Quotes About Teaching

The wisdom of the wise, and the experience of ages, may be preserved by quotation.

Grammar school never taught me anything about grammar.

In teaching, the other main problem related to type is the students' interest. Intuitives and sensing types differ greatly in what they find interesting in any subject even if they like, that is, are interested in, the same subjects. Intuitives like the principle, the theory, the why. Sensing types like the practical application, the what and the how.

It breaks my heart to think of childhood, everybody bigger and whacking and shouting and teaching you not to reach for anything or look at anything, and not letting up on you till you get over wanting to.

I hope that schools have changed since I was a little girl. My memory of the teaching of the public schools is that it showed the brutal incomprehension of children.

It isn't about knowing the most stories, child. It is about carrying the ones that are most important and passing them along.

An earthworm close by sighed and said, "Well now, men are clear enough about what they've understood, but can't infer one thing from another. The men who lecture on the Four Books and the Six Classics,1 with their magnificent and noble principles, would none of them understand commentary on their own minds. Thus, once separated from their books, they are unable to understand the mind at all.

A partir de entonces, cuando se veía al muchacho en los árboles podíamos estar seguros de que mirando delante de él, ocerca, se veía al salchicha Óptimo Máximo trotando con la barriga en el suelo. Le había enseñado el rastreo, la muestra, la cobranza: los trabajos de todas las especies de perros de caza, y no había animal del bosque que no cazaran juntos.

Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself the product of schools because sound common sense tells us that only children can be taught in school. Only by segregating human beings in the category of childhood could we ever get them to submit to the authority of a schoolteacher.

In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.

Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known only in orderly successions; and that only teachers can properly reveal these secrets. An individual with a schooled mind conceives of the world as a pyramid of classified packages accessible only to those who carry the proper tags.

School prepares people for the alienating institutionalization of life, by teaching the necessity of being taught. Once this lesson is learned, people loose their incentive to develop independently; they no longer find it attractive to relate to each other, and the surprises that life offers when it is not predetermined by institutional definition are closed.

A second major illusion on which the school system rests is that most learning is the result of teaching. Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school, and in school only insofar as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.

Schools themselves pervert the natural inclination to grow and learn into the demand for instruction.

The Pharisees had just given Him a stubborn, silent answer to a question, so He gave them an equally silent rebuke.

Here again is one grand element of a preacher's success. He must labour by all means to be understood. It was a wise saying of Archbishop Usher, "To make easy things seem hard is every man's work; but to make hard things easy is the work of a great preacher.

the Christian movement at its inception was not just a way of life in the modern sense, but a way of life founded upon a message. It was based, not upon mere feeling, not upon a mere program of work, but upon an account of facts. In other words it was based upon doctrine.

But if any one fact is clear, on the basis of this evidence, it is that the Christian movement at its inception was not just a way of life in the modern sense, but a way of life founded upon a message. It was based, not upon mere feeling, not upon a mere program of work, but upon an account of facts. In other words it was based upon doctrine.

The truth is that if Jesus be merely an example, He is not a worthy example; for He claimed to be far more.

His priority did not seem to be to teach them what he knew, but rather to impress upon them that nothing, not even... knowledge, was foolproof.

If you do not know how to teach the gospel, you may not truly understand it. And if you do not understand it, you may not be a true Christian.

Defining evangelism in a biblical way helps us align our evangelistic practice with the Scriptures. Here's a definition that has served me well for many years: Evangelism is teaching the gospel with the aim to persuade.

Serving and suffering are paired in the teaching and life of our Lord. One does not come without the other. And what servant is greater than The Lord?

Samuel Chadwick contended that Satan fears nothing from prayerless studies, teaching, and preaching. "He laughs at our toil, mocks at our wisdom, but trembles when we pray.