Treat people as if they were what they ought to be and you help them to become what they are capable of being.
Whilst that the childe is young, let him be instructed in vertue and lytterature.
Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed.
If you don t know where you are, a map won't help.
Life is a series of lessons that have to be understood.
Teaching Plato in Palestine shows how philosophical thinking can illuminate important topics-in particular, the problem of finding ways to engage people with opposed ideologies in fruitful debate. The lively narratives, based on the author's experiences of working with various groups interested in using philosophical tools to clarify their thought and action, will engage a wide range of readers.
I always considered myself being an organizer. I'm very good at teaching singers, I'm very good at staging a show, to entertain people. But I never included myself. I never applied this to me as an artist.
Anthropocentrism is simply irrational. And yet this is the thrust of much of our traditional religious thought and teaching, particularly in the West.
Life continually teaches. We eventually catch on.
Good authors mature over time: it does take awhile. Travel abroad and learn to live in other cultures. That's one of the things about teaching abroad.
I am beginning to suspect all elaborate and special systems of education. They seem to me to be built upon the supposition that every child is a kind of idiot who must be taught to think. Whereas if the child is left to himself, he will think more and better , if less "showily." Let him come and go freely, let him touch real things and combine his impressions for himself... Teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences.
Just as the teaching of the Law and the prophets, being harbingers of the coming advent of the Logos in the flesh, guide our souls to Christ (cf. Gal. 3:24), so the glorified incarnate Logos of God is Himself a harbinger of His spiritual advent, leading our souls forward by His own teachings to receive His divine and manifest advent. He does this ceaselessly, by means of the virtues converting those found worthy from the flesh to the spirit. And He will do it at the end of the age, making manifest what has hitherto been hidden from men.
It is the teaching of the Bible and of sound Political ethics that the education of children belongs to the sphere of the family and is the duty of the parents. The theory that the children of the Commonwealth are the charge of the Commonwealth is a pagan one, derived from heathen Sparta and Platoís heathen republic, and connected by regular, logical sequence with legalized prostitution and the dissolution of the conjugal tie.
I'm very fast on teaching guys. Like, when I came over here, I only had two rehearsals with the band. I wondered when I first got here... but it sure came up great.
I certainly had qualms about writing my piece in the first place, since I knew I couldn't express my disdain for many of Rev. Falwell's teachings. But I don't regret having written about the sides of Rev. Falwell that had nothing to do with politics or religion - his grandkids, his ministry for ex-alcoholics, his penchant for practical jokes. I think it's important to recognize the humanity in everyone, even those we strongly disagree with.
My younger sister retired a few years ago after a 30-year career teaching history and social studies at an inner-city high school.
When I went to Egypt right after 9/11 I was very upset. I used to live in Egypt. I had a lot of friends there. I spent two years teaching there. I had very fond feelings for that part of the world, and the fact that a culture I liked so much had attacked my own culture was really very upsetting to me.
The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.
There should be no element of slavery in learning. Enforced exercise does no harm to the body, but enforced learning will not stay in the mind. So avoid compulsion, and let your children's lessons take the form of play.
Mathematicians do not study objects, but relations among objects; they are indifferent to the replacement of objects by others as long the relations don't change. Matter is not important, only form interests them.
May your walls know joy, may every room hold laughter, and every window open to great possibility.
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.
Man is raw and wild, that is one of the reasons why he needs the Christian teaching.
I woke up to the world of science when my high school chemistry teacher introduced me to the elegantly ordered periodic table.
Those who have no mental vigilance, Though they may hear the teachings, ponder them or meditate, With minds like water seeping from a leaking jug, Their learning will not settle in their memories.
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