Quotes About Engagement

The cool part of being an entertainer is getting the opportunity to get your feet wet in all areas.

There's something flabby about teaching in a place like this," He said. "If you don't have to exert yourself once in a while, you begin–or at least I do–to feel like a headwaiter leading people to the second-best table.

I couldn't keep it out and stopped trying. I couldn't keep anything out, I realized, and that was something I loved about Africa. The way it got at you from the outside in and never let up, and never let you go.

The way we're happening to each other?

Instead of opportunities for serious accomplishment in our culture, we supply our children with expensive toys, hoping that these will occupy them and keep them from disturbing us.

She was quite surprised to notice that the "toys" she had placed in the room were among those things virtually untouched.

To prepare any activity for the child, it is necessary for the parent to think through every detail ahead of time. For example, is the cracker stiff enough to spread the peanut butter on or does it crumble with the pressure of spreading?...All of these difficulties become apparent in the preliminary practice period by the adult prior to a presentation to the child.

In addition to doing practical-life activities at home, many children by the time they are eighteen months old are ready to spend three hours a morning doing these (and other activities) in a setting outside their own home.

by rushing about with our children without giving thought to their needs for developing focus or, equally damaging, by allowing them to become mesmerized in front of a TV or VCR, we destroy both their conscious attention and the development of the will. Parents

Sadly we deprive fifteen-month-olds of such opportunities for work in the home or a homelike setting. Instead we give them a schedule of planned activities, expensive toys, television, and VCRs to keep their mind off their real needs.

People need each other. Our well-being is tightly tethered to the well-being of people we do not know, most of whom look nothing like ourselves. Happiness, I realized right there in breathing class, requires engagement.

No matter what he does, every person on earth plays a central role in the history of the world. And normally he doesn't know it.

Music for me, it demands full concentration.

Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.

if i am not in the world simply to adapt to it, but rather transform it, and if it is not possible to change the world without a certain dream or vision for it, i must make use of every possibility there is not only to speak about my utopia, but also to engage in practices consistent with it.

A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favor without that trust.

If I do not love the world, if I do not love life, if I do not love people, I cannot enter into dialogue.

The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can better transform it, this person is not afraid to confront, to listen, to see the world unveiled is not afraid to meet the people or to enter into dialogue.

ÖÄŸretmen öÄŸretmelidir. Bunu yapmak zorundad?r. Ama öÄŸretmek bilgiyi aktarmak deÄŸildir. Bir eyleme öÄŸretme eylemi denebilmesi için, öÄŸrenme eyleminin öÄŸrencilerin ayn? zamanda kendilerine öÄŸretilen bilgiyi üreten kiÅŸiler haline geldikleri, içeriÄŸi ya da bilinebilir nesneyi kavrama eyleminden önce ya da onunla eÅŸ zamanl? olarak gerçekleÅŸmesi gerekir.

Thematic investigation is only justified to the extent that it returns to the people what truly belongs to them; to the extent that it represents, not an attempt to learn about the people, but to come to know with them the reality which challenges them.

Ler, não é caminhar sobre as letras, mas interpretar o mundo e poder lançar sua palavra sobre ele, interferir no mundo pela ação.

To speak a true word is to transform the world.

For the dialogical, problem-posing teacher-student, the program content of education is neither a gift nor an imposition—bits of information to be deposited in the students—but rather the organized, systematized, and developed "re-presentation" to individuals of the things about which they want to know more.

Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.