Teaching Quotes - page 53
![[God] arranged that the boy Samuel should be chosen but instead of teaching him directly He had him turn once or twice to an old man. This youngster, to whom He had granted a direct encounter with Himself, had nevertheless to go for instruction to someone who had offended God, and all because that person was an old man. He decided that Samuel was most worthy of a high calling and yet He made him submit to the guidance of an old man so that once summoned to a divine ministry he might learn humility and might himself become for all the young a model of deference. (John Cassian)](https://cdn.quotesdtb.com/img/quotes_images_webp/39/john-cassian-boy-calling-54639.webp)
If you expound the teaching of the Logos from the standpoint of the moral life, using materialistic words and examples which correspond to the capacity of your hearers, you make the Logos flesh. Conversely, if you elucidate mystical theology by means of the higher forms of contemplation you make the Logos spirit.
Maximus the Confessor
Gandhi spoke of the Moplas as the " brave God-fearing Moplas who were fighting for what they consider as religion and in a manner which they consider as religious ". Speaking of the Muslim silence over the Mopla atrocities Mr. Gandhi told the Hindus: "The Hindus must have the courage and the faith to feel that they can protect their religion in spite of such fanatical eruptions. A verbal disapproval by the Mussalmans of Mopla madness is no test of Mussalman friendship. The Mussalmans must naturally feel the shame and humiliation of the Mopla conduct about forcible conversions and looting, and they must work away so silently and effectively that such a thing might become impossible even on the part of the most fanatical among them. My belief is that the Hindus as a body have received the Mopla madness with equanimity and that the cultured Mussalmans are sincerely sorry of the Mopla's perversion of the teaching of the Prophet."
Mahatma Gandhi
This is not, I say, a sectarian question, it is a national question; it is not a question of aggrandizing or denuding any individual sect, it is a question of raising the efficiency of the Universities as national instruments of education; and I firmly believe that the infusion of new blood, which will result from the adoption of this policy, will speedily bring their teaching organization into greater harmony with the times... We wish to see the Universities thrown altogether open to the nation; and thus, while the nation derives the full benefit of the high traditional position of those great institutions, my hope is, that the freer and fuller life of the nation will in turn react on the Universities, and render them better qualified to fill their high position.
Henry Campbell-Bannerman
President Ho Chi Minh, understanding the extraordinary historical importance and the consequences of the glorious October Revolution, and assimilating Lenin's luminous thought, saw clearly that in Marxism-Leninism we could find the teaching and the path that had to be followed to find a solution to the problem of the peoples oppressed by colonialism.
Fidel Castro
The Swiss-born psychiatrist Elisabeth Kubler-Ross changed western cultural resistance to dealing with death, and the teaching of how to accept it... Kubler-Ross's best known contribution to the study, thanatology, that she had helped to create, was the five stages of dying people go through. She described them - denial, anger, bargaining, depression and acceptance - in her bestseller On Death And Dying (1969), written in two months. Not everyone experiences all five, she cautioned, but at least two are always present. The definition, reached after scores of interviews with people facing imminent death, helped the medical profession to deal with a factor it had long refused to acknowledge, especially in the US... She wrote more than 20 books.. A firm believer in a god and the life hereafter, she became fascinated with near-death experiences and an advocate for people's stories of seeing a shining light and familiar faces, before being brought back from the brink.
Elisabeth Kübler-Ross
Consider in how many ways His knowledge is distinguished from ours according to all the teaching of every revealed religion. First, His knowledge is one, and yet embraces many different kinds of objects. Secondly, it is applied to things not in existence. Thirdly, it comprehends the infinite. Fourthly, it remains unchanged, though it comprises the knowledge of changeable things; whilst it seems that the knowledge of a thing that is to come into existence is different from the knowledge of the thing when it has come into existence; because there is the additional knowledge of its transition from a state of potentiality into that of reality. Fifthly, according to the teaching of our Law, God's knowledge of one of two eventualities does not determine it, however certain that knowledge may be concerning the future occurrence of the one eventuality.
Maimonides
They [the Conservatives] cannot think beyond outmoded techniques of monetary regulation, followed by panic stop-go-stop measures, when bold planning for industrial expansion is called for. They cannot raise their eyes beyond a system of society where making money by whatever means is lauded as the highest service, while earning money by contributing to production and exports, or teaching or nursing is a mug's game. An Opportunity State for all our people? The Conservatives glory in one where the rewards go to land racketeers and property spivs, while the man who ventures his skill in scientific or technological advance, or in the chancy risks of export markets, is left out in the cold.
Harold Wilson
I've always thought, incidentally, that many of us should welcome the fact that...a particular policy idea we hold does have this adverse effect on the opinions of other people. I think this is a very good thing, because it means that those of us who hold our views have to be better to get recognized than people who hold the other views. And in the long run, what matters is the quality of people who propose the ideas and not their number and not their position. It is because it is the quality of these ideas that matters so much that Hayek's ideas have been so wide-spread and have had such an influence, and that you are now seeing the rise in the scientific as well as in the other parts of the world of more people of this particular kind of persuasion....
... I am one of those who has learned a great deal from Hayek. I hope he is as effective as I think he will be in his teaching in Germany, but I also hope that we will see him back here very often indeed.
Friedrich Hayek
My point of view of Korea is a child's point of view. Because I left when I was seven and a half, there was an enormous amount of innocence. While I was growing up, a lot of horrible things happened politically in South Korea, and yet, I had a mother who was teaching piano at home. I remember things like getting ice cream as treats if we had some extra money, or how my father always wore a suit to the office; that's sort of what I remember as a child. And that innocence is really nice because, now that I learned the historical aspect of what was really going on, I think, gosh, they must have been terrified in some ways. They must have been terrified sufficiently to say, "We would like to immigrate to another country and start all over again being essentially working class.”.
