLP, 2008, p. 61

“Happy birthday to my unorthodox/free spirited mother @Courtney thanks for teaching me to embrace creativity&survive”

Frances Bean Cobain (1992) American artist

9 July 2014 https://twitter.com/alka_seltzer666/status/486990347159891968 Twitter https://twitter.com/alka_seltzer666 posts

Happiness, Birthday

“The regime which is destroyed by a revolution is almost always an improvement on its immediate predecessor, and experience teaches that the most critical moment for bad governments is the one which witnesses their first steps toward reform.”

Alexis De Tocqueville book The Old Regime and the Revolution

Variant translation: The most dangerous moment for a bad government is when it begins to reform. Old Regime (1856), p. 214 http://books.google.com/books?id=N50aibeL8BAC&pg=PA214&vq=%22most+critical+moment+for+bad+governments%22&source=gbs_search_r&cad=1_1 1850s and later

“The National Day of Prayer has great significance for us as a nation. It enables us to recall and to teach the way in which our forebearers sought the wisdom of God faced with critical decisions. It stands as a call to us to humbly come before God, seeking His guidance for our leaders and His grace upon us as a nation.”

Josefa Iloilo (1920–2011) President of Fiji

Opening address to the National Day of Prayer in Suva, 15 May 2005 (excerpts) http://www.fiji.gov.fj/publish/page_4607.shtml

Wisdom, God, Way, Decision

“The philosophy which affects to teach us a contempt of money does not run very deep; for, indeed, it ought to be still more clear to the philosopher than it is to ordinary men, that there are few things in the world of greater importance.”

Henry Taylor (1800–1886) English playwright and poet

Money.
Notes from Life (1853)

Men, Money, World

“True Christian love cherished in the heart and exemplified in the life, would teach us to put the best possible construction upon the course of our brethren. We should be as jealous of their reputation as of our own. If we are forever suspecting evil, this very fact will so shape their course of action as to produce the very evil which we have allowed ourselves to suspect. In this way, a great many difficulties are manufactured that otherwise would never have had birth, and brethren are often wronged by our being suspicious, free to judge their motives, and express our opinion to others in regard to their actions. That which one may be ready to construe into grave wrongs, may be no more than we ourselves are chargeable with every day.”

Ellen G. White (1827–1915) American author and founder/leader of the Seventh-Day Adventist Church

The Review and Herald (15 April 1880); also in Mind, Character, and Personality (1977), Vol. 2, p. 789

Love, Life, Way, Motivation

“No, teaching could be done as fast as a lightning bolt. He’d cut across the valleys of my deepest doubts, giving light to the darkest crevices of my beaten-down, inhibited mind, accessing a natural storytelling ability within me that was utterly profound!”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

Nature, Light

“... I believe that the annihilation of even one soul spells a defeat of God’s purposes, a denial of Christ’s teaching and a closure of heaven against those who love the lost soul.”

Leslie Weatherhead (1893–1976) English theologian

Source: The Christian Agnostic (1965), p.253 [ellipsis added]

Love, God, Soul, Christ

“There are many reasons why the religion of Islam impoverishes western society, but the main one, in my opinion, is that it degrades and debases women, except, of course, for left-wing women, who happily degrade and debase themselves defending Islam, like turkeys defending Christmas. A woman in Islam needs to be covered from head to toe because men are not expected to exhibit any kind of basic self-control. I get a lot of correspondence from angry Muslim males and I've lost count of the number of times I've been told that western women are asking to be raped because of the way they dress. No other religion teaches people to think like this. Recently here in Britain, we've had a rash of Muslim gangs pimping and raping young girls in northern England. I do mean Muslim gangs, and not Asians, as the media keep reporting. There are no Sikhs or Hindus involved in this, and to call them Asians to avoid naming the real problem is a slander on Hindus and Sikhs. These men do it because they regard non-Muslim women as subhuman trash. And this poison is coming directly from their religion, a religion whose values are dictated and imposed by some of the most narrow-minded, psychotic human beings on this planet. And, coming as I do from an Irish Catholic background, believe me, that's saying something.”

Pat Condell (1949) Stand-up comedian, writer, and Internet personality

"Name the poison" (22 June 2011) http://youtube.com/watch?v=sEsWO4xep44 2011

Women, Men, People, Religion

“Here's a rule for whether or not you should take an opportunity: Will taking that opportunity teach you something that you can use to get other opportunities?”

Jordan Peterson (1962) Canadian clinical psychologist, cultural critic, and professor of psychology

Personality Lectures

“As I understand it, the Holy Church teaches that there are two worlds: the world of everything we can see and hear and touch, and another world, the spiritual world of heaven and hell. Barnard and Stokes were two — how shall I put it — renegade theologians who postulated the existence of numerous other worlds like this one, neither heaven nor hell, but material and sinful. They are there, close by, but invisible and unreachable.”

Philip Pullman His Dark Materials trilogy

The Master of Jordan College to the Librarian, in Ch. 2 : The Idea of North
His Dark Materials, The Golden Compass (1995)

World, Hell, Understanding

“War breeds war. That is all it can do. War does nothing but devour valuable resources and destroy precious lives for the sole purpose of perpetuating itself. As Randolph Bourne wrote, “War is the health of the State.” War is a mechanism used by the ruling elites of the State to coerce and control the people, so it becomes essential that whenever one war is complete, another is instigated elsewhere so that the mechanism keeps running.
On the other hand, peace breeds prosperity. If War is indeed the “health of the State,” then Peace can be nothing less than the “health of the People.” Being at peace means valuable natural resources can be preserved and used at home where we need them most. Being at peace means young fathers and mothers can live and enjoy free trade, not only among themselves but with the world, instead of dying capriciously and unnecessarily, for political gain or to line the pockets of those who profit from their sacrifice.
History teaches us that the key elements to prosperity are freedom and peace. You don’t go to war with people you like, or with people you know, or with people with whom you are trading and doing business. Even after our fledgling republic was nearly torn asunder in civil war which literally pitted brother against brother and nearly destroyed the South, our reunited nation and all its people advanced and prospered after peace was restored.”

R. Lee Wrights (1958–2017) American gubernatorial candidate

" Why Peace? Why Not? http://www.libertyforall.net/?p=7277," Liberty For All (11 February 2012, retrieved 25 February 2012). Republished http://original.antiwar.com/lee-wrights/2012/02/15/why-peace-why-not/ by Antiwar.com (16 February 2012). 2012

War, People, Health, World

“My whole existence has been devoted to science and to teaching, and these two intense passions have brought me very great joy.”

