A Quote by Li Hongzhi

The Chinese government knows that what I am teaching is good and that I am teaching people to have high moral values. — © Li Hongzhi
The Chinese government knows that what I am teaching is good and that I am teaching people to have high moral values.
So I am not teaching you to be good, I am not teaching you to be bad; I am teaching you only to be whole. To be whole is to be healthy and to be healthy is to be holy.
What I am teaching is religiousness, a quality. Religion is a dead dogma, fixed principles, frozen fossils. What I am teaching to you is a living, flowing religiousness - an experience like love.
People may talk about intellectual teaching, but what we principally want is the moral teaching.
I am not simply teaching the reading; I am teaching the reader.
I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
As Americans, we're not sure we share values. We're sometimes even afraid to use the word 'values.' We talk about teaching ethics in schools - people say, 'What ethics? Whose ethics? Maybe we can't.' And they confuse that with teaching of religion.
We hear a lot of talk these days about teaching values in higher education. Frankly, I am not sure this can be accomplished through a separate course in morality or ethics. I am convinced, however, that values are sustained on campus by the honesty of our words, and by the confidence we have in the words of others.
With almost every book I've written, my secret target audience is the young therapist. In this way, I am staying in my professorial role; I'm writing teaching stories and teaching novels.
Foreign languages, I think they are important but I don't think it should be required because-actually I think they should be teaching you English and then teaching you how to understand double talk-a politician's double talk-not teaching you how to understand French and Spanish and German, when am I going to Germany? I can't even afford to pay my rent in America, how am I going to Germany?
I am teaching. Storytelling is teaching
Christianity and Judaism are united above all in their common affirmation and implementation of the moral teaching of the Hebrew Bible, or 'Old Testament,' and the traditions of interpretation of that teaching.
Teaching is a good distraction, and I am in contact with young people, which is very gratifying.
In 100 years we have gone from teaching Latin and Greek in High School to teaching remedial English in college.
I was aware that the teaching of drawing was being stopped almost 30 years ago. And I always said, 'The teaching of drawing is the teaching of looking.' A lot of people don't look very hard.
Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.
If success in selling is my primary interest, I am not primarily a writer, but a salesperson. If I teach success in selling as the writer's primary objective, I am not teaching writing; I'm teaching, or pretending to teach, the production and marketing of a commodity.
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