Teaching Knowledge Quotes & Sayings

Those of us who have the duty of training the rising generation of doctors ... must not inseminate the virgin minds of the young with the tares of our own fads. It is for this reason that it is easily possible for teaching to be too 'up to date'. It is always well, before handing the cup of knowledge to the young, to wait until the froth has settled. — Sir Robert Hutchison, 1st Baronet

We live in a world where people are so busy trying to find someone that's "good enough" for them, that they have failed to stop and ask themselves if they are in fact good enough for other people! This is the result of a feeling of false entitlement that has been instilled in the minds of people today. "Everyone" deserves "the best" from the "Universe" however, nobody is teaching anybody to stop and try to become the best for their own selves and for other people. When everybody thinks they are the best, everybody falls short of the best that they can actually be. — C. JoyBell C.

Isolating the student from large sections of human knowledge is not the basis of a Christian education. Rather it is giving him or her the framework for total truth, rooted in the Creator's existence and in the Bible's teaching, so that in each step of the formal learning process the student will understand what is true and what is false and why it is true or false. — Francis Schaeffer

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill. — John Dewey

In brief, the teaching process, as commonly observed, has nothing to do with the investigation and establishment of facts, assuming that actual facts may ever be determined. Its sole purpose is to cram the pupils, as rapidly and as painlessly as possible, with the largest conceivable outfit of current axioms, in all departments of human thought - to make the pupil a good citizen, which is to say, a citizen differing as little as possible, in positive knowledge and habits of mind, from all other citizens. In other words, it is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but this is surely no demerit in a man paid to make asses of his customers. — H.L. Mencken

In the esoteric teachings, a transference process takes place between teacher and student where knowledge is actually transmitted from one to the other. This requires that the student be receptive. — Frederick Lenz

Catholic schools carry out a great mission, to serve God by building knowledge and character ... By teaching the word of God, you prepare your students to follow a path of virtue. — George W. Bush

You see, no one can teach anybody. The teacher spoils everything by thinking that he is teaching. Thus Vedanta says that within man is all knowledge-even in a boy it is so-and it requires only an awakening, and that much is the work of a teacher. — Swami Vivekananda

Knowledge & understanding mixed with ones convictions of 'experience' is hardly impositional".

~R. Alan Woods [2012] — R. Alan Woods

Buddhist teaching tells us that we are all connected to an energy source in which all knowledge already exists. This universal energy is called Chi in China and Ki in Japan. It refers to a higher energy, a divine energy. Zen tells us that everything that exists in this universe comes from this source and will eventually return to this source. It tells us that we too are made of this energy. In addition, Zen teaches us that we are not only connected to this higher form of energy, we are also connected to all things in the world around us: people, animals, plants, even rocks. — Michelle Dujardin

We need people who push boundaries rather than retreat inside them. — Tim Fargo

To dispense knowledge without moral guidance would be grossly irresponsible. — Wayne Gerard Trotman

Not only is there an art in knowing a thing, but also a certain art in teaching it. — Marcus Tullius Cicero

WHO IS LEARNED? A definition
One who, consuming midnight oil
in studies diligent and slow,
teaches himself, with painful toil,
the things that other people know. — Piet Hein

The ape dreads death and will deal with this knowledge as bizarrely as we have? . . . The desired objective would be not only to communicate the knowledge of death but, more important, to find a way of making sure the apes' response would not be that of dread, which, in the human case, has led to the invention of ritual, myth, and religion. Until I can suggest concrete steps in teaching the concept of death without fear, I have no intention of imparting the knowledge of mortality to the ape. — Edward O. Wilson

While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person. — Erich Fromm

In the world of technology,In the world of Internet , information,teachings knowledge are spreading so fast but sad no one want to apply or follow because everyone is busy to share. — Mohammed Zaki Ansari

Instead of standing on a stage each day, dispensing knowledge to my young charges, I should guide them as they approach their own understandings. — Donalyn Miller