Charles Fabry (1867–1945) French physicist

[as quoted by Joseph F. Mulligan, American journal of physics, Volume 66 (9), American Association of Physics Teachers, American Institute of Physics, 1998, 797]

Passion, Science, Joy

“One of the topics [on the show last week] was the murder of women in the Arab sector, what is referred to, unfortunately, […] as 'honor killing' and has nothing to do with [anything worthy of] honor. The guest in the studio was a woman who had 20 years of experience working for the sake of those same women who die for no good reason, a woman whose everyday job was a holy work for the sake of thousands of Arab women who need a voice that will shout out and cry out their cries. After she had accused the government and the police and everyone of incompetence, I asked her, in a somewhat aggressive manner, as it were, '[…] Where are we in all of this? Where are we Arab women to teach and discipline our sons that a man has no right over a woman? […]' During the commercial break, she got up and told me that I had to learn how to talk to Arabs because the tone that I adopted and the things that I said were said to gain approval from Jews. So I've come to tell you today that I haven't come for approval from you; that I haven't come for approval from anyone; and this is the message that I want you to digest very, very well. In my life I have been accused of many things: that I am the fifth column; that an Arab will always stay an Arab, no matter how liberal he may look; that I bring shame on my family for being in a relationship with a person outside my religion. I've received threats after asking Palestinian residents live on the show why they don't go out against Hamas men, who use them and bring them to their slaughter; I've been attacked on Yom ha-Shoah and Yom ha-Zikaron that the managers at Arutz 2 dared to put an Arab on a show such as that as the host on a day such as that; I've been told that I make Arab women stray off the path of proper behavior; and that I've forgotten where I come from being an 'Ashkenazified', 'Judaized' Arab. So they blamed and they talked—as if that, in itself, made them right.”

Lucy Aharish (1981) Arab-Israeli journalist

Source: Lucy Aharish's campus speech http://www.onlife.co.il/%D7%A2%D7%91%D7%95%D7%93%D7%94/%D7%9E%D7%A0%D7%94%D7%99%D7%92%D7%95%D7%AA-%D7%94%D7%99%D7%95%D7%9D-%D7%90%D7%AA-%D7%94%D7%9E%D7%97%D7%A8/85312/%D7%9C%D7%95%D7%A1%D7%99-%D7%90%D7%94%D7%A8%D7%99%D7%A9-%D7%9C%D7%90-%D7%91%D7%90%D7%AA%D7%99-%D7%9C%D7%9E%D7%A6%D7%95%D7%90-%D7%97%D7%9F-%D7%91%D7%A2%D7%99%D7%A0%D7%99-%D7%90%D7%A3-%D7%90%D7%97%D7%93 at "מנהיגות היום את המחר". Onlife. 9 November 2014. Retrieved 27 January 2015. Video available.

Life, Women, Men, Family

“I think science and spirituality are one and the same, I don't think they're really different…quantum physics is validating all kinds of spiritual teachings.”

Jennifer Beals (1963) American actress and a former teen model

Interview in The Guardian (8 September 2007) http://www.guardian.co.uk/film/2007/sep/08/features16.theguide3/

Thinking, Science

“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.”

Thomas A. Kochan (1947) American academic

Source: "Beyond McGregor’s Theory Y", 2002, p. 2: introduction; Republished in: Douglas McGregor. The Human Side of Enterprise 1960/2006. p. 366

People, Nature, Knowledge

“My error? Why, I may be charged with having committed a breach of faith with the Hindus. I asked them to lay their lives and their property at the disposal of the Mussalmans for the protection of their Holy Places. Even to-day I am asking them to practise Ahimsa, to settle quarrels by dying but not by killing. And what do I find to be the result? How many temples have been desecrated? How many sisters came to me with complaints? As I was saying to Hakimji [Ajmal Khan] yesterday, Hindu women are in mortal fear of Mussalman goondas. I had a letter from… How can I bear the way in which his little children were molested? How can I now ask Hindus to put up with everything patiently? I gave the assurance that the friendship with Mussalmans was bound to bear fruit. I asked them to befriend them, regardless of results. It is not in my power to make good that assurance. And yet I must ask the Hindus even to-day to die rather than kill. I can only do so by laying down my own life. I can teach them the way to die by my own example.”

Mahatma Gandhi (1869–1948) pre-eminent leader of Indian nationalism during British-ruled India

September 1924. Mahadev Desai, Day to Day with Gandhi, Volume 4, p. 165.
1920s

Life, Women, Friendship, Children

“The idea of white privilege is absolutely reprehensible. And it's not because white people aren't privileged. We have all sorts of privileges, and most people have privileges of all sorts, and you should be grateful for your privileges and work to deserve them. But the idea that you can target an ethnic group with a collective crime, regardless of the specific innocence or guilt of the constituent elements of that group - there is absolutely nothing that's more racist than that. It's absolutely abhorrent. If you really want to know more about that sort of thing, you should read about the Kulaks in the Soviet Union in the 1920's. They were farmers who were very productive. They were the most productive element of the agricultural strata in Russia. And they were virtually all killed, raped, and robbed by the collectivists who insisted that because they showed signs of wealth, they were criminals and robbers. One of the consequences of the prosecution of the Kulaks was the death of six million Ukrainians from a famine in the 1930's. The idea of collectively held guilt at the level of the individual as a legal or philosophical principle is dangerous. It's precisely this sort of danger that people who are really looking for trouble would push. Just a cursory glance at 20th century history should teach anyone who wants to know exactly how unacceptable that is.”

Jordan Peterson (1962) Canadian clinical psychologist, cultural critic, and professor of psychology

Concepts

Death, People, History, Idea

“Since the light of God’s truth beamed upon my mind, I have become a friend of that religion which teaches us to pray for our enemies — which, instead of shooting balls into their hearts, loves them. I would not hurt a hair of a slaveholder’s head. I will tell you what else I would not do. I would not stand around the slave with my bayonet pointed at his breast, in order to keep him in the power of the slaveholder.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

Love of God, Love of Man, Love of Country (October 22, 1847), Delivered at Market Hall, New York City, New York.
1840s, Love of God, Love of Man, Love of Country (1847)

Love, God, Truth, Religion

“Poor rhetoric, once "learning" itself, now becomes reduced to the teaching of mannerisms and forms, Aristotelian forms, for writing, as if these mattered.”

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

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29

Learning

“Do you think it not lawful for me to teach women and why do you call me to teach the court?”

Anne Hutchinson (1591–1643) participant in the Antinomian Controversy

Trial and Interrogation (1637)

Women, Law, Thinking

“If only people freed themselves from their beliefs in all kinds of Ormuzds, Brahmas, Sabbaoths, and their incarnation as Krishnas and Christs, from beliefs in Paradises and Hells, in reincarnations and resurrections, from belief in the interference of the Gods in the external affairs of the universe, and above all, if they freed themselves from belief in the infallibility of all the various Vedas, Bibles, Gospels, Tripitakas, Korans, and the like, and also freed themselves from blind belief in a variety of scientific teachings about infinitely small atoms and molecules and in all the infinitely great and infinitely remote worlds, their movements and origin, as well as from faith in the infallibility of the scientific law to which humanity is at present subjected: the historic law, the economic laws, the law of struggle and survival, and so on, — if people only freed themselves from this terrible accumulation of futile exercises of our lower capacities of mind and memory called the "Sciences", and from the innumerable divisions of all sorts of histories, anthropologies, homiletics, bacteriologics, jurisprudences, cosmographies, strategies — their name is legion — and freed themselves from all this harmful, stupefying ballast — the simple law of love, natural to man, accessible to all and solving all questions and perplexities, would of itself become clear and obligatory.”

Leo Tolstoy A Letter to a Hindu

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

Love, God, People, World

“The bourgeois … considered the philosophes to be his true guides, which did not prevent him from taking good care not to adopt their teachings once he realized they might be damaging to the interests of his class. … He seemed quite disposed to make his peace with the Church, now that he was sure of being sufficiently emancipated to be able to live his life as he chose. To go farther, he feared, would to to act contrary to the interests of his class, for disbelief, by spreading among the people, might eventually endanger the principles of the social order which the bourgeoisie needed to establish its domination.”

