A Quote by Albert Einstein
The most valuable thing a teacher can impart to children is not knowledge and understanding per se but a longing for knowledge and understanding, and an appreciation for intellectual values, whether they be artistic, scientific, or moral. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing.
Quote Topics
Appreciation
Art
Artistic
Asking
Asking Questions
Awaken
Capable
Children
Creative
Creative Expression
Discover
Does
Expression
Impart
Intellectual
Intended
Joy
Know
Knowing
Knowledge
Knowledge And Understanding
Longing
Moral
Most
Per
Pupil
Questioning
Questions
Scientific
Supreme
Teacher
Teachers
Thing
Time
True
True Art
Understanding
Valuable
Valuable Thing
Values
Waste
Whereas
Whether
Quote Author
Related Quotes
Most teachers waste their time by asking question which are intended to discover what a pupil does not know whereas the true art of questioning has for its purpose to discover what pupils knows or is capable of knowing.
It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
Knowledge by itself does not give understanding. Nor is understanding increased by an increase of knowledge alone. Understanding depends upon the relation of knowledge to being...It appears only when a man feels and senses what is connected with it.
If one does not make human knowledge wholly dependent upon the original self-knowledge and consequent revelation of God to man, then man will have to seek knowledge within himself as the final reference point. Then he will have to seek an exhaustive understanding of reality. He will have to hold that if he cannot attain to such an exhaustive understanding of reality he has no true knowledge of anything at all. Either man must then know everything or he knows nothing. This is the dilemma that confronts every form of non-Christian epistemology
The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.
Knowledge is an addiction, as drink; knowledge does not bring understanding. Knowledge can be taught, but not wisdom; there must be freedom from knowledge for the coming of wisdom.
Art is humanity's most essential, most universal language. It is not a frill, but a necessary part of communication. The quality of civilization can be measured through its music, dance, drama, architecture, visual art and literature. We must give our children knowledge and understanding of civilization's most profound works.
In order to align your life choices with your values, you will need to inquire about the effects of your actions (and inactions) on yourself and others. Although we are always stumbling upon new knowledge that shifts our choices and life direction, bringing conscious inquiry to life means that we continually ask questions that lead us to the information we need to make thoughtful decisions. Asking questions is liberating because we develop great understanding and discover more choices with our new knowledge
We profess to teach the principles and practice of medicine, or, in other words, the science and art of medicine. Science is knowledge reduced to principles; art is knowledge reduced to practice. The knowing and doing, however, are distinct. ... Your knowledge, therefore, is useless unless you cultivate the art of healing. Unfortunately, the scientific man very often has the least amount of art, and he is totally unsuccessful in practice; and, on the other hand, there may be much art based on an infinitesimal amount of knowledge, and yet it is sufficient to make its cultivator eminent.
All scientific work is incomplete - whether it be observational or experimental. All scientific work is liable to be upset or modified by advancing knowledge. That does not confer upon us a freedom to ignore the knowledge we already have, to postpone action that it appears to demand at a given time. Who knows, asks Robert Browning, but the world may end tonight? True, but on available evidence most of us make ready to commute on the 8:30 next day.
No man of science wants merely to know. He acquires knowledge to appease his passion for discovery. He does not discover in order to know, he knows in order to discover.
The ultimate test of my understanding of the scriptural teaching is the amount of time I spend in prayer. As theology is ultimately the knowledge of God, the more theology I know, the more it should drive me to seek to know God. Not to know about Him but to know Him! The whole object of salvation is to bring me to knowledge of God. If all my knowledge does not lead me to prayer there is something wrong somewhere.
Wisdom and knowledge can best be understood together. Knowledge is learning, the power of the mind to understand and describe the universe. Wisdom is knowing how to apply knowledge and how not to apply it. Knowledge is knowing what to say; wisdom is knowing whether or not to say it. Knowledge gives answers; wisdom asks questions. Knowledge can be taught, wisdom grows from experience.
Teachers have told us across the country that what's severely outdated is the teacher at the front of the classroom as the font of knowledge, because as we know, access to knowledge and information is now ubiquitous. So instead, teachers want to help students learn how to think so that they can be lifelong learners.
Despite popular theories, I believe people fall in love based not on good looks or fate but on knowledge. Either they are amazed by something a beloved knows that they themselves do not know; or they discover a common rare knowledge; or they can supply knowledge to someone who's lacking. Hasn't everyone found a strange ignorance in someone beguiling? . . .Nowadays, trendy librarians, wanting to be important, say, Knowledge is power. I know better. Knowledge is love.
Well, part of it is a longstanding belief - it's been in our education establishment at least since the 1930s - that somehow children should be allowed to discover knowledge for themselves, that they should construct their own knowledge. This has surfaced most recently in connection with mathematics instruction, where the idea is that they need to discover how to add for themselves. Rather than being taught how to add, they should construct this knowledge on their own.
Related Authors
Alan Lightman Quotes
American
Physicist
Brian Greene Quotes
American
Physicist
Freeman Dyson Quotes
American
Physicist
Gregory Benford Quotes
American
Physicist
J. Robert Oppenheimer Quotes
American
Physicist
James Clerk Maxwell Quotes
Scottish
Physicist
Lawrence M. Krauss Quotes
American
Physicist
Leonard Mlodinow Quotes
American
Physicist
Lisa Randall Quotes
American
Physicist
Michio Kaku Quotes
American
Physicist
Murray Gell-Mann Quotes
American
Physicist
Niels Bohr Quotes
Danish
Physicist
Richard P. Feynman Quotes
American
Physicist
Roger Penrose Quotes
English
Physicist
Stephen Hawking Quotes
English
Physicist
Werner Heisenberg Quotes
German
Physicist