Teaching the layperson (divulgare) is not distorting (tergiversare) the subject, but educating the public; and it is our duty as scientists to educate without distorting the essence of the scientific knowledge attained by humanity. The future of our society depends upon this premise. — Felix Alba-Juez

Mechanical Notation ... I look upon it as one of the most important additions I have made to human knowledge. It has placed the construction of machinery in the rank of a demonstrative science. The day will arrive when no school of mechanical drawing will be thought complete without teaching it. — Charles Babbage

It is our duty to give meaning to the life of future generations by sharing our knowledge and experience; by teaching an appreciation of work well done and a respect for nature, the source of all life; by encouraging the young to venture off the beaten path and avoid complacency by challenging their emotions. — Paul Bocuse

Participating in the filling of others' brains with knowledge and know-how is just an extraordinary gift only very few have. Hence, teaching a language is indeed opening these brains to the world with its similarities and dissimilarities taught in different words. — Messaoud Mohammed

The evil that has resulted from the error of the schools, in teaching natural philosophy as an accomplishment only, has been that of generating in the pupils a species of atheism. Instead of looking through the works of creation to the Creator himself, they stop short, and employ the knowledge they acquire to create doubts of his existence. They labour with studied ingenuity to ascribe every thing they behold to innate properties of matter, and jump over all the rest by saying, that matter is eternal. — Thomas Paine

Who Am I?
I'm a creator, a visionary, a poet. I approach the world with the eyes of an artist, the ears of a musician, and the soul of a writer. I see rainbows where others see only rain, and possibilities when others see only problems. I love spring flowers, summer's heat on my body, and the beauty of the dying leaves in the fall. Classical music, art museums, and ballet are sources of inspiration, as well as blues music and dim cafes. I love to write; words flow easily from my fingertips, and my heart beats rapidly with excitement as an idea becomes a reality on the paper in front of me. I smile often, laugh easily, and I weep at pain and cruelty. I'm a learner and a seeker of knowledge, and I try to take my readers along on my journey. I am passionate about what I do. I learned to dream through reading, learned to create dreams through writing, and learned to develop dreamers through teaching. I shall always be a dreamer. Come dream with me. — Sharon M. Draper

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. — Ivan Illich

The truth is, that the concept of God which I had always entertained, and which I had accused Christians of teaching to the world, was a concept of a being who was simply impossible. He was infinite and yet finite; perfect and imperfect; eternal and yet changing - subject to all the variations of emotion, love, sorrow, hate, revenge, that men are prey to ...
What a relief it was for me, now, to discover not only that no idea of ours, let alone any image, could adequately represent God, but also that we should not allow ourselves to be satisfied with any such knowledge of Him. — Thomas Merton

Unless a woman has a decided pleasure and facility in teaching, an honest knowledge of everything she professes to impart, a liking for children, and, above all, a strong moral sense of her responsibility towards them, for her to attempt to enroll herself in the scholastic order is absolute profanation. — Dinah Maria Murlock Craik

Teaching is not only about places, things, and concepts; teaching is totally encompassed within the confines of humanity. It's about people and interaction. It's all about caring and sharing!"

"Teaching is not merely about taking the top off the bottle of ignorance and filling it to the brim with knowledge. Meaningful lessons and relevant teaching can only happen through the sharing of lives from a human perspective. — Lanny K. Cook

Acquire new knowledge whilst thinking over the old, and you may become a teacher of others. — Confucius

I don't argue with fools; I educate. — Shannon L. Alder

From a clear knowledge of the Bhagavad-gita all the goals of human existence become fulfilled. Bhagavad-gita is the manifest quintessence of all the teachings of the Vedic scriptures. — Adi Shankara

Whenever I have read any part of the Vedas, I have felt that some unearthly and unknown light illuminated me. In the great teaching of the Vedas, there is no touch of sectarianism. It is of all ages, climbs, and nationalities and is the royal road for the attainment of the Great Knowledge. When I read it, I feel that I am under the spangled heavens of a summer night. — Henry David Thoreau