Bernard Groethuysen (1880–1946) French literary historian, translator and writer

Source: The Bourgeois: Catholicism vs. Capitalism in Eighteenth-Century France (1927), p. 46

Life, People, Fear, Peace

“College education tends to make simple things complicated and hard to understand. What we should do is to teach our children the most essential and simple principles of life and ways to handle problems.”

Zheng Yuanjie (1955) Chiese writer

Zheng Yuanjie (2004) in: "Zheng Yuanjie's 19 years in fairy tales" on chinadaily.com.cn, May 10, 2004 ( online http://www.chinadaily.com.cn/english/doc/2004-05/10/content_329434.htm).

Life, Children, Education, Way

“If I saw a glass of wine repeatedly presented to a man, and he took no notice of it, I should be apt to think that he was blind or uncivil. A juster philosophy might teach me rather to think that my eyes deceived me, and that the offer was not really what I conceived it to be.”

Thomas Robert Malthus (1766–1834) British political economist

Essay on the Principle of Population (1798; rev. through 1826)

Thinking, Wine

“I shall hate my brethren in St. Revoluzio, because they spoil all my pleasure in being disobedient and revolutionary myself; I shall love my enemies much better than those enthusiastic persons: but I shall console myself with the example of some one else, who also loved his enemies and, nevertheless, had, in propagating a new teaching, to suffer from the society of sinners, hysterical women, maniacs, and all the poor in spirit.”

Oscar Levy (1867–1946) German physician and writer

Preface, p. x.
The Revival of Aristocracy (1906)

Love, Women, Hate, Pleasure

“Now if plurality and difference belong only to the appearance-form; if there is but one and the same Entity manifested in all living things: it follows that, when we obliterate the distinction between the ego and the non-ego, we are not the sport of an illusion. Rather are we so, when we maintain the reality of individuation, — a thing the Hindus call Maya, that is, a deceptive vision, a phantasma. The former theory we have found to be the actual source of the phaenomenon of Compassion; indeed Compassion is nothing but its translation into definite expression. This, therefore, is what I should regard as the metaphysical foundation of Ethics, and should describe it as the sense which identifies the ego with the non-ego, so that the individual directly recognises in another his own self, his true and very being. From this standpoint the profoundest teaching of theory pushed to its furthest limits may be shown in the end to harmonise perfectly with the rules of justice and loving-kindness, as exercised; and conversely, it will be clear that practical philosophers, that is, the upright, the beneficent, the magnanimous, do but declare through their acts the same truth as the man of speculation wins by laborious research … He who is morally noble, however deficient in mental penetration, reveals by his conduct the deepest insight, the truest wisdom; and puts to shame the most accomplished and learned genius, if the latter's acts betray that his heart is yet a stranger to this great principle, — the metaphysical unity of life.”

Arthur Schopenhauer book On the Basis of Morality

Part IV, Ch. 2, pp. 273 https://archive.org/stream/basisofmorality00schoiala#page/273/mode/2up-274 On the Basis of Morality (1840)

Love, Life, Wisdom, Truth

“In the year 1660 being importuned by some friends of his, I undertook so to teach Mr. Daniel Whalley of Northampton, who had been Deaf and Dumb from a Child. I began the work in 1661, and in little more than a year's time, I had taught him to pronounce distinctly any words, so as I directed him… and in good measure to understand a Language and express his own mind in writing; And he had in that time read over to me distinctly (the whole or greatest part of) the English Bible; and did pretty well understand (at least) the Historical part of it. In the year 1662 I did the like for Mr. Alexander Popham… I have since that time (upon the same account) taught divers Persons (and some of them very considerable) to speak plain and distinctly, who did before hesitate and stutter very much; and others, to pronounce such words or letters, as before they thought impossible for them to do: by teaching them how to rectify such mistakes in the formation, as by some natural impediment, or acquired Custome, they had been subject to.”

John Wallis (1616–1703) English mathematician

p, 125
Dr. Wallis's Account of some Passages of his own Life (1696)

Understanding, Nature, Time, Reading

“And this is no aristocratic joke
At the expense of negligible folk.
We see how seriously the races swarm
In their attempts at sovereignty and form.
They are our wards we think to some extent
For the time being and with their consent,
To teach them how Democracy is meant.”

Robert Frost (1874–1963) American poet

1960s, Dedication (1960)

Democracy, Thinking, Time

“The national research effort, upon which so much depends, will remain healthy only so long as there is sound core of disinterested search for new knowledge and an adequate number of men and women trained for carrying on such research and for teaching young scientists.”

Alan Tower Waterman (1892–1967) American physicist

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

Women, Men, Search, Knowledge

“No, I think Abstract art is valuable. It teaches people the language of painting. In my own work I have produced carvings which perhaps might see to most people purely abstract. This means that in those works I have been mainly concerned to try to solve problems of design and composition. But these carvings have not really satisfied me because I have not had the same sort of grip or hold over them that I have as soon as a thing takes on a kind of organic idea. And in almost all my carvings there has been an organic idea in my mind. I think of it as having a head, body, limbs..”

Henry Moore (1898–1986) English artist

Quote in 'The Listener', 13 November 1941, pp. 657-9; as cited in Henry Moore writings and Conversations, ed. Alan Wilkinson, University of California Press, California 2002, p. 126
1940 - 1955

People, Art, Idea, Problem

“I don't know what this so-called pure gospel is. Was the preaching of John the Baptist pure? He did not say only, "Repent, for the kingdom of heaven is at hand!" (Matthew 3:2). He also "rebuked [Herod]… for all the evils which Herod had done" (Luke 3:19). He was beheaded because he didn't confine himself to abstract teaching. Jesus did not preach only the "pure" Sermon on the Mount, but also what some actual church leaders would have called a negative sermon: "Woe to you, scribes and Pharisees, hypocrites!… Serpents, brood of vipers!" (Matthew 23:27,33). It is for such "impure" preaching that He was crucified. The Pharisees would not have bothered about the Sermon on the Mount.”

Richard Wurmbrand (1909–2001) Romanian Christian minister of Jewish descent

Source: Tortured For Christ (1967), p. 75.

Evil

“The existing and long-standing use of the word 'evolution' in our state's textbooks has not adversely affected Georgians' belief in the omnipotence of God as creator of the universe, There can be no incompatibility between Christian faith and proven facts concerning geology, biology, and astronomy. There is no need to teach that stars can fall out of the sky and land on a flat Earth in order to defend our religious faith.”

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

Carter slams Georgia's 'evolution' proposal, 30 January, 2004 http://edition.cnn.com/2004/EDUCATION/01/30/georgia.evolution/ Post-Presidency

God, Faith, Star, Universe

“If the Soviet Government orders me to act against my conscience, I do not obey. As for teaching the Catechism, the Catholic Church holds that children must be taught their religion, no matter what the law says. Conscience is above the law. No law which is against the conscience can bind.”

Leonid Feodorov (1879–1935) Exarch of the Russian Catholic Church

Captain Francis McCullagh, "The Bolshevik Persecution of Christianity," Dutton and Company, 1924, page 192.
Adressing the court during his political show trial in 1923.