Min Jin Lee
The consolations of the moral ideal are vigorous. They do not encourage idle sentiment. They recommend to the sufferer action. Our loss, indeed, will always remain loss, and no preaching or teaching can ever make it otherwise. But the question is whether it shall weaken and embitter, or strengthen and purify us, and lead us to raise to the dead we mourn a monument in our lives that shall be better than any pillared chapel or storied marble tomb. The criterion of all right relations whatsoever is that we are helped by them. And so, too, the criterion of right relations to the dead is that we are helped, not weakened and disabled, by them.
Felix Adler
Pay attention to your students. Hear what they say, try to find out what their capacities are, what make sense to them. Adapt what you are doing and saying to those capacities, but make your students stretch upward. I think the trick is to adapt to the level of a student, but never rest on that level - always make them reach out. ... If a student does not quite get it the first time, he or she will come back and get it later. If you don't set your writing - and teaching - at a level that makes them stretch, they are never going to develop their intellectual muscle.
M. H. Abrams
It is significant that the Great Teacher does not draw up a code of laws or list or sins. Nowhere does Jesus say explicitly that human slavery is a sin, or that the employment of little children for fourteen hours a day in a factory is a sin. He deals in general principles concerning the great fundamentals of life. So clear is his teaching, however, that there can be no doubt as to what he thinks of human slavery or the oppression of little children. In the teaching of Jesus, life is relationship, dwelling on friendly and affectionate terms with God, with ourselves, and with our fellowmen. Anything which destroys this relationship is sin. By this standard any thought or act may safely be judged.
Kirby Page
For a disciple of Jesus, in each case the decision hinges upon the answer to the question, Is it Christian? Is it a thing that Jesus could do without sin? Is it in harmony with his teaching and desires? Can it be followed without violating his way of life? Is it such that he can use it, sanction it and bless it? If the devout monk had decided the question solely upon these grounds, he should not have used torture to conquer the heretic, the judge should not have used the stake to silence witches, the politician should not adopt the evil practices of his opponent, and if the Christian citizen uses this same test, he should not, in my opinion, use the sword in resisting the military despot.
Kirby Page
The zealous care with which Turner endeavoured to do his duty, is proved by a large existing series of drawings, exquisitely tinted, and often completely coloured, all by his own hand, of the most difficult perspective subjects-illustrating not only directions of line, but effects of light - with a care and completion which would put the work of any ordinary teacher to utter shame. In teaching generally - he would neither waste time nor spare it - he would look over a student's drawing at the Academy, point to a defective part, make a scratch on the paper at the side, say nothing. If the student saw what was wanted, and did it, Turner was delighted; but if the student could not follow. Turner left him.
J. M. W. Turner
We find sin the perversion of human freedom, and the deep cause of death, because it is separation from God, the source of life...and then, in its turn, the occasion and effect of an intervention in us and in our world of an obscure agent, the Devil. Evil is not merely a lack of something, but an effective agent, a living spiritual being, perverted and perverting. A terrible reality. Mysterious and frightening. It is contrary to the teaching of the Bible and the Church to refuse to recognize the existence of such a reality, or to regard it as a principle in itself which does not draw its origin from God like every other creature; or to explain it as a pseudoreality, a conceptual and fanciful personification of the unknown causes of our misfortunes.
Pope Paul VI
I made true the first English sentence [Albers came from Germany] that I uttered (better stuttered) on our arrival at Black Mountain College in November 1933 [right after the closing of the Bauhaus art school in Dessau Germany, by the Nazi's] When a student asked me what I was going to teach I said: 'to open eyes'. And this has become the motto of all my teaching [famous pupils of Josef Albers at Black Mountain College were for instance the young generation starting American artists, like Robert Rauschenberg, Helen Frankenthaler, Cy Twombly, Ray Johnson and Susan Weil.
Josef Albers
But, presenting to your weakness the gift of the example of His own flesh, the more perfect Adam-that is, Christ, more perfect on this account as well (as on others), that He was more entirely pure-stands before you, if you are willing (to copy Him), as a voluntary celibate in the flesh. If, however, you are unequal (to that perfection), He stands before you a monogamist in spirit, having one Church as His spouse, according to the figure of Adam and of Eve, which (figure) the apostle interprets of that great sacrament of Christ and the Church, (teaching that), through the spiritual, it was analogous to the carnal monogamy.
Tertullian
The Ageless Wisdom teaching was first made available to the general public around 1875 by Helena Petrovna Blavatsky in her seminal works: The Secret Doctrine and Isis Unveiled. Blavatsky established the Theosophical Society to introduce this `new' perspective on history and human evolution. The intermediate phase of the teaching was revealed by Alice A. Bailey who, from 1919 to 1949, collaborated with a Master of Wisdom known as `the Tibetan'. Through a process of telepathic overshadowing, the Master Djwhal Khul communicated a vast body of information about the world and its future.
Helena Petrovna Blavatsky
Strategy is the craft of the warrior. Commanders must enact the craft, and troopers should know this Way. There is no warrior in the world today who really understands the Way of strategy.
There are various Ways. There is the Way of salvation by the law of Buddha, the Way of Confucius governing the Way of learning, the Way of healing as a doctor, as a poet teaching the Way of Waka, tea, archery, and many arts and skills. Each man practices as he feels inclined.
Miyamoto Musashi
Phil saw television as a marvelous teaching tool. There would be no excuse of illiteracy. Parents could learn along with their children. News and sporting events could be seen as they were happening. Symphonies would mean more when one could see the musicians as they played, and movies would be seen in our own living rooms. He said there would be a time when we would be able to see and learn about people in other lands. If we understood them better, differences could be settled around conference tables, without going to war.
Mike Jones
