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Teaching Quotes

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Teaching Quotes

“Those who would legislate against the teaching of evolution should also legislate against gravity, electricity and the unreasonable velocity of light, and also, should introduce a clause to prevent the use of the telescope, the microscope and the spectroscope or any other instrument of precision which may in the future be invented, constructed or used for the discovery of truth.”

“I believe that the biblical teaching is clear. It always contests political power. It incites to "counterpower," to "positive" criticism, to an irreducible dialogue (like that between king and prophet in Israel), to antistatism, to a decentralizing of the relation, to an extreme relativizing of everything political, to an anti-ideology, to a questioning of all that claims either power or dominion (in other words, of all things political), and finally, if we may use a modern term, to a kind of "anarchism" (so long as we do not relate the term to the anarchist teaching of the nineteenth century).”

“The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.”

“Sacred scripture wishes simply to declare that the world was created by God, and in order to teach this truth it expressed itself in terms of the cosmology in use at the time of the writer. Any other teaching about the origin and makeup of the universe is so alien to the intentions of the Bible, which does not wish to teach how heaven was made but how one goes to heaven.”

“conventional English usage, including the generic use of masculine-gender words, often obscures the actions, the contributions, and sometimes the very presence of women. Turning our backs on that insight is an option, of course, but it is an option like teaching children that the world is flat.”

“Much of the pressure contemporary parents feel with respect to dressing children in designer clothes, teaching young children academics, and giving them instruction in sports derives directly from our need to use our children to impress others with our economic surplus. We find "good" rather than real reasons for letting our children go along with the crowd.”

“...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.”

“The Christians and the Jews do not believe that the Bible is the verbatim words of God. In fact it is clear that the books of the Bible are written by men - allegedly inspired men - but humans nonetheless. God in the Bible is spoken of in third person. This gives the believer a degree of caution. If the writers of the Bible were humans and humans are fallible, the Bible should not be taken literally. It is possible to interpret it, use one's logic to understand it in the light of science and adapt its teachings to meet the needs of the time.”

“You make a great, very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use.”

“I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.”

“As children's inquiries are not to be slighted, so also great care is to be taken, that they never receive deceitful and illuding answers. They easily perceive when they are slighted or deceived, and quickly learn the trick of neglect, dissimulation, and falsehood, which they observe others to make use of. We are not to intrench upon truth in any conversation, but least of all with children; since, if we play false with them, we not only deceive their expectation, and hinder their knowledge, but corrupt their innocence, and teach them the worst of vices.”

“In the art of teaching, we recognize that ideas and insights need to cook over a period of time. Sometimes the student who is least articulate about expressing the ideas is in fact the one who is absorbing and processing them most deeply. This applies as well to our own private learning of our art form; the areas in which we feel most stuck and most incompetent may be our richest gold mine of developing material. The use of silence in teaching then becomes very powerful.”

“It's no understatement that the church has done a poor job in teaching our young people that reason and faith are not opposites, and that atheists are far from being on the side of reason. You can find on our website a chart which I use to demonstrate the various worldviews work out, and which one, Christianity, is rational. Many kids, however, who grow up huddled in a Christian environment find themselves in the university setting completely unequipped to defend the rationality of the Christian faith against the secular humanist worldview so prevalent on college campuses.”

“Power depends ultimately on physical force. By teaching people that violence is wrong (except, of course, when the system itself uses violence via the police or the military), the system maintains its monopoly on physical force and thus keeps all power in its own hands.”

“Remember all those who suffer from their own downfall, after having believed themselves to be winners, and who now weep for the many lost hours. So while you still have time, seek to enrich your own spirits for the tomorrow which awaits you because, in accordance with the teachings of the Lord, it is of no use to retain the outward appearance of the splendor of all the empires of this world, if you maintain darkness within your heart.”

“For the most part, people use "empathy" to mean everything good. For instance, many medical schools have courses in empathy. But if you look at what they mean, they just want medical students to be nicer to their patients, to listen to them, to respect them, to understand them. What's not to like? If they were really teaching empathy, then I'd say there is a world of problems there.”

“Sometime during the 1990s, when I was teaching philosophy at UCSD, my friend, colleague, and music teacher, Carol Plantamura, discussed the possibility of teaching a course together looking at ways in which various literary works (plays, stories, novels) had been treated as operas, and how different themes emerged in the opera and in its original. One of the pairings we planned to use was Mann's great novella and Britten's opera. Unfortunately, the course was never taught, but the idea remained with me.”

“Just as Uncle Tom, back during slavery used to keep the Negroes from resisting the bloodhound or resisting the Ku Klux Klan by teaching them to love their enemies or pray for those who use them despitefully, today Martin Luther King is just a twentieth-century or modern Uncle Tom or religious Uncle Tom, who is doing the same thing today to keep Negroes defenseless in the face of attack that Uncle Tom did on the plantation to keep those Negroes defenseless in the face of the attack of the Klan in that day.”