Not teaching your kids about money is like not caring whether they eat. If they enter the world without financial knowledge, they will have a much harder go of it. — Donald Trump

The mind itself is of the form of all, i.e., of soul, God and world; when it becomes of the form of the Self through knowledge, there is release, which is of the nature of Brahman: this is the teaching. — Ramana Maharshi

The effect of our knowledge rather ought to be, first, to teach us reverence and fear; and, secondly, to induce us, under its guidance and teaching, to ask every good thing from him, and, when it is received, ascribe it to him. For how can the idea of God enter your mind without instantly giving rise to the thought, that since you are his workmanship, you are bound, by the very law of creation, to submit to his authority?--that your life is due to him?--that whatever you do ought to have reference to him? — John Calvin

You know what I was thinking? [Ruthie] got so excited when she was spouting this ahistorical countertextual nonsense, and I caught myself thinking, 'What an idiot her teacher must be,' and thinking about her teacher made me realize - the kind of excitement she was showing as she mindlessly spouted back the nonsense she learned in college, that's just like the excitement some of my own students show. And it occurred to me that what we professors think of as a 'brilliant student' is nothing but a student who is enthusiastically converted to whatever idiotic ideas we've been teaching them."
"Self-knowledge is a painful thing," said Esther. "To learn that your best students are parrots after all. — Orson Scott Card

My knowledge is, if you will follow the teachings of Jesus Christ and his Apostles, as recorded in the New Testament, every man and woman will be put in possession of the Holy Ghost ... They will know things that are, that will be, and that have been. They will understand things in heaven, things on the earth, and things under the earth, things of time, and things of eternity, according to their several callings and capacities. — Brigham Young

It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession. — Henry Clay Trumbull

Scripture he interpreted by Scripture, and thus, in addition to a naturally penetrating intellect, he enjoyed eminently the teaching of the Spirit, which is given through the Word. Zwingli sought in converse with his friends to improve his heart; he read the great works of antiquity to strengthen his intellect and refine his taste; he studied the Bible to nourish his piety and enlarge his knowledge of Divine truth. But a higher means of improvement did he employ - converse with God. "He strongly recommended prayer," says Bullinger, "and he himself prayed much daily." In this he resembled Luther and Calvin and all the great Reformers. What distinguished them from their fellows, even more than their great talents, was a certain serenity of soul, and a certain grandeur and strength of faith, and this they owed to prayer. — James Aitken Wylie

The sole justification of teaching, of the school itself, is that the student comes out of it able to do something he could not do before. I say do and not know, because knowledge that doesn't lead to doing something new or doing something better is not knowledge at all. — Jacques Barzun

If you think in terms of teaching as a shared journey of discovery, instead of just a job, look what's involved: sharing of knowledge, hunger for understanding, desire for approval, opening of another spirit, penetration of one mind into another, the mystery of the unknown, the pleasure of success, mental intimacy in shared moments of revelation, maybe even climactic moments... Internal changes, growth, expansion, opening, tapping into unconscious longings-well, most of those words describe an erotic relationship. If you hung them all on a clothesline and picked only three, you'd have enough to produce a spark, a thin column of smoke, maybe even a small flame. — Jacquie Gordon

And that is why I would propose that, in our teaching of the humanities, we should emphasize the enduring creations of the past. The schools should stay as far from contemporary works as possible. Because of the nature of the communications industry, our students have continuous access to the popular arts of their own times - its music, rhetoric, design, literature, architecture. Their knowledge of the form and content of these arts is by no means satisfactory. But their ignorance of the form and content of the art of the past is cavernous. — Neil Postman

Though my own knowledge is limited and my experience is also very poor, I have tried my best to help you understand the full breadth of the Buddha's teaching. Please implement whatever in these pages appears to be helpful. If you follow another religion, please adopt whatever might assist you. If you do not think it would be helpful, just leave it alone. — Dalai Lama XIV

