Teaching Or Learning Quotes & Sayings

Sooner or later, parents have to take responsibility for putting their kids into a system that is indebting them and teaching them to be cogs in an economy that doesn't want cogs anymore. Parents get to decide . . . [and] from 3 p.m. to 10 p.m., those kids are getting homeschooled. And they're either getting home-schooled and watching The Flintstones, or they're getting homeschooled and learning something useful. — Timothy Ferriss

Intuition means exactly what it sounds like, in-tuition! An inner tutor or teaching and learning mechanism that takes us forward daily. It is a resource that, where recognized, has infinite potential. — Sylvia Clare

I have enjoyed teaching most of the times that I have done it. I also like being by myself and making things and performing, so much that if I hadn't needed an income I probably wouldn't have done much teaching. Having said that, I think working with others, having to come up with art projects, and learning how to present your ideas in a clear way, to adults and/or kids is always interesting and rewarding. — Ed Askew

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

Education isn't what some people declare it to be, namely, putting knowledge into souls that lack it, like putting sight into blind eyes ... The power to learn is present in everyone's soul and ... the instrument with which each learns is like an eye that cannot be turned around from darkness to light without turning the whole body ... Then education is the craft concerned with doing this very thing, this turning around, and with how the soul can most easily and effectively be made to do it. it isn't the craft of putting sight into the soul. Education take for granted that sight is there but that it isn't turned the right way or looking where it ought to look, and it tries to redirect it appropriately. — Plato

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. — Shantideva

Over the years, I have noticed that the child who learns quickly is adventurous. She's ready to run risks. She approaches life with arms outspread. She wants to take it all in. She still has the desire of the very young child to make sense out of things. She's not concerned with concealing her ignorance or protecting herself. She's ready to expose herself to disappointment and defeat. She has a certain confidence. She expects to make sense out of things sooner or later. She has a kind of trust. — John Holt

There are many who occasionally attend church and who are trying experimentally to be Christians, yet are unable to identify well or define accurately the central truths of Christian teaching. The knowledge they have of the Christian tradition may have come chiefly through hymns. Their strong and sincere feelings are not matched with serious biblical or historical reflection on those feelings. Religious feelings are, indeed, crucial to the deeper learning of Christian truth, but they easily become superficial and narcissistic if the mind of Christ is not a mentor to natural religious impulse. The loss of center in Christian education is arguably due to a serious default of pastoral leadership; when the teaching elder does not teach, the effect is felt throughout the entire Christian congregation. — Thomas C. Oden

Bear in mind that brains and learning, like muscle and physical skill, are articles of commerce. They are bought and sold. You can hire them by the year or by the hour. The only thing in the world not for sale is character. — Antonin Scalia

It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching. — John Taylor Gatto

As we have come to view teaching, it begins with an act of reason, continues with a process of reasoning, culminates in performances of imparting, eliciting, involving, or enticing, and is then thought about some more until the process can begin again — Lee S Shulman

The work of meaningful student involvement is not easy or instantly rewarding. It demands that the system of schooling change, and that the attitudes of students, educators, parents and community members change. — Adam Fletcher

Children bring an awesome responsibility. We are entrusted with the task of shaping the lives of real people, with all their potential to do good or harm. At times, it is highly inconvenient. They disturb our sleep; they interfere with our plans; they stir up dormant and unresolved passions. And yet, as we seek to teach them, they are teaching us. They teach us what sacrifice is all about. The total dependence of a baby upon us, their powerlessness to reciprocate what we do for them, their inability to say thank you, all lead us to become less selfish. We are forced to change, to grow up, to look at the needs of another, to raise our boredom threshold, to develop patience, to deal with our insecurities, to become more whole. We are learning to love. — Nicky Lee

Witchcraft isn't about picking up a book, and asking forgiveness.. or learning about spirituality through the words of others. What you learn from those books are the opinions of other people, and not your own. If this is what you believe then you are not an individual. Witchcraft is about accepting that YOU are responsible for the choices that YOU have made, and YOU teaching YOURSELF to make the right choices. Its about learning through YOUR OWN opinions, YOUR OWN life lessons, YOUR OWN inner self, and by doing so.. BECOME an individual. — Carla VanKoughnett

