A Quote by Doris Lessing
Argument does not teach children or the immature. Only time and experience does that.
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There are two modes of knowledge: through argument and through experience. Argument brings conclusions and compels us to concede them, but it does not cause certainty nor remove doubts that the mind may rest in truth, unless this is provided by experience.
Only that which does not teach, which does not cry out, which does not condescend, which does not explain, is irresistible.
Truth does not need argument, agreement, theories or beliefs. There is only one test for it and that is to ask yourself 'Is the statement true or false in my experience?'
How does God teach me love? By putting me around unlovely people. How does God teach me joy in the middle of grief? Not happiness, which is based on happenings. How does God teach me peace? Not when I am out fishing and everything is going my way and it doesn't get better than this. But in the middle of chaos. How does God teach me patience? By putting me in His waiting room.
It is commonly said that if rational argument is so seldom the cause of conviction, philosophical apologists must largely be wasting their shot. The premise is true, but the conclusion does not follow. For though argument does not create conviction, the lack of it destroys belief. What seems to be proved may not be embraced; but what no one shows the ability to defend is quickly abandoned. Rational argument does not create belief, but it maintains a climate in which belief may flourish.
Precise knowledge is the only true knowledge, and he who does not teach exactly, does not teach at all.
Children do not learn in school; they are babysat. It takes maybe 50 hours to teach reading, writing, and arithmetic. After that, students can teach themselves. Mainly what school does is to keep the children off the streets and out of the job market.
I really don't teach the way Professor [Frank Moore] Cross does. I don't teach the text the same way he does. I teach Biblical themes, Biblical events.
The most important thing to teach your children is that the sun does not rise and set. It is the Earth that revolves around the sun. Then teach them the concepts of North, South, East and West, and that they relate to where they happen to be on the planet's surface at that time. Everything else will follow.
You cannot teach a person something he does not already know, you can only bring what he does know to his awareness.
The Bible does not teach that sin is completely eradicated from the Christian in this life, but it does teach that sin shall no longer reign over you.
To me personally the only function of philosophy is to teach us to take life more lightly and gayly than the average businessman does, for no businessman who does not retire at fifty, if he can, is in my eyes a philosopher.
Will you teach your children what we have taught our children? That the earth is our mother? What befalls the earth befalls all the sons of the earth. This we know: the earth does not belong to man, man belongs to the earth. All things are connected like the blood that unites us all. Man did not weave the web of life, he is merely a strand in it. Whatever he does to the web, he does to himself. One thing we know: our god is also your god. The earth is precious to him and to harm the earth is to heap contempt on its creator.
Bohr’s standpoint, that a space-time description is impossible, I reject a limine. Physics does not consist only of atomic research, science does not consist only of physics, and life does not consist only of science. The aim of atomic research is to fit our empirical knowledge concerning it into our other thinking. All of this other thinking, so far as it concerns the outer world, is active in space and time. If it cannot be fitted into space and time, then it fails in its whole aim and one does not know what purpose it really serves.
experience should teach us that it is always the unexpected that does occur.
We teach children to save their money. As an attempt to counteract thoughtless and selfish expenditure, that has value. But it is not positive; it does not lead the child into the safe and useful avenues of self-expression or self-expenditure. To teach a child to invest and use is better than to teach him to save.
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