A Quote by Richard P. Feynman

I don't believe I can really do without teaching. — © Richard P. Feynman
I don't believe I can really do without teaching.
I see apostasy in many ways occurring in Evangelical churches that really aren't teaching the truth of God's word. I do believe that some churches have become entertainment centers and a teaching a type of prosperity Gospel rather than teaching God's word.
I believe in teaching manners without causing fisticuffs.
I don't believe I can really do without teaching. The reason is, I have to have something so that when I don't have any ideas and I'm not getting anywhere, I can say to myself, "At least I'm living; at least I'm doing something. I'm making some contribution." It's just psychological.
The teaching of any science, for purposes of liberal education, without linking it with social progress and teaching its social significance, is a crime against the student mind. It is like teaching a child how to pronounce words but not what they mean.
I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.
Rationality and the instinct of collaboration have already given us large regions and long periods of peace and prosperity. Ultimately, they will lead us to a planet without countries, without wars, without patriotism, without religions, without poverty, where we will be able to share the world. Actually, maybe I am not sure I truly believe that I believe this, but I do want to believe that I believe this.
Those who believe they believe in God, but without passion in the heart, without anguish of mind, without uncertainty, without doubt, and even at times without despair, believe only in the idea of God, and not in God himself.
Teaching by precept, without example, is mighty poor teaching.
It is really an alienation to believe that learning is the result of teaching.
I know what the teaching is, but to realize the teaching in a life experience, the sh*t really is an opportunity to find out who we truly are. To really learn and to awaken to our potential.
If you love dance and you have the gift of teaching, teaching is super amazing and important because my teachers planted that seed in me. As a teacher you understand the difference or the definition of a Baryshnikov or a Gregory Hines, so teaching is really important and very necessary.
In fact, Gentlemen, no geometry without arithmetic, no mechanics without geometry... you cannot count upon success, if your mind is not sufficiently exercised on the forms and demonstrations of geometry, on the theories and calculations of arithmetic ... In a word, the theory of proportions is for industrial teaching, what algebra is for the most elevated mathematical teaching.
I do believe that nice religious people make the world safe for extremists by teaching us [...] that faith is a virtue, teaching us that there's something good about holding beliefs without any substantiating evidence. Once you buy into that, [...] then the door is opened to extremists who defend their extremism by saying, 'Oh well, it's my faith, you can't touch it, you can't criticise my faith, I don't even need to defend it because faith is faith.'
Those who say they believe in God and yet neither love nor fear Him, do not in fact believe in Him but in those who have taught them that God exists. Those who believe that they believe in God, but without any passion in their heart, any anguish of mind, without uncertainty, without doubt, without an element of despair even in their consolation, believe only in the God-idea, not in God.
To live a single day and hear a good teaching is better than to live a hundred years without knowing such teaching.
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.
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