Teaching is a strategic act of engagement.
A smooth lecture. . . may be pleasant; a good teacher challenges, asks, irritates and maintains high standards - all that is generally not pleasant.
In talking about human rights today, we are referring primarily to the following demands: protection of the individual against arbitrary infringement by other individuals or by the government; the right to work and to adequate earnings from work; freedom of discussion and teaching; adequate participation of the individual in the formation of his government. These human rights are nowadays recognised theoretically, although, by abundant use of formalistic, legal manoeuvres, they are being violated to a much greater extent than even a generation ago.
My mom is like this hard-core, liberal feminist. She's a professor in Boston, and she's been teaching women's studies for 30 years and international politics.
Coaching is unlocking a person's potential to maximize their own performance. It is helping them to learn rather than teaching them.
A doctrine-teaching, character-building university, the Brigham Young University is dedicated to the building of character and faith, for character is higher than intellect. . . . We are men of God first, men of letters second, men of science third, and noted men fourth, men of rectitude rather than academic competence. . . . Our academic training must be as impeccable as our lives.
. . . it is the greatest achievement of a teacher to enable his students to surpass him.
The word doctrine, as used in the Bible, means teaching of duty, not theory.
Christ was the first feminist and because of that I've learned from his teaching to call myself a Christian feminist, adding that her faith is not a matter of traditions and dogmas but, rather, a spiritual experience.
When you see that 76 percent of teachers are female, I think you have to acknowledge that there's a cultural bias, and it does date back to this nineteenth century idea that teaching is a form of mothering.
That kind of peer learning, that peer teaching, that peer evaluation, and then administration of insight.
True teaching liberates the student from his teacher.
To exclude religious teaching altogether from education. . . is a very dangerous and curious tendency. The result is to give paganism a new importance and influence.
There's a way in which all of these grazers at the spirituality buffet are performing a service, because you could argue that grazing leads to a kind of tolerance. People who incorporate teachings from a lot of different traditions into their own belief systems are going to be more tolerant than people who confine themselves within the strict boundaries of one particular religion. Does it contribute to our confusion? I don't know if it contributes to confusion so much as it is evidence of a certain kind of silliness and shallowness.
The first principle of true teaching is that nothing can be taught.
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 to-day. . . . 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.
The object of (Christian) faith is not the teaching but the Teacher.
In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.
Part of the notion in Shambhala teachings is that everybody can live their lives so they get weaker and more stressed out as they go along, or so they get more fortitude and strength.
If Jesus rose from the dead, then you have to accept all that he said; if he didn't rise from the dead, then why worry about any of what he said? The issue on which everything hangs is not whether or not you like his teaching but whether or not he rose from the dead.