An individual who stands out, or disagrees or takes risks is a danger to such systems and is effortlessly and, unconsciously sidelined. — John Ralston Saul

Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes. — Darren Shan

NOT CAUSING HARM obviously includes not killing or robbing or lying to people. It also includes not being aggressive - not being aggressive with our actions, our speech, or our minds. Learning not to cause harm to ourselves or others is a basic Buddhist teaching on the healing power of nonaggression. Not harming ourselves or others in the beginning, not harming ourselves or others in the middle, and not harming ourselves or others in the end is the basis of enlightened society. — Pema Chodron

DYING IS NOT HOT
By Celia the Dark

Cool is no longer cool because cool is now hot,
and school isn't school if you are skipping.
Then the neighborhood is school and John,
the creepy dropout guy is teaching.

And it isn't cool because the cool kids stay in school,
where the other cool kids tell them them how hot they are
and they wouldn't want to miss a dance for cutting.

Kids who skip school were never cool or hot but
already dumped into the trashcan with leftover lunch pizza,
bruised into a locker, asking their parents for extra lunch money
so they can smoke and act like they never cared anyway.

And skipping school's not cool but it is school
because that's where they learn what the uncool learn
about life and dying. — Karen Finneyfrock

In order to penetrate the subject matter there must be, in addition, the love of teaching and the love of learning, the give and take between teacher and student, example and imitation. Beyond the technical problem, there is a personal encounter similar to that of a savage training his sons in the use of bow and arrow, or of an animal guiding its young. I am firmly convinced that one of the high orders of the universe is a pedagogical order. — Ernst Junger

This was the lesson we kept learning over and over and over, the lesson our mother was best capable of teaching us. Love - whatever else it might or might not be - was fleeting. Love stormed into your life and occupied it, it took over every corner of your soul, made itself comfortable, made itself wanted, then treasured, then necessary, love did all of this and then it did next the only thing it had left to do, it retreated, it vanished, it left no trace of itself. Love was horrifying. — Christie Hodgen

The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor ... to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University. — Robert M. Pirsig

There is no way to help a learner to be disciplined, active, and thoroughly engaged unless he perceives a problem to be a problem or whatever is to-be-learned as worth learning, and unless he plays an active role in determining the process of solution. — Neil Postman

The minute we stop learning, we begin death, the process of dying. We learn from each other with every action we perform. We are teaching goodness or evil every time we step out of the house and into the street. — Leo Buscaglia

Whenever I went to an historical moment that was sad or where something terrible happened, it was, for me, a learning moment, a teaching moment for those who survived. — Fred D'Aguiar

I think mothers and daughters are meant to give birth to each other, over and over; that is why our challenges to each other are so fierce; that is why, when love and trust have not been too badly blemished or destroyed, the teaching and learning one from the other is so indelible and bittersweet. We daughters must risk losing the only love we instinctively feel we can't live without in order to be who we are, and I am convinced this sends a message to our mothers to break their own chains, though they may be anchored in prehistory and attached to their own great grandmothers' hearts. — Alice Walker

Learning is not the consequence of teaching or writing, but rather of thinking ... so a playful, provocative, unclear but stimulating book could actually be more worth your money than a serious, clear book that tells you what to think but doesn't make you think. — Brian D. McLaren

There's no winning or losing in this game, only playing, endless playing, you want your adversary to be strong not weak, smart not dumb, you're delighted to trick him and delighted to be tricked by him, boy learns from girl, white learns from black, old learns from young, the teaching is the doing is the beauty is the grace is the humor, endlessly you go on learning, smiling, moving, feinting, never missing a beat. Gingare, the dance of life: the controlled, prolonged, sustained, ineffable excitement of capoeira is like an endless climax. — Nancy Huston

In the online math class, there was almost no meaningful student/teacher or student/student interaction. To equate this type of online learning with a real-world classroom experience is a major stretch. — Ian Lamont

But the ground of a man's culture lies in his nature, not in his calling. His powers are to be unfolded on account of their inherent dignity, not their outward direction. He is to be educated, because he is a man, not because he is to make shoes, nail, or pins. — William Ellery Channing

