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Over 250 Quotes about
Teaching, Learning, |
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Accumulated by Glen
Dawursk, Jr. |
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1.
“A good teacher is
like a candle - it consumes itself to light the way for others.” -- Author
Unknown |
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2.
". . . in the
case of language, without some innate mechanism for mental computation, there
would be no way to learn the parts of a culture that do have to be
learned." -- Steven Pinker, The Blank Slate: The Modern Denial of Human
Nature, The Last Wall to Fall |
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3.
"A good aim
surveys the present state of experience of pupils, and forming a tentative
plan of treatment, keeps the plan constantly in view and yet modifies it as
conditions develop. The aim, in short, is experimental, and hence constantly
growing as it is tested in action." -- John Dewey, The Child and the
Curriculum |
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4.
"A liberal
education will impart an awareness of the amazing and precious complexity of
human relationships. Since those relationships are violated more often out of
insensitiveness than out of deliberate intent, whatever increases
sensitiveness of perception and understanding humanizes life. " --
Sidney Hook, Education for Modern Man |
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5.
"A successful learner, . . . must be constrained to draw some
conclusions from the input and not others." -- Steven Pinker, The Blank
Slate: The Modern Denial of Human Nature, The Slate's Last Stand |
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6.
"A teacher
affects eternity; he can never tell where his influence stops." --Henry
Brooks Adams |
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7.
"A world uninterested
in genius is a despondent place, whose sad denizens drift from coffee bar to
Prozac dispensary, unfired by ideals, by the glowing image of the self that
one might become." -- Mark Edmundson, On the
Uses of a Liberal Education, I. As Lite Entertainment
for Bored College Students, Harper's Magazine |
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8.
"Above all things
I hope the education of the common people will be attended to; convinced that
on their good sense we may rely with most security for the preservation of a
due degree of liberty." --Thomas Jefferson |
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9.
"Academic
encouragement, easy jesting, an affectionate epithet - all of what used to be
the currency of good fellowship as well as teaching - have become cause for
vigilance, fodder for complaint, the stuff of suits." -- Cristina Nehring, The Higher Yearning: Bringing eros back to academe, Harper's Magazine |
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10. "Already I hear the clamour
of the false wisdom that regards the present as of no account and is for ever
chasing a future which flees as we advance." -- Jean Rousseau, Emile,
Book II |
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11. "Although self-efficacy and outcome expectations were
both hypothesized to affect motivation, he [Badura]
assigned causal priority to efficacy beliefs: "The types of outcomes
people anticipate depend largely on their judgments of how well they will be
able to perform in given situations" (Bandura,
1986, p. 392)." -- Barry Zimmerman and Dale Schunk,
Albert Bandura: The Scholar and His Contributions
to Educational Psychology, 18, Educational Psychology: A Century of Contributions |
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12. "Any object not interesting in itself may become
interesting through becoming associated with an object in which an interest
already exists." -- William James, Talks to Teachers, X, Interest |
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13. "Anyone who stops learning is old, whether at twenty
or eighty. Anyone who keeps learning stays young." --Henry Ford |
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14. "At the core of Vygotsky's
theory is the sense that children must be actively involved in
teaching/learning relationships with more competent others who both learn
from children and draw them into fuller membership in their cultural
world." -- Jonathan Tudge and Sheryl Scrimsher, Lev S. Vygotsky on
Education: A Cultural-Historical, Interpersonal, and Individual Approach to
Development, 9, Educational Psychology: A Century of Contributions |
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15. "Be all that you can be. Find your future--as a
teacher." --Madeline Fuchs Holzer |
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16. "Being able to "go beyond the information"
given to "figure things out" is one of the few untarnishable
joys of life." -- Jerome Bruner, The Culture of Education, Narratives of
Science |
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17. "Better than a thousand days of diligent study is one
day with a great teacher." --Japanese proverb |
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18. "Coherently democratic authority carries the
conviction that true discipline does not exist in the muteness of those who
have been silenced but in the stirrings of those who have been challenged, in
the doubt of those who have been prodded, and in the hopes of those who have
been awakened." -- Paulo Freire, Pedagogy of
Freedom |
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19. "Compassionate teachers fill a void left by working
parents who aren't able to devote enough attention to their children.
Teachers don't just teach; they can be vital personalities who help young
people to mature, to understand the world and to understand themselves. A
good education consists of much more than useful facts and marketable
skills." --Charles Platt |
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20. "Critical reflection on practice is a requirement of
the relationship between theory and practice. Otherwise theory becomes simply
"blah, blah, blah, " and practice, pure
activism." -- Paulo Freire, Pedagogy of
Freedom |
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21. "Education is light, lack of it darkness."