Children, Religion, Law

“You [a disciple], shall I teach you about knowledge? What you know, you know, what you don't know, you don't know. This is true wisdom.”

Confucius (-551–-479 BC) Chinese teacher, editor, politician, and philosopher

Source: The Analects, Chapter II

Wisdom, Knowledge

“Books are still being written defaming H. P. B. and Mrs. Besant and one wonders what their writers hope to achieve. As far as I can ascertain the modern generation of investigating students are not the least interested in the pros or cons of their characters… What they are interested in is the teaching and the truth. This is wholesome and right. I wish these modern writers who spend months in raking up dirt and endeavoring to prove someone was vile would realise the stupidity of their activities. They do not touch the truth; they do not change the loyalties of those who know; they do not change the trend towards occult realisation and they hurt nobody but themselves.”

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

Source: The Unfinished Autobiography (1951), Chapter V - Part 1

Truth, Books, Stupidity, Hope

“Music should enrich the soul; it should teach spirituality by showing a person a portion of himself that he would not discover otherwise. It's easy to rediscover part of yourself, but through art you can be shown part of yourself you never knew existed. That's the real mission of art. The artist has to find something within himself that's universal and which he can put into terms that are communicable to other people. The magic of it is that art can communicate to a person without his realizing it… enrichment, that's the function of music.”

Bill Evans (1929–1980) American jazz pianist

http://www.billevanswebpages.com/billquotes.html.

People, Art, Music, Soul

“There has never been just one best way to teach quantum mechanics. My goal is neither to sow nostalgia for the philosophically engaged style of Oppenheimer and Nordheim, nor to condemn the pragmatic approach of Fermi, Bethe and Feynman. It is rather to highlight the choices that physicists must always make when stepping into the classroom. Choices of topics to discuss and problems to assign reflect deeper decisions about the ideal type of physicist one seeks to train. Should the new generation be philosophically attuned, concerned with minute details of conceptual interpretation? Or should physicists hone their ability to calculate, pushing Heisenberg’s and Schrödinger’s equations into the service of ever more elaborate problems to solve and phenomena to analyse? Competing ideals have flourished under different pedagogical conditions.”

David Kaiser (1971) American physicist

Turning physicists into quantum mechanics (2007)

Way, Problem, Decision, Nostalgia

“I want a president who will teach our children that everyone in this country matters, a president who truly believes in the vision that our Founders put forth all those years ago that we are all created equal, each a beloved part of the great American story.”

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

2010s, 2016 Democratic National Convention (2016)

Children, Parting, Country

“There had been fan clubs before. The Merry Marvel Marching Society shamelessly stole its name from the Mary Marvel Marching Society. I was, myself, a member of the Supermen of America. What was key to these, tho, was that the fans who belonged were not truly interconnected. There was a sense of being part of a greater whole, but the hobby itself remained largely solitary. Which, the history of the industry seems to teach, was a good thing.”

John Byrne (1950) American author and artist of comic books

2007
http://www.byrnerobotics.com/forum/forum_posts.asp?TID=19499&PN=0&TPN=1
On the idea of comic fans utilizing the Internet to interact and share their hobby with each other

History, Sense, Parting

“Let the sacrifices of our heroes serve as an example and inspire us to come together, and teach us that our personal interests and well-being should always give way to the collective good of the Filipino people and the betterment of the country we all love.”

Francis Escudero (1969) Filipino politician

The Official Website of the Senate of the Philippines http://www.senate.gov.ph/press_release/2009/0405_escudero3.asp 2009, Statement: A Call for Heroism

Love, People, Way, Personality

“The reason for the astonishing fact that a majority of working people submit to a handful of idlers who control their labour and their very lives is always and everywhere the same — whether the oppressors and oppressed are of one race or whether, as in India and elsewhere, the oppressors are of a different nation. This phenomenon seems particularly strange in India, for there more than two hundred million people, highly gifted both physically and mentally, find themselves in the power of a small group of people quite alien to them in thought, and immeasurably inferior to them in religious morality. … the reason lies in the lack of a reasonable religious teaching which, by explaining the meaning of life would supply a supreme law for the guidance of conduct, and would replace the more than dubious precepts of pseudoreligion and pseudoscience and the immoral conclusions deduced from them, commonly called "civilization."”

Leo Tolstoy A Letter to a Hindu

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

Life, People, Law

“When we observe a thing, we see too much in it, we fall under the spell of the wealth of empirical detail which prevents us from clearly perceiving the notional determination which forms the core of the thing. The problem is thus not that of how to grasp the multiplicity of determinations, but rather to abstract from them, how to constrain our gaze and teach it to grasp only the notional determinism.”

Slavoj Žižek book The Sublime Object of Ideology

xi
The Sublime Object of Ideology (1989)

Problem, Wealth

“Tradition is a persuasive teacher, even when what it teaches is erroneous.”

Sherwin B. Nuland (1930–2014) American surgeon

[Doctors: the biography of medicine, Random House, 1995, 4, https://books.google.com/books?id=22hNffrgFCkC&pg=PA4]
Doctors (1988)

Teachers

“[wrote_the_exam]What keeps me awake at night: wondering whether human species is just too stupid to figure out the Universe. I just wonder. I lose sleep over that. Because we define ourselves as intelligent— because we made up the test to say that. And we sit alone at the top of the intelligence chart because we invented the exam, and all the other species of life on Earth are not. So who's to say that the first species (us) to be intelligent (us) has just enough intelligence to actually decode everything that's decodable in the Cosmos? […] Think of the next closest thing to us, the bonobo chimp— 98½% identical DNA, yet you cannot teach them trigonometry, they have no concept of it. So if that's only 1½% difference in our DNA— and so imagine 1½% beyond us, rather than below us, in intelligence. […] Their toddlers would be talking about things that would completely confound us.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

Nerdist podcast, Episode #489 http://www.nerdist.com/2014/03/nerdist-podcast-neil-degrasse-tyson-returns-again/ (2014-04) 2010s

Life, Stupidity, Imagination, Intelligence

“Once people accepted the false notion that the earth was older than 6,000-years, regardless of how they justified it with the plain teachings of Scripture, the door was open for acceptance of the evolution theory, which became popular in 1859 after Darwin published his book, “On the Origin of Species by Means of Natural Selection, of the Preservation of Favored Races in the Struggle for Life.” It’s been downhill ever since!”

Kent Hovind (1953) American young Earth creationist

Source: What On Earth Is About To Happen… For Heaven’s Sake? (2013), pp. 34-35

Life, People, Books, Nature

“I'm not a great believer in writing courses, though it must be said I've never been in one. It probably depends on what kind of writer you are. I'm very un-analytical about what I do. I don't plan much for the first draft. I try to let characters come out by themselves, rather than designing them. But other writers work differently, and for them the teaching process - which at least forces you to consider what you're doing, and why - may be very helpful. At the very least a creative writing course mandates someone to spend a period of their life just writing, which can be hard to do otherwise. But beware of thinking too much about what you do.”