A Great Teacher is like a fountain; she draws from the still, deep waters of personal growth and professional knowledge to serve others from her abundant overflow. — Wynn Godbold

V: You asked for Knowledge, Eve, and that is what I shall pass on to you. Knowledge, like air, is vital to life. Like air, no one should be denied it.
Eve: Oh, V, come on. You've always kept thinks mysterious: yourself, this place, your plans ... If knowledge is like air, you've been suffocating me.
V: Not at all. I've been teaching you to breathe. — Alan Moore

Composure, a level head, a knowledge of what you want done, and why you want it done and
faith in your own ability to have it done gives composure to the whole school. Restlessness, lack
of faith in self, fear of failure, these bring about the very conditions you are striving to avoid, — Thomas E. Sanders

Our knowledge of the historical worth of certain religious doctrines increases our respect for them, but does not invalidate our proposal that they should cease to be put forward as the reasons for the precepts of civilization. On the contrary! Those historical residues have helped us to view religious teachings, as it were, as neurotic relics, and we may now argue that the time has probably come, as it does in an analytic treatment, for replacing the effects of repression by the results of the rational operation of the intellect. — Sigmund Freud

Perhaps I may gain more knowledge out of the folly of this madman than I shall from the teaching of the most wise. — Bram Stoker

I have a true aversion to teaching. The perennial business of a professor of mathematics is only to teach the ABC of his science; most of the few pupils who go a step further, and usually to keep the metaphor, remain in the process of gathering information, become only Halbwisser [one who has superficial knowledge of the subject], for the rarer talents do not want to have themselves educated by lecture courses, but train themselves. And with this thankless work the professor loses his precious time. — Carl Friedrich Gauss

Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject. — Parker J. Palmer

Understanding is important for studying,
knowledge is important for teaching,
and wisdom is important for living. — Matshona Dhliwayo

You never really know something until you teach it to someone else. — John C. Maxwell

A classroom is like a Greenhouse where the teacher must provide essential amenities like knowledge and life-skill with patience and empathy, control temperatures and provide adequate ventilation to release unwanted energies for everyone and everything to bloom. — Kavita Bhupta Ghosh

I am aware that teachers in modern societies often face tremendous challenges. Classes can be very large, the subjects taught can be very complex, and discipline can be difficult to maintain. Given the importance, and the difficulty, of teachers' jobs, I was surprised when I heard that in some western societies today teaching is regarded as a rather low-status profession. That is surely very muddled. Teachers must be applauded for choosing this career. They should congratulate themselves, particularly on days when they are exhausted and downhearted. They are engaged in work that will influence not just students' immediate level of knowledge but their entire lives, and thereby they have the potential to contribute to the future of humanity itself. — Dalai Lama XIV

Seek (beneficial) knowledge,
because seeking it for the sake of Allaah is a worship.
And knowing it makes you more God-fearing;
and searching for it is jihad,
teaching it to those who do not know is charity,
reviewing and learning it more is like tasbeeh.
Through knowledge Allaah will be known and worshiped. — Ibn Taymiyyah

I always believed that there is meaning only in what emanated from the very pages we read. — Anuradha Bhattacharyya

Knowledge (curriculum) and behavior (pedagogy) are embedded in everyone's core beliefs about the nature of God, humanity, and the world. — Abraham Kuyper

If we are to remain preeminent in transforming knowledge into economic value, America's system of higher education must remain the world's leader in generating scientific and technological breakthrough, and in meeting the challenge to educate workers. — Alan Greenspan

Sometimes, when I'm teaching, when I interject a comment without anyone calling on me, without caring that I just spoke a moment before, or when I interrupt someone to redirect the conversation away from an eddy I personally find fruitless, I feel high on the knowledge that I can talk as much as I want to, as quickly as I want to, in any direction that I want to, without anyone overtly rolling her eyes at me or suggesting I go to speech therapy. I'm not saying this is good pedagogy. I am saying that its pleasures are deep. It's — Maggie Nelson

