A Quote by Isaac Watts
Instructors should not only be skilful in those sciences which they teach, but have skill in the method of teaching, and patience in the practice.
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The Pseudo-liberals monopolize the teaching jobs at many universities. Only men who agree with them are appointed as teachers and instructors of the social sciences, and only textbooks supporting their ideas are used.
A preacher should have the skill to teach the unlearned simply roundly, and plainly; for teaching is of more importance than exhorting.
I love teaching I think more than anything. It's the opportunity to just teach young people and teach the game. You teach more than basketball. You teach life skills. The teaching part of it is something that I am passionate about. I look forward to every practice. A lot of people say well, I enjoy coaching, but I see myself as more as a teacher.
INSTRUCTORS CAN impart a fraction of the teaching. It is through your own devoted practice that the mysteries of the Art of Peace are brought to life.
Only the brave should teach....Teaching is a vocation. It is as sacred as priesthood; as innate a desire, as inescapable as the genius which compels a great artist. If he has not the concern for humanity, the love of living creatures, the vision of the priest and the artist, he must not teach.
While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person.
It seems perfectly clear that Economy, if it is to be a science at all, must be a mathematical science. There exists much prejudice against attempts to introduce the methods and language of mathematics into any branch of the moral sciences. Most persons appear to hold that the physical sciences form the proper sphere of mathematical method, and that the moral sciences demand some other method-I know not what.
Elections, especially of representatives and counselors, should be annual, there not being in the whole circle of the sciences a maxim more infallible than this, "where annual elections end, there slavery begins." These great men ... should be (chosen) once a year-Like bubbles on the sea of matter bourne, they rise, they break, and to the sea return. This will teach them the great political virtues of humility, patience, and moderation, without which every man in power becomes a ravenous beast of prey.
The method of teaching which approaches most nearly to the method of investigation is incomparably the best.
Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the 'naturals', the ones who somehow know how to teach.
Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the 'naturals,' the ones who somehow know how to teach.
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.
I have no fault to find with those who teach geometry. That science is the only one which has not produced sects; it is founded on analysis and on synthesis and on the calculus; it does not occupy itself with the probable truth; moreover it has the same method in every country.
For my part, I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew.
Sociological method as we practice it rests wholly on the basic principle that social facts must be studied as things, that is, as realities external to the individual. There is no principle for which we have received more criticism; but none is more fundamental. Indubitably for sociology to be possible, it must above all have an object all its own. It must take cognizance of a reality which is not in the domain of other sciences... there can be no sociology unless societies exist, and that societies cannot exist if there are only individuals.
In passing, I firmly believe that research should be offset by a certain amount of teaching, if only as a change from the agony of research. The trouble, however, I freely admit, is that in practice you get either no teaching, or else far too much.
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