One night I begged Robin, a scientist by training, to watch Arthur Miller's 'Death of a Salesman' with me on PBS. He lasted about one act, then turned to me in horror: 'This is how you spend your days? Thinking about things like this?' I was ashamed. I could have been learning about string theory or how flowers pollinate themselves.
I think his remark was the beginning of my crisis of faith. Like so many of my generation in graduate school, I had turned to literature as a kind of substitute for formal religion, which no longer fed my soul, or for therapy, which I could not afford ... I became interested in exploring the theory of nonfiction and in writing memoir, a genre that gives us access to that lost Middlemarch of reflection and social commentary. — Mary Rose O'Reilley

Without even trying to be a teacher,
Fredrika is teaching us,
Showing us how to see things in new ways
Instead of always thinking
The same old thoughts
That have been passed along by strangers
Day after day, year after year
Without any spirit of amazement
Or wonder, — Margarita Engle

Do not fear adversity. Remember, a kite rises against the wind rather than with it. People are not willing to take risks when they feel afraid or threatened. But if you manage people by love-that is, if you show them respect and trust-they start to perform up to their real capabilities. — Jan Carlzon

In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition. — Margaret Mead

Motive is also important in our quest for knowledge and in the questioning that accompanies it. In commenting on our duty to educate for eternity, Eugene England writes: Teaching or learning - with the Spirit of God simply means (though it is not simple) that we are doing so with an eye single to eternal, not worldly, values, with an eye single to lasting development of the mind and spirit and to useful service to others, especially to aid in their lasting development of mind and spirit. — Dallin H. Oaks

The professor argues against measuring effectiveness in the shallow short-term in the "fierce humanities," for teaching that seeks not merely learning, but unlearning, that seeks to unsettle knowledge and assumptions in ways more fundamental than any exam can or should test. — Cary Nelson

Farmers base their livelihoods on raising crops. But farmers do not make plants grow. They don't attach the roots, glue on the petals, or color the fruit. The plant grows itself. Farmers and gardeners provide the conditions for growth. Good farmers know what those conditions are, and bad ones don't. — Ken Robinson

The aim of all education is, or should be, to teach people to educate themselves. — Arnold J. Toynbee

But we are learning from the teaching and example of Jesus that life itself is a religion, that nothing is more sacred than a human being, that the end of all right institutions, whether the home or the church or an educational establishment, or a government, is the development of the human soul. — Anna Howard Shaw

What I call my philosophy of teaching is in fact a philosophy of learning. It comes out of Plato, modified. Before true learning can occur, I believe, there must be in the student's heart a certain yearning for the truth, a certain fire. The true student burns to know. In the teacher she recognizes, or apprehends, the one who has come closer than herself to the truth. So much does she desire the truth embodied in the teacher that she is prepared to burn her old self up to attain it. For his part, the teacher recognizes and encourages the fire in the student, and responds to it by burning with an intenser light. Thus together the two of them rise to a higher realm. So to speak. — J.M. Coetzee

have learned that the process of teaching and learning, of communication, involves movement, back and forth: the one who is healed and the one who is healing constantly change places. As we begin to understand ourselves, we begin to understand others. It is part of the process of moving from idealism to reality, from the sky to the earth. We do not have to be perfect or to deny our emotions. — Jean Vanier

Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value. — Ivan Illich

The teaching must, of course, work with the best part of the individual, must be directed to his or her real capacity. — Idries Shah

Our young should be at ease with the fact that every mind works differently, and that there is never an issue if someone's mind is not adapted to this or that subject, or even to this or that manner of teaching or learning.

