A Quote by Ralph Waldo Emerson

There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit.
There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.
Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination.
I feel that I need to return to the pure stillness periodically. And then, when the teaching happens, just allow it to arise out of the stillness. So the teaching and stillness are very closely connected. The teaching arises out of the stillness. But when I'm alone, there's only the stillness, and that is my favorite place.
Three women were brought to the Singapore General Hospital, each in the same condition and needing a blood transfusion. The first, a Southeast Asian was given the transfusion but died a few hours later. The second, a South Asian was also given a transfusion but died a few days later. The third, an East Asian, was given a transfusion and survived. That is the X factor in development.
But as Nature is the best guide, teaching must be the development of natural inclinations, for which purpose the teacher must watch his pupil and listen to him, not continually bawl words into his ears as if pouring water into a funnel. Good teaching will come from a mind well made rather than well filled.
The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.
The aim of my teaching is enlightenment, awakening from the dream state of separateness into the reality of the One. In short, my teaching is focused on realizing what you are.
In the order I was in, each brother takes five vows, one of which is teaching the poor gratuitously. As a young person I was seized by this idea of social justice and I wanted very much to follow my vow of teaching the poor gratuitously.
... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
When you learn about the teaching and the practice of another tradition, you always have a chance to understand your own teaching and practice.
If I ever write an autobiography about teaching meditation in the West, I'll call it "Pissing In the Wind - Teaching Buddhism in America".
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.
My beliefs are that the truth is a truth until you organize it, and then it becomes a lie. I don't think that Jesus was teaching Christianity, Jesus was teaching kindness, love, concern, and peace. What I tell people is don't be Christian, be Christ-like. Don't be Buddhist, be Buddha-like.
The overwhelming condemnation makes it clear we have made enormous progress in teaching everyone that racism is bad. Where we seem to have dropped the ball... is in teaching people what racism actually is ... which allows people to say incredibly racist things while insisting they would never.
Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.
The model of the teaching hospital, which links research to teaching and service is what's missing in global health.
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