A Quote by Erica Brown
For me, study is a divine and daily imperative, and I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.
Related Quotes
I have devoted my energies to the study of the scriptures, observing monastic discipline, and singing the daily services in church; study, teaching, and writing have always been my delight.
The purpose of studying Buddhism is not to study Buddhism, but to study ourselves. That is why we have teaching. But the teaching is not ourselves. It is some explanation of ourselves. To study the teaching is to know yourselves. That is why we do not ever attach to the teaching, or to the teacher. The moment you meet a teacher you should leave the teacher, and you should be independent. You want a teacher so that you can be independent. So you study yourselves. You have the teacher for yourselves, not for the teacher.
Study after study affirms what I saw in the classroom every day as superintendent of Denver Public Schools: Nothing makes a bigger difference for student learning than great teaching.
It is no secret that the fruits of language study are in no sort of relation to the labour spent on teaching and learning them.
Self-study, in a sense of learning by yourself without anybody teaching you anything, has an enormous value.
The Church is a system, - but whether it is as much founded on the teaching of our Lord, who was divine, as on the teaching of St. Paul, who was not divine, is a question to me of much perplexity.
I have an open mind - - I read, I study, I study your work and the work of other people with less talent. But that is not what I do in my writing and teaching. Still the love for the text we have in common.
... 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.
I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.
I start work by spending time in personal Bible study. Because my projects center on a question in my own faith walk, I find Bible study essential. And God gives me scriptures daily that speak to the question with which I'm struggling.
I believe in teaching just a few students, as teaching requires a constant alert observation on each individual in order to establish a direct relationship. A good teacher cannot be fixed in a routine, and many are just that. During teaching, each moment requires a sensitive mind that is constantly changing and constantly adapting.
The infallibility and inerrancy of biblical teaching does not, however, guarantee the infallibility and inerrancy of any interpretation or interpreter of that teaching; nor does the recognition of its qualities as the Word of God in any way prejudge the issue as to what Scripture does, in fact, assert. This can be determined only by careful Bible study.
It is imperative that young white men and women study the black American history. It is imperative that blacks and whites study the Asian American history.
Teaching is enormously satisfying because I'm constantly learning more. Just constantly being exposed to new voices and new life experiences and new worldviews and new structural dilemmas and new characters - it's really exciting for me.
Be light-hearted, light-footed. Be of light step. Don't carry religion like a burden. And don't expect religion to be a teaching; it is not. It is certainly a discipline, but not a teaching at all. Teaching has to be imposed upon you from the outside and teaching can only reach to your mind, never to your heart, and never, never to the very center of your being. Teaching remains intellectual. It is an answer to human curiosity, and curiosity is not a true search.
I intend no Monopoly, but a Community in Learning; I study not for my own sake only, but for theirs that study not for themselves.
