A Quote by Karch Kiraly

The actual work of reviewing, teaching and learning is human to human. — © Karch Kiraly
The actual work of reviewing, teaching and learning is human to human.
But we are learning from the teaching and example of Jesus that life itself is a religion, that nothing is more sacred than a human being, that the end of all right institutions, whether the home or the church or an educational establishment, or a government, is the development of the human soul.
In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.
The test of the life of a saint is not success, but faithfulness in human life as it actually is. We will set up success in Christian work as the aim; the aim is to manifest the glory of God in human life, to live the life hid with Christ in God in human conditions. Our human relationships are the actual conditions in which the ideal life of God is to be exhibited.
Knowledge exists potentially in the human soul like the seed in the soil; by learning the potential becomes actual.
Learning, like love, death and eating, are fundamental human activities. It's at the core of human existence and its character has a resilience of continuity that is part of what makes up human nature. That is not fundamentally going to change.
Learning to write for the theatre is learning to be a human being, because the theatre by its very nature makes you deal with other human beings.
It would be wonderful if people could grow together in groups, teaching and learning communities where they empower, evoke, explore the enormous capacities of the human condition.
To become fully human means learning to turn my gratitude for being alive into some concrete common good. It means growing gentler toward human weakness. It means practicing forgiveness of my and everyone else's hourly failures to live up to divine standards. It means learning to forget myself on a regular basis in order to attend to the other selves in my vicinity. It means living so that "I'm only human" does not become an excuse for anything. It means receiving the human condition as blessing and not curse, in all its achingly frail and redemptive reality.
We are not just humans learning to become buddhas, but also buddhas waking up in human form, learning to become fully human.
Jehovah, Allah, the Trinity, Jesus, Buddha, are names for a great variety of human virtues, human mystical experiences, human remorses, human compensatory fantasies, human terrors, human cruelties. If all men were alike, all the world would worship the same God.
The salvation of this human world lies nowhere else than in the human heart, in the human power to reflect, in human meekness and human responsibility.
Compassion is essential for any type of relationship between anybody – human to human, human to dog, human to cat, human to bird.
If you're not learning as a human, growing as a human, you can't grow as an actor. You're just churning things you've already thought.
Our task is to find teaching methods that continually engage the whole human being. We would not succeed in this endeavor if we failed to concentrate on developing the human sense of art.
If a human being dreams a great dream, dares to love somebody; if a human being dares to be Martin King, or Mahatma Gandhi, or Mother Theresa, or Malcolm X; if a human being dares to be bigger than the condition into which she or he was born-it means so can you. And so you can try to stretch, stretch, stretch yourself so you can internalize, 'Homo sum, humani nil a me alienum puto. I am a human being, nothing human can be alien to me.' That's one thing I'm learning.
There are so many things in human living that we should regard not as traumatic learning but as incomplete learning, unfinished learning.
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