A Quote by Frederick Lenz
In the esoteric teachings, a transference process takes place between teacher and student where knowledge is actually transmitted from one to the other. This requires that the student be receptive.
Related Quotes
A teacher had two types of students. One type of student is a close student. The other is also a close student, but not in the sense of physical proximity. The close students rotate a lot.
When the teacher, the spiritual master, is praying for the mercy of the Lord to enlighten the student, then by the blessings of the Lord the student gets the blessing of knowledge.
Knowledge passes from dance teacher into the student through the process of mane, which is often translated as imitation, but learning to dance is more a process of total identification than of simple copying. We repeat the movements of our teachers until we can duplicate them exactly, until, in a sense, we have absorbed the teacher's mastery into ourselves. Artistic technique must be fully integrated into the cells of our bodies if we are to use it to express what is in our hearts, and this takes many years of practice.
A good teacher can never be fixed in a routine... each moment requires a sensitive mind that is constantly changing and constantly adapting. A teacher must never impose this student to fit his favourite pattern; a good teacher functions as a pointer, exposing his student's vulnerability and causing him to explore both internally and finally integrating himself with his being. Martial art should not be passed out indiscriminately.
The ideal teacher student relationship exists when the student is better than the teacher.
A Student is the most important person ever in this school...in person, on the telephone, or by mail.
A Student is not dependent on us...we are dependent on the Student.
A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so.
A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.
I wasn't a particularly brilliant student, but on the other hand, I was very active in Student Union affairs and in student politics.
The student ends up lusting after time with the teacher, hanging on her every word, and forgetting that this is about him or her, the student, not the teacher.
A teacher's major contribution may pop out anonymously in the life of some ex-student's grandchild. A teacher, finally, has nothing to go on but faith, a student nothing to offer in return but testimony.
This is the pedagogical paradox. The person and the teacher is required precisely because the knowledge itself is nontransferable from teacher to student.
In Zen, and in other forms of self discovery, we do have a transference that occurs where psychically, information, blocks of attention, are transferred to the student.
An enlightened teacher simply expresses enlightenment in their life by living. It is the student's job to gain the teachings. The teacher's job is just to be perfectly enlightened.
The finest teaching touches in a student a spring neither teacher nor student could possibly have preconceived.
In the West, a teacher imparts knowledge to a student. In the East, a teacher transmits nothing more or less than his or her Being.
Mentoring is a mutuality that requires more than meeting the right teacher: the teacher must meet the right student.
In the advanced practice, the relationship between the Zen master and the student becomes very terse. The Zen master will expect things of the student because the student is in graduate school.
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