What borders on the criminal is the poor teaching and neglect of those subjects that deal with the history of ideas and ideals, a knowledge of which is essential to all youth who would assume their place in society as thinking, feeling human beings. — John Mortimer Smith

If a Coach is determined to stay in the coaching profession, he will develop from year to year. This much is true, no coach has a monopoly on the knowledge of basketball. There are no secrets in the game. The only secrets, if there are any, are good teaching of sound fundamentals, intelligent handling of men, a sound system of play, and the ability to instill in the boys a desire to win. — Adolph Rupp

Teaching is more than imparting knowledge, it is inspiring change. — William Arthur Ward

The intensity of her religious disposition, the coercion it exercised over her life, was but one aspect of a nature altogether ardent, theoretic, and intellectually consequent: and with such a nature struggling in the bands of a narrow teaching, hemmed in by a social life which seemed nothing but a labyrinth of petty courses, a walled-in maze of small paths that led no whither, the outcome was sure to strike others as at once exaggeration and inconsistency. The thing which seemed to her best, she wanted to justify by the completest knowledge; and not to live in a pretended admission of rules which were never acted on. Into this soul-hunger as yet all her youthful passion was poured; the union which attracted her was one that would deliver her from her girlish subjection to her own ignorance, and give her the freedom of voluntary submission to a guide who would take her along the grandest path. — George Eliot

People don't want children to know what they need to know. They want their kids to know what they ought to need to know. If you're a teacher you're in a constant battle with mildly deluded adults who think the world will get better if you imagine it is better. You want to teach about sex? Fine, but only when they're old enough to do it. You want to talk politics? Sure, but nothing modern. Religion? So long as you don't actually think about it. Otherwise some furious mob will come to your house and burn you for a witch. — Nick Harkaway

I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it's the people who are curious who change the world. — Neil DeGrasse Tyson

The field of scientific abstraction encompasses independent kingdoms of ideas and of experiments and within these, rulers whose fame outlasts the centuries. But they are not the only kings in science. He also is a king who guides the spirit of his contemporaries by knowledge and creative work, by teaching and research in the field of applied science, and who conquers for science provinces which have only been raided by craftsmen. — Fritz Haber

One time, when we'd been discussing martial arts, Murphy told me that eventually, no-one can teach you anything more about them. Once you reach that state of knowledge, the only way to keep learning and increasing your own skill is to teach what you know to others. That's why she teaches a children's class and a rape-defence course every spring and fall at one of her neighbourhood's community centres.
It sounded kind of flaky-Zen to me at the time, but Hell's bells, she'd been right. Once upon a time, it would have taken me an hour, if not more, to attain the proper frame of mind. In the course of teaching Molly to meditate, though, I had found myself going over the basics again for the first time in years, and understanding them with a deeper and richer perspective than I'd had when I was her age. I'd been getting almost as much insight and new understanding of my knowledge from teaching Molly as she'd been learning from me. — Jim Butcher

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

Teaching is not the mere imparting of knowledge but the cultivation of an inquiring mind. — Jiddu Krishnamurti

As children's inquiries are not to be slighted, so also great care is to be taken, that they never receive deceitful and illuding answers. They easily perceive when they are slighted or deceived, and quickly learn the trick of neglect, dissimulation, and falsehood, which they observe others to make use of. We are not to intrench upon truth in any conversation, but least of all with children; since, if we play false with them, we not only deceive their expectation, and hinder their knowledge, but corrupt their innocence, and teach them the worst of vices. — John Locke

Great knowledge is requisite to instruct those who have been well instructed, but still greater knowledge is requisite to instruct those who have been neglected. — Horace Mann

It is no accident that Sufis find that they can connect most constructively with people who are well integrated into the world, as well as having higher aims, and that those who adopt a sensible attitude towards society and life as generally known can usually absorb Sufi teachings very well indeed — Idries Shah