Michael Marshall Smith (1965) British novelist, screenwriter and short story writer

Associated Content Interview (October 23, 2006)

Life, Thinking, Help, Dependency

“Up until our own times men had only received two sorts of teaching in what concerns the relations between politics and morality. One was Plato’s and it said: “Morality decides politics”; and the other was Machiavelli’s, and it said “Politics have nothing to do with morality.” Today we receive a third. M. Maurras teaches: “Politics decide morality.””

Julien Benda (1867–1956) French essayist

Source: Treason of the Intellectuals (1927), p. 110

Men, Time

“Now one may ask, How could a Christian philosophy have something over a non-Christian philosophy, if it does not reach to a higher level of solutions, if it cannot get handy answers, if the problems and questions are still there? Well, perhaps a greater truth could be present in its ability to see the world in its truly mysterious character, in its inexhaustablity. It could even be the case that here, in the very experience of being as a mystery, that it is not to be grasped in the hand as a "well-rounded truth" — herein is reality more deeply and truly grasped than in any transparent system that may charm the mind of the student with its clarity and simplicity. And this is the claim of Christian philosophy: to be truer, precisely because of its recognition of the mysterious character of the world.
In no way, then, does philosophy become easier. Plato appears to have discovered and felt that too — if a certain interpretation of Plato is correct, maintaining that Plato understood philosophy to be something tragic for this reason, that it must constantly have recourse to mythos, since the teaching of philosophy can never close itself into a system.”

Josef Pieper (1904–1997) German philosopher

Source: Leisure, the Basis of Culture (1948), The Philosophical Act, pp. 127–128
The "interpretation of Plato" referred to is that of Gerhard Krüger, Einsicht und Leidenschaft (Frankfurt, 1939), p. 301.

Truth, World, Way, Question

“The English have no respect for their language, and will not teach their children to speak it.”

George Bernard Shaw (1856–1950) Irish playwright

Preface
1910s, Pygmalion (1912)

Children

“I do ask the right hon. Baronet what is the meaning of overproduction? It means that too much is produced; and what can be thought of a country which produces so much, and where the great mass of the inhabitants possess so little? Does it not show that there is some mal-distribution of production? It is because we have lost sight of that science which teaches the right distribution of wealth…Those who are so fond of laughing at political economy, forget that they have a political economy of their own; and what is it? That they will monopolise to themselves the fruits of the industry of the great body of the community—that they allow the productions of the spindle and the loom to go abroad to furnish them with luxuries from the farthest corners of the world, but refuse to permit to be brought back in exchange what would minister to the wants and comforts of the lower orders. This, in one word, is the true reason why the mass of the people is at this time so wretchedly clothed and so miserably fed.”

Richard Cobden (1804–1865) English manufacturer and Radical and Liberal statesman

Speech http://hansard.millbanksystems.com/commons/1842/jul/08/distress-of-the-country in the House of Commons (8 July 1842) against the Corn Laws. 1840s

People, World, Communication, Science

“The Ageless Wisdom Teachings”

Charles Webster Leadbeater (1854–1934) English theosophist

See Also

Wisdom

“All literature is written by the old to teach the young how to express themselves so that they in turn may write literature to teach the old how to express themselves. All literature is written by mentally precocious adolescents and by mentally precocious senescents.”

Laura Riding Jackson (1901–1991) poet, critic, novelist, essayist and short story writer

"All Literature", from Anarchism Is Not Enough (London: Jonathan Cape, 1928)

Literature

“To err is human. AI software modeled after humans will inevitably make mistakes. It is fine as long as the software learns from its errors and improves itself, which is something that humans ought to learn from AI. Aldous Huxley, author of Brave New World, wrote in "Case of Voluntary Ignorance" in Collected Essays (1959): "That men do not learn very much from the lessons of history is the most important of all the lessons that history has to teach."”

Newton Lee American computer scientist

Counterterrorism and Cybersecurity: Total Information Awareness (2nd Edition), 2015

Men, World, Error, History

“Exposing the children to multiple views (except those of Christians) and training them to supposedly be open-minded so that they can decide for themselves seem to be a common theme these days. As Christians, however, we are to “train up a child in the way he should go, and when he is old he will not depart from it” (Proverbs 22:6). We must give our children a strong biblical foundation of truth and equip them with answers. Yes, we can show them the other views out there in the world, but we also must show them why they are false and why God’s Word is true. We need to teach them clearly the difference between truth and error—between good and evil. We are not doing our duty as Christians if we are not striving to train them up in the fear of the Lord”

Ken Ham (1951) Australian young Earth creationist

Psalm 34:11 "Church-Sponsored Evolution Camp" http://blogs.answersingenesis.org/blogs/ken-ham/2014/07/13/church-sponsored-evolution-camp/, Around the World with Ken Ham (July 13, 2014) Around the World with Ken Ham (May 2005 - Ongoing)

God, Children, Truth, World

“The art of teaching is also to know when to stop. It is good when people want to be better, physically, morally, spiritually, intellectually. But a fashion? No! Yoga is a painful art. It’s not like dance or music, where the person watching gets pleasure. Only the person doing it finds joy. It has nothing to do with externals.”

B.K.S. Iyengar (1918–2014) Indian yoga teacher and scholar

Source: BKS Iyengar – obituary http://www.telegraph.co.uk/news/obituaries/11045993/BKS-Iyengar-obituary.html, The Telegraph, 20 August 2014

Pain, People, Pleasure, Art

“Teaching literature is impossible; that is why it is difficult.”

Northrop Frye (1912–1991) Canadian literary critic and literary theorist

The Stubborn Structure, p. 84
"Quotes"

Literature

“Philosophy establishes itself as a discourse by opposition to the authority of received opinion, especially the opinions sedimented as cult and as law. Philosophy puts into question the authority of what has been handed down. It is not just that there is a critique of philosophic authorities; rather, philosophy appears to be characterized by rejection of intellectual authority as such. How is philosophy to distinguish, then, a permissible authority from those many impermissible authorities which it must reject if it is to survive?
Perhaps it would be better to avoid the quandary altogether by dismissing authority in order to consider only the "content" of the claims under consideration, regardless of their pretensions. The dismissal fails for at least two reasons. The first is that there are no claims in philosophic texts that are wholly free at least from the implicit constructions of authority. If criticism takes only the content, then it ends up with something other than the texts that have constituted the discourse of philosophy. There is no Platonic "theory of Forms" dissociable from the Platonic pedagogy, that is, from the teaching authority of the Platonic Socrates. The second reason for not being able to dismiss authority altogether is that the very criticism that wants to look only at contents will impose itself as an authority in its choice of procedure. One will still have authority, but an authority that refuses to raise any question about authority.
Perhaps the question about legitimate authority could be avoided, again, by replying that the obvious criterion for claims in philosophy is the truth. The assumption here is that access to the truth is had entirely apart from the authority of philosophical traditions. Yet it is a biographical fact that one is brought into philosophy by education. First principles are learned most often not by simple observation or by the natural light of reason, but under the tutelage of some authoritative tradition.”

Mark D. Jordan (1953)

Authority and persuasion in philosophy (1985)

Truth, Education, Law, Question

“Our idealists must own that their velleity to abolish all suffering is most fully expressed in the Fifth Wisdom of Lamaism, the doctrine that teaches that "no durable happiness, nor yet security, for any sentient being can exist while others are a prey to suffering." That truth cannot be questioned and you may take it to heart: in practical terms it means we got ourselves born on the wrong planet -- in the wrong universe.”