His mind, in whatever manner it needs to function, is a precious stone in humanity's treasure, whether he realizes it or not. — Haroutioun Bochnakian

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. — Suzy Kassem

Just as novice musicians must spend many hours practicing basic skills like playing scales or mastering difficult passages--and frequently do so in the presence of their teacher, receiving immediate and individualized feedback--so must our students spend many hours practicing the basic intellectual skills of our discipline. — James M. Lang

Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about 'making students happy' or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective. — Adam Fletcher

What is a disciple? It is not a mindless follower. A disciple is a student.
When Paul prohibits women teaching men, he (in the same breath) requires Christian women to be students of the Word "Let a woman learn ... " (1 Tim 2:11).
Because biblical learning is required of us, we ought not to be afraid of it. We must overcome our ignorance! We ought to read good, solid books on Christian doctrine. It is good for us! We must cultivate a taste for books that will build s up in the faith- not take us to fantasy land. Just read a page or two at a time if need be, and never at the expense of your Bible reading. — Nancy Wilson

Parents should also question much of the contemporary emphasis on special materials and equipment for learning in a child's environment. A clutter of toys can be more confusing than satisfying to a child. On the other hand, natural situations, with opportunieties to explore, seldom overstimulate or trouble a small child. Furthermore, most children will find greater satisfaction and demonsstrate greater learning from things they make and do with their parents or other people than from elaborate toys or learning materials. And there is no substitute for solitude - in the sandpile, mud puddle, or play area - for a yound child to work out his own fantasies. Yet this privilege is often denied in our anxiety to institutionalize children. — Raymond S. Moore

This is the sense in which I am obliged to be a listener. To listen to the student's doubts, fears, and incompetencies that are part of the learning process. It is in listening to the student that I learn to speak with him or her. — Paulo Freire

Teaching is the art of serendipity. Each of us has the experience of finding out that something we intended as only the most casual of remarks, or the stray example, changes the way some students thought to the point of changing their lives. — Greg Carlson

Doctoral training is devoted almost entirely to learning to do research, even though most Ph.Ds who enter academic life spend far more time teaching than they do conducting experiments or writing books. — Derek Bok

Humans more easily remember or learn items when they are studied a few times over a long period of time (spaced presentation), rather than studied repeatedly in a short period of time. — Hermann Ebbinghaus

Most Christian teachers would profess to believe that their students are made in the image of God. . .Classroom practices, however, often reveal that students are not treated accordingly. They are not challenged to think through issues and carefully examine the various positions relevant to the issue. Instead they are simply given information as correct answers to be remembered and reproduced on a test or in some other written form. Rather than create an art project that reveals something about the way they view the world, they are given specific instructions for completing each step of the project and criticized, for example, if the trees are not green. While verbally teaching Johnny that he is an important person, a teacher may employ a learning model or classroom discipline system that clearly treats him as on object to be shaped and controlled by a system. . . (p18) — Donovan L. Graham

In a word, we may reasonably hope for the virtual abolition of education when I'm as good as you has fully had its way. All incentives to learn and all penalties for not learning will vanish.The few who might want to learn will be prevented; who are they to overtop their fellows? And anyway the teachers
or should I say, nurses?
will be far too busy reassuring the dunces and patting them on the back to waste any time on real teaching. We shall no longer have to plan and toil to spread imperturable conceit and incurable ignorance among men. The little vermin themselves will do it for us. — C.S. Lewis

The ability to take misfortune and make something good come of it is a rare gift. Those who possess it are ..said to have resilience or courage. — Mihaly Csikszentmihalyi

Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience. — John Dewey

At one time in my infancy I also knew no Latin, and yet by listening I learnt it with no fear or pain at all, from my nurses caressing me, from people laughing over jokes, and from those who played games and were enjoying them. I learnt Latin without the threat of punishment from anyone forcing me to learn it. My own heart constrained me to bring its concepts to birth, which I could not have done unless I had learnt some words, not from formal teaching but by listening to people talking; and they in turn were the audience for my thoughts. This experience sufficiently illuminates the truth that free curiosity has greater power to stimulate learning than rigorous coercion. — Augustine Of Hippo

A basic is an introduction. A fundamental is a foundation. A fundamental is a premise, idea, or fact that an entire system arises from and is based on. A fundamental determines the shape of what arises from it, much as a foundation of a house dictates its layout. A basic is how you introduce people you are teaching to the system. It is a beginning concept, often simplified to assist learning. If a fundamental is the foundation, a basic is the front door to enter the system. — Marc MacYoung

