Quotessence
Home / Topics / Practice Quotes

Practice Quotes

Browse 6215 quotes about Practice.

Related topics

Practice Quotes

“It is my greatest joy to share with students this knowledge that I have acquired in the past 50 years of practice and study. Dharma Yoga practice will give one’s body the power and strength to have resistance to common illnesses and diseases. With proper encouragement and increased faith in the Guru, as one can improve his physical body and mental attitude rapidly, thereby igniting the higher motives of making one's self useful to himself and all mankind.”

“Just as the grammarian makes one study grammar, A Buddha teaches according to the tolerance of his students; Some he urges to refrain from sins, others to do good, Some to rely on dualism, other on non-dualism; And to some he teaches the profound, The terrifying, the practice of enlightenment, Whose essence is emptiness that is compassion”

“I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, by nearly every college and academy in the United States. That is, the holding the students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined. We shall, on the contrary, allow them uncontrolled choice in the lectures they shall choose to attend, and require elementary qualification only, and sufficient age.”

“The difficulty in our education up till now lies, for the most part, in the fact that knowledge did not refine itself into will, to application of itself, to pure practice. The realists felt the need and supplied it, though in a most miserable way, by cultivating idea-less and fettered "practical men." Most college students are living examples of this sad turn of events. Trained in the most excellent manner, they go on training; drilled they continue drilling.”

“As a freshman in college, I was having a lot of trouble adjusting. I took a meditation class to handle anxiety. It really helped. Then as a grad student at Harvard, I was awarded a pre-doctoral traveling fellowship to India, where my focus was on the ancient systems of psychology and meditation practices of Asia.”

“Books, says Lord Bacon, can never teach us the use of books; the student must learn by commerce with mankind to reduce his speculations to practice. No man should think so highly of himself as to think he can receive but little light from books; no one so meanly, as to believe he can discover nothing but what is to be learned from them.”

“And this year, when we end the cruel, defeatist practice of passing children who cannot read into fourth grade, and when our most diligent students begin to graduate from high school in 11 years, and get a head start on college costs with the dollars they earned through their hard work, others will take notice of Indiana yet again.”

“Focusing-Oriented Art Therapy is a major contribution to art therapy literature and practice. Laury Rappaport introduces a contemplative method and philosophy grounded in the body's felt-sense of experience and its innate and largely unrecognized wisdom. This intellectually provocative, yet thoroughly practical text, establishes Rappaport as an emergent leader in the art therapy world and author of a book that every student and art therapist must read in order to appreciate the depth and breadth of our discipline.”

“My real purpose in telling middle-school students stories was to practice telling stories. And I practiced on the greatest model of storytelling we've got, which is "The Iliad" and "The Odyssey." I told those stories many, many times. And the way I would justify it to the head teacher if he came in or to any parents who complained was, look, I'm telling these great stories because they're part of our cultural heritage. I did believe that.”

“The easiest method of acquiring the habit of scholarship is through acquiring the ability to express oneself clearly in discussing and disputing scholarly problems. This is what clarifies their import and makes them understandable. Some students spend most of their lives attending scholarly sessions. Still, one finds them silent. They do not talk and do not discuss matters. More than is necessary, they are concerned with memorizing. Thus, they do not obtain much of a habit in the practice of scholarship and scholarly instruction.”