Psychology Of Teaching Quotes & Sayings

The amount of psychology which is necessary to all teachers need not be very great. — William James

Master Teachers who genuinely embody an enlightened state of being never stop "doing the work". The ego is what assumes it knows enough, causing cessation of these daily practices, and therefore, Masters without attachment to ego are forever students of the Universe. The Masters attain an illuminated state of "Being" as the outcome, yet it is the consistent "doing" that promotes and maintains their enlightenment. — Alaric Hutchinson

Education delivered by a strict councellor, and recieved with great pains would never brighten the future of any student. — Michael Bassey Johnson

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It's a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning. — Malcolm Gladwell

I have discovered the value of psychology and psychiatry, that their teachings can undo knots in us and permit life to flow again and aid us in becoming more truly human. — Jean Vanier

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. — William James

The proper management of one's feelings clearly lies along a complex (and therefore not simple or easy) balanced middle path, requiring constant judgment and continuing adjustment. Here the owner treats his feelings (slaves) with respect, nurturing them with good food, shelter and medical care, listening and responding to their voices, encouraging them, inquiring as to their health, yet also organizing them, limiting them, deciding clearly between them, redirecting them and teaching them, all the while leaving no doubt as to who is the boss. This is the path of healthy self-discipline. — M. Scott Peck

You make a great, very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use. — William James

Psychology ought certainly to give the teacher radical help. — William James

What a teacher needs to know about psychology "might almost be written on the palm of one's hand." — William James

The freedom of an unscheduled afternoon brought confusion rather than joy. Julius had always been focused. When he was not seeing patients, other important projects and activities-writing, teaching, tennis, research-clamored for his attention. But today nothing seemed important. He suspected that nothing had ever been important, that his mind had arbitrarily imbued projects with importance and then cunningly covered its traces. Today he saw through the ruse of a lifetime. Today there was nothing important to do, and he ambled aimlessly down Union Street. — Irvin D. Yalom

The institution of teachership is there for this reason, that the learner must learn how to learn. — Idries Shah

It saddens me that in many churches today, you hardly hear the name of Jesus being mentioned. Instead, you hear psychology being taught. You hear motivational teachings. You hear 'doing, doing, doing', 'vision, vision, vision' or 'calling, calling, calling'. You hear very little of Jesus Christ and His finished work being taught. Is this what Christianity is about? Your doing, your calling and your vision? — Joseph Prince

The instructor has to teach history, cosmogony, psychology, ethics, the laws of nations. How can he do it without saying anything favorable or unfavorable about the beliefs of evangelical Christians, Catholics, Socinians, Deists, pantheists, materialists, or fetish worshipers, who all claim equal rights under American institutions? His teaching will indeed be "the play of Hamlet, with the part of Hamlet omitted." — Robert Dabney

Back at my teaching and editing jobs I imagined the new world we were trying to create would be enduring and absolutely better than any world we had inherited. For me, if an idea was purported to be new, it looked a lot better than any idea that seemed to be old. Most theologians I knew were trying to discover some new way of looking at the old ideas of God, humanity, sin and salvation. I was there to teach theology, but theology itself was in search of legitimation. What I was really doing might more accurately be described as promoting Rogerian psychology, wealth-distribution, demytholgy and existentialist ethics than studying God. Theology was desperately in search of a method, whether it was borrowed form cutting-edge philosophy, social theory or political life, as long as it didn't begin with revelation. — Thomas C. Oden

The intersection of psychology and business is typically seen as being as congested, stressful, and emotionally barren as a peak commute traffic day on the L.A. freeways. But, thankfully, we live in an era in which neuroscientists are teaching us about the malleability of our brain and the emotionally contagious nature of our workplaces. — Chip Conley

If men act upon the teaching of the Word of God, and as proportionately men live according to the teaching and commands of the Bible, so they have in practice a sufficient psychological base. I will find you a man dealing with psychological problems on the basis of the teaching of the Word of God, even if he never heard the word psychology, or does not know what it means. — Francis Schaeffer

Ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least. — William James

In teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are. — William James

Seven Rules Formulated for Teaching Arithmetic:
1) Consider the situation the pupils faces.
2) Consider the response you wish to connect with.
3) Form the bond; do not expect it to come by miracle.
4) Other things being equal, form no bond that will have to be broken.
5) Other things being equal, do not form two or three bonds when one will serve.
6) Other things being equal, form bonds in the way that they are required later to act.
7) Favor, therefore, the situations which life itself will offer, and the responses which life itself will demand. (p. 101) — Edward Lee Thorndike

Separation of function is not to be despised, but neither should it be exalted. Separation is not an unbreakable law, but a convenience for overcoming inadequate human abilities, whether in science or engineering. As D'Arcy Thompson, one of the spiritual fathers of the general systems movement, said: As we analyze a thing into its parts or into its properties, we tend to magnify these, to exaggerate their apparent independence, and to hide from ourselves (at least for a time) the essential integrity and individuality of the composite whole. We divided the body into its organs, the skeleton into its bones, as in very much the same fashion we make a subjective analysis of the mind, according to the teaching of psychology, into component factors: but we know very well that judgement and knowledge, courage or gentleness, love or fear, have no separate existence, but are somehow mere manifestations, or imaginary coefficients, of a most complex integral.10 The — Gerald M. Weinberg

The commonest error of the gifted scholar, inexperienced in teaching, is to expect pupils to know what they have been told. But telling is not teaching. The expression of facts that are in one's mind is a natural impulse when one wishes others to know these facts, just as to cuddle and pat a sick child is a natural impulse. But telling a fact to a child may not cure his ignorance of it any more than patting him will cure his scarlet fever. (p. 61) — Edward Lee Thorndike

The object is evident in the name of the discipline. Similarly, theology (theologia) is the study of God. The object of theology is not the church's teaching or the experience of pious souls. It is not a subset of ethics, religious studies, cultural anthropology, or psychology. God is the object of this discipline. — Michael S. Horton

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10) — Edward Lee Thorndike

Though his public teaching lasted only three years, it has been scrutinized by scholars in every science - among them theology, philosophy, psychology, and sociology to name a few. Jesus' influence has founded universities like Oxford, Cambridge, Yale, Princeton, and Harvard. Now spanning the entire globe, Jesus' followers have been inspired throughout the centuries to set up educational institutions to teach what he taught. — Jon Morrison

The classic experiment I describe next shows that people will not draw from base-rate information an inference that conflicts with other beliefs. It also supports the uncomfortable conclusion that teaching psychology is mostly a waste of time. — Daniel Kahneman

I don't have too much interest in teaching other people how to get rich. And that isn't because I fear the competition or anything like that - Warrenhas always been very open about what he's learned, and I share that ethos. My personal behavior model is Lord Keynes: I wanted to get rich so I could be independent, and so I could do other things like give talks on the intersection of psychology and economics. I didn't want to turn it into a total obsession. — Charlie Munger

The broader problem is that a great deal of popular preaching and teaching uses the bible as a pegboard on which to hang a fair bit of Christianized pop psychology or moralizing encouragement, with very little effort to teach the faithful, from the Bible, the massive doctrines of historic confessional Christianity. — D. A. Carson