That assumption - that labeling and sorting children based on gender doesn't really matter as long as everyone is treated fairly - would hold true if children only paid attention to the more overt, obvious messages we adults send. If children only listened to our purposeful messages, parenting would be easy. Most (but not all) parents and teachers take great effort in treating their children fairly, regardless of gender. Parents don't need to say to their daughters, "You probably won't enjoy math" or say to their sons, "Real boys don't play with dolls." Most parents wouldn't dream of saying these blatant stereotypes to their kids. But research has shown that when we label (and sort and color-code) by gender, children do notice. And it matters - children are learning whether you mean to be teaching them or not. — Christia Spears Brown

When you give meaning to even the most meaningless of things around you, you will always stand to be taught something new, have what you already know reinforced, or be reminded of what you've forgotten. — A.J. Darkholme

Bruner discusses the need for teachers to understand that children should want to study for study's own sake, for learnings's sake, not for the sake of good grades or examination success. The curriculum should, in other words, be interesting. (Yes, it sounds too obvious even to say, but sometimes the emphasis on content has trumped all other considerations, including that of making learning interesting.) — Gary Thomas

It is not the biggest, the brightest or the best that will survive, but those who adapt the quickest. — Charles Darwin

The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field. — Jerome Bruner

The only thing that mattered was what you were to do in life, and it wasn't about money. It was about teaching, or learning. — Maya Lin

I think of the company advertising "Thought Processors" or the college pretending that learning BASIC suffices or at least helps, whereas the teaching of BASIC should be rated as a criminal offence: it mutilates the mind beyond recovery. — Edsger Dijkstra

If you try to impose a rigid discipline while teaching a child or a chimp you are working against the boundless curiosity and need for relaxed play that make learning possible in the first place ... learning cannot be controlled; it is out of control by design. Learning emerges spontaneously, it proceeds in an individualistic and unpredictable way, and it achieves its goal in its own good time. Once triggered, learning will not stop
unless it is hijacked by conditioning. — Roger Fouts

the process through which any concept or subject (content) is taught becomes a part of the content. (p19) — Donovan L. Graham

He is not, he hopes, a sentimentalist. He tries not to sentimentalize the animals he kills, or to sentimentalize Bev Shaw. He avoids saying to her 'I don't know how you do it,' in order not to have to hear her say in return, 'Someone has to do it. — J.M. Coetzee

Whether you've never meditated before or you've been doing it religiously for years, it is always good to evaluate (or re-evaluate) your practice. Although I've been meditating and teaching it for years, I still enjoy reading new information about it, learning new techniques, and checking out new meditation recordings. There is always something to learn because there are as many ways to meditate as there are people who are doing it. — Liberty Forrest

Sometimes it feels like you have nothing, or aren't going anywhere, but while you're waiting for fortune to deliver you, there is always something you can do to help yourself, or teach yourself to better your situation. — A.J. Darkholme

Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike. — Carol Ann Tomlinson

Who better to teach than the most capable among us? And I'm not just talking about seminars or formal settings. Our actions and behaviors, for better or worse, teach those who admire and look up to us how to govern their own lives. Are we thoughtful about how people learn and grow? As leaders, we should think of ourselves as teachers and try to create companies in which teaching is seen as a valued way to contribute to the success of the whole. Do we think of most activities as teaching opportunities and experiences as ways of learning? One of the most crucial responsibilities of leadership is creating a culture that rewards those who lift not just our stock prices but our aspirations as well. — Ed Catmull

Training a dog, to me, is on a par with learning to dance with my wife or teaching my son to ski. These are fun things we do together. If anyone even talks about dominating the dog or hurting him or fighting him or punishing him, don't go there. — Ian Dunbar

In the absence of either a widely accepted theory of language learning or a solid empirical base for classroom practice, teachers and learners have always been, and will always be, vulnerable to drastic pendulum swings of fashion, the coming and going of various unconventional and unlamented "Wonder Methods" being an obvious recent example. The sad truth is that after at least 2,000 years, most language teaching takes place on a wing and a prayer - sometimes successfully, but often a relative failure. — Michael H. Long

The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response. — Ian Lamont

Education can not be conferred. Whether in school or out, learning is a do-it-yourself proposition. — Wheeler McMillen

