A Quote by Rajneesh

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. — © Rajneesh
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.
The Chinese government knows that what I am teaching is good and that I am teaching people to have high moral values.
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.
I am not simply teaching the reading; I am teaching the reader.
For me, study is a divine and daily imperative, and I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.
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
Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.
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.
The reason I do workshops is so I can learn, and I am fortunate that I've probably gained more from the whole experience of teaching than any one participant has. It is all about asking.
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.
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.
I dispute the idea that we turn into our parents. These children who have come into my life are unique beings. I don't think I am teaching my children anything, frankly. I think they are teaching me.
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.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
My teaching is not a philosophy. It is the result of direct experience... My teaching is a means of practice, not something to hold onto or worship. My teaching is like a raft used to cross the river. Only a fool would carry the raft around after he had already reached the other shore of liberation.
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