Revilo P. Oliver (1908–1994) American philologist

"On the Roof of the World", Liberty Bell magazine (December 1987)
1970s, 1980s

Wisdom, Happiness, Truth, Question

“I wished to dub as Masters: Love, Truth, Serenity. They'd feed and house and teach me with total sovereignty.”

Vanna Bonta (1958–2014) Italian-American writer, poet, inventor, actress, voice artist (1958-2014)

"On the Avenue"
Rewards of Passion (Sheer Poetry) (1981)

Love, Truth, Housing

“Since my logic aims to teach and instruct the understanding, not that it may with the slender tendrils of the mind snatch at and lay hold of abstract notions (as the common logic does), but that it may in very truth dissect nature, and discover the virtues and actions of bodies, with their laws as determined in matter; so that this science flows not merely from the nature of the mind, but also from the nature of things.”

Francis Bacon book Novum Organum

Aphorism 52
Novum Organum (1620), Book II

Truth, Law, Understanding, Nature

“Buddha's teachings are scientific methods to solve the problems of all living beings permanently.”

Kelsang Gyatso (1931) Tibetan writer and lama

Modern Buddhism: The Path of Compassion and Wisdom (2011)

Problem

“Or, to go a step further, let us glance at what science has done to establish rational foundations for physical and moral health. Science tells us how we ought to live in order to preserve the health of our own bodies, how to maintain in good conditions of existence the crowded masses of our population. But does not all the vast amount of work done in these two directions remain a dead letter in our books? We know it does. And why? Because science today exists only for a handful of privileged persons, because social inequality which divides society into two classes — the wage-slaves and the grabbers of capital — renders all its teachings as to the conditions of a rational existence only the bitterest irony to nine-tenths of mankind.”

Peter Kropotkin (1842–1921) Russian zoologist, evolutionary theorist, philosopher, scientist, revolutionary, economist, activist, geogr…

An Appeal to the Young (1880)

Health, Books, Science, Personality

“Where it is the chief aim to teach many things, little education is given or received.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 232

Education

“Took a stranger to teach me to look into justice's beautiful face, and to see an eye for an eye and a tooth for a tooth.”

Bob Dylan (1941) American singer-songwriter, musician, author, and artist

Song lyrics, Infidels (1983), I and I

Justice, Beauty

“From a study of the discourses of the Buddha preserved in the Pali Canon, it will be seen that the idea of a personal deity, a creator god conceived to be eternal and omnipotent, is incompatible with the Buddha’s teachings. … Conceptions of an impersonal godhead of any description, such as world-soul, etc., are excluded by the Buddha's teachings on Anatta, non-self or unsubstantiality.”

Nyanaponika Thera (1901–1994) German Buddhist monk

“Buddhism and the God-Idea” (1962)

God, World, Soul, Idea

“He used to teach that God is incorporeal, as Plato also asserted, and that his providence extends over all the heavenly bodies.”

Diogenes Laërtius (180–240) biographer of ancient Greek philosophers

Aristotle, 13.
The Lives and Opinions of Eminent Philosophers (c. 200 A.D.), Book 5: The Peripatetics

God

“I’m your apprentice!” Simon protested. “When are you going to teach me something?”
“Idiot boy! What do you think I’m doing? I’m trying to teach you to read and to write. That’s the most important thing. What do you want to learn?”
“Magic!” Simon said immediately. Morgenes stared at him.
“And what about reading…?” the doctor asked ominously.
Simon was cross. As usual, people seemed determined to balk him at every turn. “I don’t know,” he said. What’s so important about reading and letters, anyway? Books are just stories about things. Why should I want to read books?”
Morgenes grinned, an old stoat finding a hole in the henyard fence. “Ah, boy, how can I be mad at you…what a wonderful, charming, perfectly stupid thing to say!” The doctor chuckled appreciatively, deep in his throat.
“What do you mean?” Simon’s eyebrows moved together as he frowned. “Why is it wonderful and stupid?”
“Wonderful because I have such a wonderful answer,” Morgenes laughed. Stupid because…because young people are made stupid, I suppose—as tortoises are made with shells, and wasps with stings—it is their protection against life’s unkindnesses.”
“Begging your pardon?” Simon was totally flummoxed now.
“Books,” Morgenes said grandly, leaning back on his precarious stool, “—books are magic. That is the simple answer. And books are traps as well.”
“Magic? Traps?”
“Books are a form of magic—” the doctor lifted the volume he had just laid on the stack, “—because they span time and distance more surely than any spell or charm. What did so-and-so think about such-and-such two hundred years agone? Can you fly back through the ages and ask him? No—or at least, probably not.
But, ah! If he wrote down his thoughts, if somewhere there exists a scroll, or a book of his logical discourses…he speaks to you! Across centuries! And if you wish to visit far Nascadu or lost Khandia, you have also but to open a book….”
“Yes, yes, I suppose I understand all that.” Simon did not try to hide his disappointment. This was not what he had meant by the word “magic.” “What about traps, then? Why ‘traps’?”

Tad Williams (1957) novelist

Morgenes leaned forward, waggling the leather-bound volume under Simon’s nose. “A piece of writing is a trap,” he said cheerily, “and the best kind. A book, you see, is the only kind of trap that keeps its captive—which is knowledge—alive forever. The more books you have,” the doctor waved an all-encompassing hand about the room, “the more traps, then the better chance of capturing some particular, elusive, shining beast—one that might otherwise die unseen.”
Source: Memory, Sorrow, and Thorn, The Dragonbone Chair (1988), Chapter 7, “The Conqueror Star” (pp. 92-93).

Life, People, Books, Age

“[T]o teach virtue we must educate the emotions, and this means learning "what to feel" in the various circumstances that prompt them.”

Roger Scruton (1944–2020) English philosopher

"Knowledge and Feeling" (p. 37)
Culture Counts (2007)

Education, Feeling, Learning

“No enjoyment on this sad old earth has come even close to the unending pleasures that God has prepared 'for those that love Him.' This is the teaching of the Bible. And you are going to miss out, simply because you refuse to change your mind, repent, and trust the Saviour.”

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

You Can Lead an Atheist to Evidence, But You Can't Make Him Think (2009)

Love, God, Pleasure, Sadness

“We, too, must enter into the Saviour's sorrow. For us, if we believe in Him, He breaks the bread, and pours the wine: and when we eat and drink, we do show the Lord's death until He come. His death, not His life, though that was lustrous with a holiness without the shadow of a stain. His death, not His teaching, though that embodied the fullness of a wisdom that was Divine. His death, not His miracles, though His course was a march of mercy, and in His track of blessing the world rejoiced and was glad. His death! His body not glorious, but broken; His blood, not coursing through the veins of a conqueror, but shed, poured out for man. His death! Still His death! Grandest and most consecrating memory both for earth and heaven!”

William Morley Punshon (1824–1881) English Nonconformist minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 373.

Life, Death, Wisdom, World

“If I have blamed here Christianity, Christian morals, Christian humanity and helpfulness; if I have spoken ironically of all the lighter, minor, and female virtues this teaching has produced and still produces—I have done so in the name of those who have lifted themselves above them, who have outgrown them, who have acquired greater than Christian virtues.”