To keep up interest in a subject, a teenager has to enjoy working in it. If the teacher makes the task of learning excessively difficult, the student will feel too frustrated and anxious to really get into it and enjoy it for its own sake. If the teacher makes learning too easy, the student will get bored and lose interest. The teacher has the difficult task of finding the right balance between the challenges he or she gives and the students' skills, so that enjoyment and the desire to learn more result. — Mihaly Csikszentmihalyi

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

There is a great need for a new approach, new methods and new tools in teaching, man's oldest and most reactionary craft. There is great need for a rapid increase in the productivity of learning. There is, above all, great need for methods that will make the teacher effective and multiply his or her efforts and competence. Teaching is, in fact, the only traditional craft in which we have not yet fashioned the tools that make an ordinary person capable of superior performance. In this respect, teaching is far behind medicine, where the tools first became available a century or more ago. — Peter Drucker

I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology. — Ian Lamont

The atheist, agnostic, or secularist ... should guard against the encroachment of religion in areas where it has no place, and in particular the control of education by religious authority. The attempts to ban the teaching of evolution or other scientific theories
a feeble echo of medieval church tyranny and hostility to learning, but an echo nonetheless are serious threats to freedom of inquiry and should be vigorously combated. — S.T. Joshi

We have two strategies for coping; the way of avoidance or the way of attention. — Marilyn Ferguson

Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant. — Russell L. Ackoff

Those institutes can develop research-based teaching initiatives in which they work with colleagues across the university to tackle problems. They might focus on why certain groups of students (defined by whatever demography) do not achieve the kind of learning expected, or about how to help all students achieve a new level of development. The initiative would refine the questions; explore the existing literature; and fashion a hypothesis about what might work, a program to implement that hypothesis, and a systematic assessment of the result, ultimately contributing to a growing body of literature on university learning. — Ken Bain

The overwhelming number of teachers ... are unable to name or describe a theory of learning that underlies what they do. — Alfie Kohn

For they have a way of teaching languages in Germany that is not our way, and the consequence is that when the German youth or maiden leaves the gymnasium or high school at fifteen, "it" (as in Germany one conveniently may say) can understand and speak the tongue it has been learning. In England we have a method that for obtaining the least possible result at the greatest possible expenditure of time and money is perhaps unequalled. An English boy who has been through a good middle-class school in England can talk to a Frenchman, slowly and with difficulty, about female gardeners and aunts; conversation which, to a man possessed perhaps of neither, is liable to pall. Possibly, — Jerome K. Jerome

Books are never harmless ... they either strengthen us or they weaken us in our faith. Some of them do this even as they entertain us, others as they teach us. In an invisible way their teaching penetrates into our hearts and souls, to continue its work inside, and we inhale the spirit of these books as healing or poisonous vapors. They can bring the greatest benefits and the greatest ruin, for from their ideas that they spread come the deeds of the future. — Peter Prange

It needs more than ever to be stressed that the best and truest educators are parents under God. The greatest school is the family. In learning, no act of teaching in any school or university compares to the routine task of mothers in teaching a babe who speaks no language the mother tongue in so short a time. No other task in education is equal to this. The moral training of the children, the discipline of good habits, is an inheritance from the parents to the children which surpasses all other. The family is the first and basic school of man. — Rousas John Rushdoony

Teaching some things that are true, prematurely or at the wrong time, can invite sorrow and heartbreak instead of the joy intended to accompany learning ... The scriptures teach emphatically that we must give milk before meat. The Lord made it very clear that some things are to be taught selectively and some things are to be given only to those who are worthy. — Boyd K. Packer

The man (or woman) who can make hard things easy is the educator. — Ralph Waldo Emerson

The best thing for being sad," replied Merlin, beginning to puff and blow, "is to learn something. That's the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then - to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn. — T.H. White

You say: "There are persons who lack education" and you turn to the law. But the law is not, in itself, a torch of learning which shines its light abroad. The law extends over a society where some persons have knowledge and others do not; where some citizens need to learn, and others can teach. In this matter of education, the law has only two alternatives: It can permit this transaction of teaching-and-learning to operate freely and without the use of force, or it can force human wills in this matter by taking from some of them enough to pay the teachers who are appointed by government to instruct others, without charge. But in the second case, the law commits legal plunder by violating liberty and property. — Frederic Bastiat