A Quote by B.K.S. Iyengar

Learning is as much an art as teaching — © B.K.S. Iyengar
Learning is as much an art as teaching
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.
The art of teaching is tolerance. Humbleness is the art of learning.
The art of teaching is clarity and the art of learning is to listen.
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.
I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.
Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.
Much like teaching art to young art students age 10 to 15 or so on, you have to break it down into bite-sized pieces, essential components. You have to - you know, at this point I'm so used to operating within given assumptions about art. But when you're explaining art to art students or people who are new to this experience, you have to really go back to the fundamentals.
When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.
In the art of teaching, we recognize that ideas and insights need to cook over a period of time. Sometimes the student who is least articulate about expressing the ideas is in fact the one who is absorbing and processing them most deeply. This applies as well to our own private learning of our art form; the areas in which we feel most stuck and most incompetent may be our richest gold mine of developing material. The use of silence in teaching then becomes very powerful.
When I was growing up and going to art school and learning about African-American art, much of it was a type of political art that was very didactic and based on the '60s, and a social collective.
Teaching is learning. When you're teaching full-time you have to do research, stay current.
Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.
So much of teaching is sharing. Learning results in sharing, sharing results in change, change is learning. The only other job with so much sharing is parenting. That's probably why the two are so often confused. You can't test what sort of teacher someone will be, because testing what someone knows isn't the same as what someone is able to share.
No art or learning is to be pursued halfheartedly...and any art worth learning will certainly reward more or less generously the effort made to study it.
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.
In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.
This site uses cookies to ensure you get the best experience. More info...
Got it!