Oscar Levy (1867–1946) German physician and writer

Preface, pp. x-xi.
The Revival of Aristocracy (1906)

Help

“We stand then for freedom, because we claim the right to develop our own individuality and evolve our own destiny along our own lines, unembarrassed by what Western civilisation has to teach us and unhampered by the institutions which the West has imposed.”

Chittaranjan Das (1870–1925) Indian politician and leader of the Swaraj Party

Undelivered presidential address for the session of Indian Congress held at Ahmedabad in December 1921. Source: Collected Works of Deshbandhu.
1921

Freedom

“Music is a healing force and we have the privilege of sharing it. It's an awesome responsibility. It has to be something that says something from you. It's a beautiful way to live your life. Whether you end up doing it for a business or just end up singing for your kids, teaching other people to do music, or doing therapy, go forward with a lot of belief, because it's such an amazing way to live your life.”

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

commencement address to 2007 graduating class at Berklee College of Music in Boston, MA
www.u2france.com (May 13, 2007)
2007, 2008

Life, People, Beauty, Music

“[This book] is intended as a text from which the student can learn and the teacher can teach the methods and results of economic analysis. It also seeks to be a contribution to the development and systematization of the body of economic analysis itself. These purposes are not separate. The task of presenting a systematic, orderly, and accurate account of economic analysis is identical with the task of preparing the material for teaching. It must be emphasized, however, that the purpose of this work is not primarily to entertain the student, or to enable him to regurgitate appropriate material into examination books, or to learn a few pat phrases, or to indoctrinate him with an abstract discipline which he will never use. Economics is like photography in this respect, that under-exposure is less desirable than no exposure at all.”

Kenneth E. Boulding (1910–1993) British-American economist

Source: 1940s, Economic Analysis, 1941, p. xv

Books, Learning, Teachers

“My father's moral inculcations were at all times mainly those of the "Socratici viri;" justice, temperance (to which he gave a very extended application), veracity, perseverance, readiness to encounter pain and especially labour; regard for the public good; estimation of persons according to their merits, and of things according to their intrinsic usefulness; a life of exertion in contradiction to one of self-indulgent sloth. These and other moralities he conveyed in brief sentences, uttered as occasion arose, of grave exhortation, or stern reprobation and contemp. But though direct moral teaching does much, indirect does more; and the effect my father produced on my character, did not depend solely on what he said or did with that direct object, but also, and still more, on what manner of man he was.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)
Source: https://archive.org/details/autobiography01mill/page/47/mode/1up p. 47

Life, Pain, Justice, Time

“To get, then, the mind of Christ,'and to declare it, is the primary end of the teaching offices of the church. The living body of sympathetic men, saturated with the truth and feeling of the Book, must bring it into contact with other men, through that marvelous organ the human voice, and with such aid as comes from the subtle sympathy that pervades assemblies of human beings.”

John Hall (1829–1898) Presbyterian pastor from Northern Ireland in New York, died 1898

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 478.

Men, Truth, Books, Feeling

“If man is created by an external source, then he must belong to that source and not to himself. According to Buddhism, man is responsible for everything he does. Thus Buddhists have no reason to believe that man came into existence in the human form through any external sources. They believe that man is here today because of his own action. He is neither punished nor rewarded by anyone but himself according to his own good and bad action. In the process of evolution, the human being came into existence. However, there are no Buddha-words to support the belief that the world was created by anybody. The scientific discovery of gradual development of the world-system conforms with the Buddha's Teachings.”

K. Sri Dhammananda Maha Thera (1919–2006) Sri Lankan Buddhist monk

"The God-Idea"
What Buddhists Believe (1993)

World, Support

“For me, the first challenge for computing science is to discover how to maintain order in a finite, but very large, discrete universe that is intricately intertwined. And a second, but not less important challenge is how to mould what you have achieved in solving the first problem, into a teachable discipline: it does not suffice to hone your own intellect (that will join you in your grave), you must teach others how to hone theirs. The more you concentrate on these two challenges, the clearer you will see that they are only two sides of the same coin: teaching yourself is discovering what is teachable.”

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

Dijkstra (1979) My hopes of computing science http://www.cs.utexas.edu/users/EWD/transcriptions/EWD07xx/EWD709.html (EWD 709). 1970s

Problem, Universe, Science

“Experience has convinced me that the proper way of teaching is to bring together that which is simple from all quarters, and, if I may use such a phrase, to draw upon the surface of the subject a proper mean between the line of closest connexion and the line of easiest deduction. This was the method followed by Euclid, who, fortunately for us, never dreamed of a geometry of triangles, as distinguished from a geometry of circles, or a separate application of the arithmetics of addition and subtraction; but made one help out the other as he best could.”

Augustus De Morgan (1806–1871) British mathematician, philosopher and university teacher (1806-1871)

Advertisement, p.4
The Differential and Integral Calculus (1836)

Dreams, Way, Help, Drawing

“Her point of view about student work was that of a social worker teaching finger-painting to children or the insane.
I was impressed with how common such an attitude was at Benton: the faculty—insofar as they were real Benton faculty, and not just nomadic barbarians—reasoned with the students, “appreciated their point of view”, used Socratic methods on them, made allowances for them, kept looking into the oven to see if they were done; but there was one allowance they never under any circumstances made—that the students might be right about something, and they wrong. Education, to them, was a psychiatric process: the sign under which they conquered had embroidered at the bottom, in small letters, Canst thou not minister to a mind diseased?—and half of them gave it its Babu paraphrase of Can you wait upon a lunatic? One expected them to refer to former students as psychonanalysts do: “Oh, she’s an old analysand of mine.” They felt that the mind was a delicate plant which, carefully nurtured, judiciously left alone, must inevitably adopt for itself even the slightest of their own beliefs.
One Benton student, a girl noted for her beadth of reading and absence of coöperation, described things in a queer, exaggerated, plausible way. According to her, a professor at an ordinary school tells you “what’s so”, you admit that it is on examination, and what you really believe or come to believe has “that obscurity which is the privilege of young things”. But at Benton, where education was as democratic as in “that book about America by that French writer—de, de—you know the one I mean”; she meant de Tocqueville; there at Benton they wanted you really to believe everything they did, especially if they hadn’t told you what it was. You gave them the facts, the opinions of authorities, what you hoped was their own opinion; but they replied, “That’s not the point. What do you yourself really believe?” If it wasn’t what your professors believed, you and they could go on searching for your real belief forever—unless you stumbled at last upon that primal scene which is, by definition, at the root of anything….
When she said primal scene there was so much youth and knowledge in her face, so much of our first joy in created things, that I could not think of Benton for thinking of life. I suppose she was right: it is as hard to satisfy our elders’ demands of Independence as of Dependence. Harder: how much more complicated and indefinite a rationalization the first usually is!—and in both cases, it is their demands that must be satisfied, not our own. The faculty of Benton had for their students great expectations, and the students shook, sometimes gave, beneath the weight of them. If the intellectual demands were not so great as they might have been, the emotional demands made up for it. Many a girl, about to deliver to one of her teachers a final report on a year’s not-quite-completed project, had wanted to cry out like a child, “Whip me, whip me, Mother, just don’t be Reasonable!””