The sources of our knowledge of the kabalistic doctrines are the books of Yetzirah and Zohar, the former drawn up in the second century, and the latter a little later; but they contain materials much older than themselves ... In them, as in the teachings of Zoroaster, everything that exists emanates from a source of infinite Light. — Albert Pike

What do they be teaching the young these days? I declare, they think more on machines and formulas than they do on the true knowledge of the world. They blow things up, and call it progress. They kills one another by the million, and calls it civilization ... But you takes a single life, just one, and that is murder most foul, and they will pin you for that, and lay it against you the rest of your life. It hardly seems fair. — Paul Kearney

The fools of this world prefer to look for sages far away. They don't believe that the wisdom of their own mind is the sage ... the sutras say, "Mind is the teaching." But people of no understanding don't believe in their own mind or that by understanding this teaching they can become a sage. They prefer to look for distant knowledge and long for things in space, buddha-images, light, incense, and colors. They fall prey to falsehood and lose their minds to insanity. — Bodhidharma

Movements for animal rights are not irrational denials of human uniqueness; they are a clear-sighted recognition of connection across the discredited breach of nature and culture. Biology and evolutionary theory over the last two centuries have simultaneously produced modern organisms as objects of knowledge and reduced the line between humans and animals to a faint trace re-etched in ideological struggle or professional disputes between life and social science. Within this framework, teaching modern Christian creationism should be fought as a form of child abuse. — Donna J. Haraway

Of the doctrines and injunctions kept by the Church, some we have from instruction. But some we have received, from Apostolic Tradition, by succession in private [i.e., unwritten tradition]. Both the former and the latter have one and the same force for piety, and this will be contradicted by no one who has ever so little knowledge in the ordinances of the Church; for were we to dare to reject unwritten customs, as if they had no great importance, we should insensibly mutilate the Gospel, even in the most essential points, or, rather, for the teaching of the Apostles leave but an empty name.17 — Andrew Stephen Damick

The fact is, we do not learn how to think. Schools impart to us, ever more zealously, knowledge of which we can use only the smallest part; it burdens our memory, and only tempers our intelligence with a commonplace logic, which one would think ought to equip us for the struggle of life. This hot-house culture does not form our judgment; on the contrary, it troubles it by giving us ready-made opinions to digest, without teaching us to appreciate their accuracy. — Dr. PAUL DEBOIS

Any school for free citizens must begin by teaching distrust, not trust. It must teach questioning, not acceptance of stock answers. — Brian Herbert

Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society's tacit agreement about what it has decided it does not and cannot know? — Barbara Johnson

Is desecration teaching?
Is violence knowledge? Is haunting
a kind of life? I had no model
for rebirth. No second coming blueprint. — Amber Dawn

Wisdom cannot be imparted. Wisdom that a wise man attempts to impart always sounds like foolishness to someone else ... Knowledge can be communicated, but not wisdom. One can find it, live it, do wonders through it, but one cannot communicate and teach it. — Hermann Hesse

By degrees they spoke of education , and the book-learning that forms one part of it; and the result was that Ruth determined to get up early all throughout the bright summer mornings, to acquire the knowledge hereafter to be give to her child. Her mind was uncultivated, her reading scant; beyond the mere mechanical arts of education she knew nothing; but she had a refined taste, and excellent sense and judgment to separate the true from the false. — Elizabeth Gaskell

Feed two birds with one crumb. — Mischa Temaul

Suffer me never to think that I have knowledge enough to need no teaching, wisdom enough to need no correction, talents enough to need no grace, goodness enough to need no progress, humility enough to need no repentance, devotion enough to need no quickening, strength sufficient without Your spirit; lest, standing still, I fall back for evermore. — Eric Milner-White

