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Teaching Quotes

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Teaching Quotes

“The ultimate test of my understanding of the scriptural teaching is the amount of time I spend in prayer. As theology is ultimately the knowledge of God, the more theology I know, the more it should drive me to seek to know God. Not to know about Him but to know Him! The whole object of salvation is to bring me to knowledge of God. If all my knowledge does not lead me to prayer there is something wrong somewhere.”

“My knowledge is, if you will follow the teachings of Jesus Christ and his Apostles, as recorded in the New Testament, every man and woman will be put in possession of the Holy Ghost. . . . They will know things that are, that will be, and that have been. They will understand things in heaven, things on the earth, and things under the earth, things of time, and things of eternity, according to their several callings and capacities.”

“We have the Bible in our hands; but how little we know of its teaching! And how little are we governed by it! We go on, from week to week, year to year, with things which have no foundation whatever in its pages- yea, with things utterly opposed to its teaching; and, all the while, we boast of having the Scriptures, just like the Jews of old, who made their boast of having the oracles of God, while those very oracles condemned themselves and their ways, and left them without a single plea.”

“The genius of Freemasonry is not our Masonic buildings and temples or the trappings of our organizations. It is not our great charities or community activities. It is not our beautiful rituals or their teachings! It is the 'practice of Freemasonry' by the Freemasons. Yet we cannot practice that which we do not know or understand. Thus Masonic education is the foundation for our Fraternity. Brother Carl H. Claudy in The Master's Book says, '.. one thing and only one thing a Masonic Lodge can give its members which they can get nowhere else in the world. That one thing is Masonry.”

“Christianity is most admirably adapted to the training of slaves, to the perpetuation of a slave society; in short, to the very conditions confronting us today. The rulers of the earth have realized long ago what potent poison inheres in the Christian religion. That is the reason they foster it; that is why they leave nothing undone to instill it into the blood of the people. They know only too well that the subtleness of the Christian teachings is a more powerful protection against rebellion and discontent than the club or the gun.”

“Zen is to religion what a Japanese "rock garden" is to a garden. Zen knows no god, no afterlife, no good and no evil, as the rock-garden knows no flowers, herbs or shrubs. It has no doctrine or holy writ: its teaching is transmitted mainly in the form of parables as ambiguous as the pebbles in the rock-garden which symbolise now a mountain, now a fleeting tiger. When a disciple asks "What is Zen?", the master's traditional answer is "Three pounds of flax" or "A decaying noodle" or "A toilet stick" or a whack on the pupil's head.”

“In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.”

“What really matters in a workplace, what helps an employer if you've got a unionised workforce is if your shop stewards know the rules of the game, if your safety reps are taught to be able to examine situations to make sure the workplace is more safety. Better informed delegates, better workplace safety saves companies money. Unions are very good at safety. We are good at teaching delegates how to resolve disputes.”

“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.”

“Even though their arguments did not invoke religion, I think we all know what's behind these arguments. They're trying to protect religious beliefs from contradiction by science. They used to do it by prohibiting teachers from teaching evolution at all; then they wanted to teach intelligent design as an alternative theory; now they want the supposed "weaknesses" in evolution pointed out. But it's all the same program - it's all an attempt to let religious ideas determine what is taught in science courses.”

“Go to the place where the thing you wish to know is native; your best teacher is there. Where the thing you wish to know is so dominant that you must breathe its very atmosphere, there teaching is moat thorough, and learning is most easy. You acquire a language most readily in the country where it is spoken; you study mineralogy boat among miners; and so with everything else.”

“The so-called Church Fathers are not some theologians as we know them nowadays. They were close to the teaching of the Apostles conveying the teaching of those who were close to Jesus. Their theology and wisdom is close to everyday life. We have to thank John Michael Talbot that he has been able to unearth the treasures of those times. This was only possible because he himself in his community experiences the Gospel lived out in our times.”

“It can do truth no service to blind the fact, known to all who have the most ordinary acquaintance with literary history, that a large portion of the noblest and most valuable moral teaching has been the work not only of men who did not know, but of men who knew and rejected the Christian faith.”

“The mother must teach her son how to respect and follow the rules. She must teach him how to compete successfully with the other boys. And she must teach him how to find a woman to take care of him and finish the job she began of training him how to live in a family. But no matter how good a job a woman does in teaching a boy how to be a man, he knows that she is not the real thing, and so he tends to exaggerate the differences between men and women that she embodies.”

“There’s only one thing we can be sure of, and that is the love that we have -- for our children, for our families, for each other. The warmth of a small child’s embrace -- that is true. The memories we have of them, the joy that they bring, the wonder we see through their eyes, that fierce and boundless love we feel for them, a love that takes us out of ourselves, and binds us to something larger -- we know that’s what matters. We know we’re always doing right when we’re taking care of them, when we’re teaching them well, when we’re showing acts of kindness. We don’t go wrong when we do that.”

“The world is full of people who have lost faith: politicians who have lost faith in politics, social workers who have lost faith in social work, schoolteachers who have lost faith in teaching and, for all I know, policemen who have lost faith in policing and poets who have lost faith in poetry. It's a condition of faith that it gets lost from time to time, or at least mislaid.”

“...if use is not an appropriate criterion for decision making in the academic life, what is? Love. ...The virtues of love as a criterion for choosing a college major...it is not pretentious. "Use" is pretentious because it claims to know something about the future that it doesn't really know. Love is immediate... [love] guarantees that you will work to your highest potential...it is part of who you are, and not just something you think, often wrongly, that you can use.”

“[on education] It's knowing where to go to find out what you need to know, and it's knowing how to use the information once you get it.”

“Even if fathers are more benignly helpful, and even if they spend time with us teaching us what they know, rarely do they tell uswhat they feel. They stand apart emotionally: strong perhaps, maybe caring in a nonverbal, implicit way; but their internal world remains mysterious, unseen, "What are they really like?" we ask ourselves. "What do they feel about us, about the world, about themselves?”

“We spend a lot of time and effort trying to figure out who's going to be a good NFL quarterback, and we do a very bad job of it. We don't really know. And we also spend a lot of time trying to figure out who will be a good teacher, and we're really bad at that too. We don't know if someone is going to be a good teacher when they start teaching. So what should we do in those situations in which predictions are useless?”

“In teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are.”

“My favorite thing about coaching? Teaching. Being around young people, just watching a player grow and develop. You know, a young man comes in with dreams and goals and ambitions and just helping him reach (them). It's like your dad watching you grow up and like me watching my boys grow.”

“To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.”

“The important thing is not so much that every child should be taught, as that every child should have the opportunity of teaching itself. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.”