Randall Jarrell book Pictures from an Institution

Source: Pictures from an Institution (1954) [novel], Chapter 3, pp. 81–83

Life, Children, Books, Youth

“On oilrigs men who only work an 8-hour day are contemptuously called nine-to-fivers. In stark contrast, women are more likely not to take risks, even when the risks are minimal. What's the message to our sons? Our praise of our sons when they risk physical danger teaches them that a willingness to be physically abused creates love. Abuse-as-love? Yes.”

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

Source: Why Men Earn More (2005), p. 39.

Love, Women, Men

“By teaching others you will learn yourself.”

G. I. Gurdjieff (1866–1949) influential spiritual teacher, Armenian philosopher, composer and writer

Aphorisms

Learning

“Suffering is an excellent teacher, and Aeschylus says, "We learn by sufferings. "We are easily] up; sufferings keep us humble. We easily turn to worldly things. Sufferings make us turn to ( love ourselves; sufferings teach us to love God."”

Peter de Noronha (1897–1970) Indian businessman

The Pageant of Life (1964), On Suffering

Love, God, Suffering, Learning

“I am familiar with what goes on in the Arab countries, and I'm sad to say that most of us want to annihilate Israel. We want to kill all the Israelis… Do you know what they used to say in the mosques in Egypt? "We want to go to the White House and turn it into the Islamic House…" We call upon the Arab countries to stop teaching hatred to the Arab children.”

Nonie Darwish (1949) American activist

"We Must Begin to View the Jews in a Forgiving Light," Middle East Media Research Institute (March 2007)

Children, Sadness, Housing, Country

“Our religion teaches us that every human being is unique and must play his part in working out his own salvation. So whereas socialists begin with society, and how people can be fitted in, we start with Man, whose social and economic relationship are just part of his wider existence. Because we see man as a spiritual being, we utterly reject the Marxist view, which gives pride of place to economics…The religious tradition values economic activity, how we earn our living, create wealth, but warns against obsession with it, warns against putting it above all else. Money is not an end in itself, but a means to an end.”

Margaret Thatcher (1925–2013) British stateswoman and politician

Speech to Greater London Young Conservatives (Iain Macleod Memorial Lecture - "Dimensions of Conservatism") (4 July 1977) http://www.margaretthatcher.org/document/103411 Leader of the Opposition

Money, People, Religion, Parting

“The Buddha also counseled the monks and nuns to avoid wasting any precious time by engaging in idle conversation, oversleeping, pursuing fame and recognition, chasing after desires, spending time with people of poor character, and being satisfied with only a shallow understanding of the teaching.”

Thich Nhat Hanh (1926) Religious leader and peace activist

Old Path White Clouds : Walking in the Footsteps of the Buddha (1991) Parallax Press ISBN 81-216-0675-6

People, Understanding, Time

“When you educate someone, you teach them how to use language to arm them, straighten them out, organize them, elevate them and you ennoble them, and then they're not misshapen half-carved blocks of humanity – people that can stand up, stand around and manoeuvre through the world, contribute properly to the community and keep the world oriented between chaos and order.”

Jordan Peterson (1962) Canadian clinical psychologist, cultural critic, and professor of psychology

Biblical Lectures

People, World, Education, Communication

“You and yours at the Circle, you're gonna save all the souls. You're gonna get everyone in one place, you're gonna teach them all the same things. There can only be one morality, one set of rules. Imagine! Now all humans will have the eyes of God. You know this passage? 'All things are naked and opened unto the eyes of God.' Something like that. You know your Bible? Now we're all God. Every one of us will soon be able to see, and cast judgment upon, every other. We'll see what He sees. We'll articulate His judgment. We'll channel His wrath and deliver His forgiveness. On a constant and global level. All religion has been waiting for this, when every human is a direct and immediate messenger of God's will. Do you see what I'm saying?”

Dave Eggers book The Circle

Man, to Mae and Francis; pp. 398-399
The Circle (2013)

God, Religion, Soul, Imagination

“The word is a sort of deliverance from the shifting world of appearances. The central teaching of the New Testament is that those who accept the word acquire wisdom and at the same time some identification with the eternal.”

Richard M. Weaver (1910–1963) American scholar

Source: Ideas have Consequences (1948), p. 149.

Wisdom, World, Appearance, Time

“Yet in all this time, from the beginning to the end, I had two manner of beholdings. The one was endless continuant love, with secureness of keeping, and blissful salvation, — for of this was all the Shewing. The other was of the common teaching of Holy Church, in which I was afore informed and grounded — and with all my will having in use and understanding. And the beholding of this went not from me: for by the Shewing I was not stirred nor led therefrom in no manner of point, but I had therein teaching to love it and find it good : whereby I might, by the help of our Lord and His grace, increase and rise to more heavenly knowing and higher loving.”

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

Summations, Chapter 46

Love, Understanding, Time, Help

“Of great importance is that the repetition of God’s Name increases daily. In this way your heart and mind will be purified. Only then you will find God in yourself. (…) The water to clean your heart is the Name of God. So teach everyone to repeat the Name of God – everywhere.”

Haidakhan Babaji teacher in northern India

Repetition of God’s name
Source: The Teachings of Babaji, 16 November 1982.

God, Way, Water, Heart

“During his lifetime Gurdjieff did not publish any books on the techniques of his teaching, and his pupils were bound to secrecy on the subject. Since his death in Paris in 1949, however, many of his works have been published, and there has been a flood of memoirs by disciples and admirers. Gurdjieff was in almost ever respect the antithesis of Aleister Crowley. Whereas Crowley craved publicity, Gurdjieff shunned it. Crowley was forgotten for two decades after his death; Gurdjieff on the contrary, has become steadily better known, and his influence continues to grow. One of the main reasons for this is that there was so little of the charlatan about him. He is no cult figure with hordes of gullible disciples. What he has to teach makes an appeal to the intelligence, and can be fully understood only by those who are prepared to make a serious effort.”

Colin Wilson (1931–2013) author

They Had Strange Powers (1975)

Death, Books, Intelligence, Effort

“The trouble with Islam is deeply rooted in its teachings. Islam is not only a religion. Islam (is) also a political ideology that preaches violence and applies its agenda by force.”

Wafa Sultan (1958) American psychistrist

Wafa Sultan, cited in: N. C. Munson, Noel Carroll. If You Can Keep It, Allen-Ayers Books, 2010, p. 215

Religion

“Sometimes, the only way to learn something really well is to revert to the state of mind of a novice and reawaken to the raw observations that you have accumulated instead of relying on the conclusions you have reached from the exogenous premises absorbed through teaching and bookish learning.”

Erik Naggum (1965–2009) Norwegian computer programmer

Re: Guide to Lisp, v1.20 http://groups.google.com/group/comp.lang.lisp/msg/f7bc99564506e851 (Usenet article). Usenet articles, Miscellaneous

Way, Learning

“Experiments are intended to teach, and not to mystify.”

William Sturgeon (1783–1850) British inventor

on the experiments used in his lectures on Galvanism. [William Sturgeon, A Course of Twelve Elementary Lectures on Galvanism, London : Sherwood, Gilbert, and Piper, 1843, 33-34, http://www.archive.org/details/courseoftwelveel00sturrich]

Quotes about teaching page 8

Quotes about teaching
page 8