A Quote by Paul Farmer

The model of the teaching hospital, which links research to teaching and service is what's missing in global health. — © Paul Farmer
The model of the teaching hospital, which links research to teaching and service is what's missing in global health.
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.
The people who are teaching religion and not teaching love are missing the message.
Teaching is learning. When you're teaching full-time you have to do research, stay current.
I believe sanity and realism can be restored to the teaching of Mathematical Statistics most easily and directly by entrusting such teaching largely to men and women who have had personal experience of research in the Natural Sciences.
... 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.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
The idea that when the health of one member suffers, the health of the whole body is lowered is a teaching of St Paul which is timeless.
I'd be satisfied just coaching in high school. I turned down a number of colleges when I was teaching in South Bend, Indiana, before I went into the service. I honestly believe that if I hadn't enlisted in the service, I would never have left high school teaching. I'm sure I would have never left.
More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given
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.
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.
Teaching for creativity involves teaching creatively. There are three related tasks in teaching for creativity: encouraging, identifying and fostering.
Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination.
The truth is, I should have never done teaching. I did teaching because I didn't have the bottle to have a go at comedy. Whether there's any gain to comedy is not for me to say. But certainly it was no loss to teaching.
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.
The teaching which is written on paper is not the true teaching. Written teaching is a kind of food for your brain. Of course it is necessary to take some food for your brain, but it is more important to be yourself by practicing the right way of life.
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