A person with less knowledge and more self-confidence (which is primarily a way of thinking and acting) will often run circles around a person with more knowledge and less self-confidence; which means that self-confidence has the upper hand to knowledge when it comes to acting in the world. It has been interesting to see many of my star academic students struggle with teaching in the real world, while others who were less qualified in the academic field but had more self-confidence have gone out and positively affected many more people through their teaching. — Gudjon Bergmann

Much that was called religion has carried an unconscious attitude of hostility toward life. True religion must teach that life is filled with joys pleasing to the eye of God, that knowledge without action is empty. All men must see that the teaching of religion by rules and rote is largely a hoax. The proper teaching is recognized with ease. You can know it without fail because it awakens within you that sensation which tells you this is something you've always known. — Frank Herbert

I really see no harm which can come of giving our children a little knowledge of physiology ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching. — Thomas Huxley

With all of our doing. With all of our leading. With all of our teaching, the most important thing we can do for those whom we lead is to cultivate in their hearts a living, vital, vibrant testimony and knowledge of the Son of God, Jesus Christ, the Redeemer of the world, the Author of our salvation, He who atoned for the sins of the world and opened the way of salvation and eternal life. I would hope that in all we do we would somehow constantly nourish the testimony of our people concerning the Savior. I am satisfied--I know it's so--that whenever a man has a true witness in his heart of the living reality of the Lord Jesus Christ, all else will come together as it should... That is the root from which all virtue springs among those who call themselves Latter-day Saints. — Gordon B. Hinckley

Save Our Planet Recycle Knowledge — Gwendolyn Moore RN MSN Ed

My basic philosophy of teaching was straightforward and deeply personal. I wanted to teach the way I wished that I myself had been taught. Which is to say, I hoped to convey the sheer joy of learning, the thrill of understanding things about the universe. I wanted to pass along to students not only the logic but the beauty of math and science. Furthermore, I wanted to do this in a way that would be equally helpful to kids studying a subject for the first time and for adults who wanted to refresh their knowledge; for students grappling with homework and for older people hoping to keep their minds active and supple. — Salman Khan

Read when you can.
Teach when you ought.
Learn when you must.
Apply when you should. — Matshona Dhliwayo

What radical constructivism may suggest to educators is this: the art of teaching has little to do with the traffic of knowledge, its fundamental purpose must be to foster the art of learning. — Ernst Von Glasersfeld

The greatest duty of mankind lies in the proper uprearing of our children. The fact is recognized, but is the duty fulfilled? Do we rear our children as we should? There is but one answer: We fail. Teaching them many things for their good, we yet keep from them ignorantly, foolishly, with a hesitancy and neglect unpardonable - knowledge, the possession of which is essential for their future welfare. — George F. Butler

In my youth, it was my good luck to have a few good teachers, men and women, who came into my head and lit a match. — Yann Martel

A person must earn enlightenment, Eragon. It is not handed down to you by others, regardless of how revered they be. — Christopher Paolini

Sir Ken Robinson's 2008 talk on educational reform - entitled "Do Schools Kill Creativity?" - has now been viewed more than 4 million times. In it Robinson cites the fact that children's scores on standard tests of creativity decline as they grow older and advance through the educational system. He concludes that children start out as curious, creative individuals but are made duller by factory-style schools that spend too much time teaching children academic facts and not enough helping them express themselves. Sir Ken clearly cares greatly about the well-being of children, and he is a superb storyteller, but his arguments about creativity, though beguilingly made, are almost entirely baseless. — Ian Leslie

Four things will shame the students of knowledge: Criticizing people, praising themselves, not teaching the knowledge,and not practicing what they know. — Luqman

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

do know that there are thousands of dollars in your mind and it is up to you whether you are going to materialize them or not. Technology has changed how we do business. Technology has given us new opportunities. The evolution of technology requires a new way of thinking! Today, people with an internet connection can have access to cutting edge knowledge in virtually any topic that concerns them. They are willing to pay for that knowledge and this is the reason why the online teaching businesses have been growing rapidly in the recent years. The question is how are you going — Vladimir Raykov