--Russian proverb |
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22. "Effective education may also require co-opting old
faculties to deal with new demands. . . Because much of the content of
education is not cognitively natural, the process of mastering it may not
always be easy and pleasant, notwithstanding the mantra that learning is
fun." -- Steven Pinker, The Blank Slate: The Modern Denial of Human
Nature, Out of Our Depths |
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23. "Everyone recognizes a distinction between knowledge
and wisdom. . . Wisdom is a kind of knowledge. It is knowledge of the nature,
career, and consequences of human values. Since these cannot be separated
from the human organism and the social scene, the moral ways of man cannot be
understood without knowledge of the ways of things and institutions." --
Sidney Hook, Education for Modern Man |
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24. "For the student, there will never be less knowledge
and more time. The choice between depth and breadth, concentration and
diffusion, disciplinary and interdisciplinary work will remain throughout
one's career." -- Kenneth Eble, The Craft of
Teaching, 14, Producing College Professors |
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25. "Good teachers join self and subject and students in
the fabric of life." -- Parker Palmer, The Courage to Teacher: Exploring
the Inner Landscape of a Teacher's Life |
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26. "He [James] would argue that what characterizes good
science is that it tries to elucidate something particular about a
phenomenon, something related to other phenomena that also have to do with
particulars." -- Frank Pajares, William James:
Our Father Who Begat Us, 2, Educational Psychology: A Century of
Contributions |
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27. "If education is to develop human nature so that it
may attain the object of its being, it must involve the exercise of
judgment." -- Immanuel Kant, Thoughts on Education, 1, Introduction, #14 |
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28. "If it is the case that our activities depend on how
we ourselves see them, what we believe about them, then if we have crazy,
fuzzy ideas about teaching, we will be likely to do crazy and fuzzy things in
its name." -- Paul Hirst, What is Teaching |
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29. "If you plan for a year, plant a seed. If for ten
years, plant a tree. If for a hundred years, teach the people. When you sow a
seed once, you will reap a single harvest. When you teach the people, you
will reap a hundred harvests." --Kuan Chung |
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30. "In a completely rational society, the best of us
would be teachers and the rest of us would have to settle for something
less." --Lee Iacocca |
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31. "In the study of other cultures or civilizations, an
understanding of one's own situation and one's own past is a precondition for
understanding another's." -- Wm. Theodore de Bary,
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32. "Inference is always an invasion of the unknown, a
leap from the known." -- John Dewey, The Child and the Curriculum, |
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33. "Information is the currency of democracy."
--Ralph Nader |
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34. "It is in our incompleteness, of which we are aware,
that education as a permanent process is grounded. Women and men are capable
of being educated only to the extent that they are capable of recognizing
themselves as unfinished." -- Paulo Freire,
Pedagogy of Freedom |
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35. "Just so, in teaching, you must simply work your
pupil into such a state of interest in what you are going to teach him that
every other object of attention is banished from his mind; then reveal it to
him so impressively that he will remember the occasion to his dying day; and
finally fill him with devouring curiosity to know what the next steps in
connection with the subject are." -- William James, Talks to Teachers,
I, Psychology and the Teaching Art |
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36. "Knowledge emerges only through invention and
re-invention, through the restless, impatient, continuing, hopeful inquiry
human beings pursue in the world, with the world, and with each other."
-- Paulo Freire, Pedagogy of the Oppressed |
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37. "Language surely does affect our thoughts, rather
than just labeling them for the sake of labeling them. Most obviously,
language is the conduit through which people share their thoughts and
intentions and thereby acquire the knowledge, customs, and values of those
around them." " -- Steven Pinker, The Blank Slate: The Modern
Denial of Human Nature, In Touch with Reality |
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38. "My teaching influences who you are and who you
become, I said, because insofar as I persuade you to change what you know, I
can't help but persuade you to change who you are. A vast portion of who you
are just is a matter of what you know." -- Marshall Gregory, Pedagogy
and the Three Loves |
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39. "None of us like to attend lifeless lectures or take
part in dull conversations. To say that scholarship requires us to surrender
such a tendency so that dullness and tedium are seen as virtues is to expect
the impossible. Our task as professors is to make our teaching as interesting
as possible." -- Frank Pajares, Email to Mark Edmundson, July, 2002 |
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40. "Now this is an illustration of the nature of true
opinions: while they abide with us they are beautiful and fruitful of nothing
but good, but they run away out of the human soul, and do not care to remain
long, and therefore they are not of much value until they are fastened by
reasoned understanding of causes; and this fastening of them, friend Meno, is recollection, as you and I have agreed to call
it. But when they are bound, in the first place, they attain to be knowledge;
and in the second place they are abiding. And this is why knowledge is more
honorable and excellent than right opinion, because it is fastened by a chain."
-- Plato (Socrates), Meno |
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41. "One is never just a teacher: One is always - even if
not consciously - an advocate of a point of view, a critic of certain
positions, an exemplar of someone trying to communicate, a purveyor of
images, a practitioner of behavioral standards, a person dealing with, and
indeed responsible for, others in common tasks. In teaching, at least, the
role of moral agent is inescapable." -- Robert Audi, On the Ethics of
Teaching and the Ideals of Learning, ACADEME |
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42. "One looks back with appreciation to the brilliant
teachers, but with gratitude to those who touched our human feelings. The
curriculum is so much necessary raw material, but warmth is the vital element
for the growing plant and for the soul of the child." -- Carl Jung |
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43. "One need only cast a casual glance at the current
American landscape to see that attending to the personal concerns and
character of students is both a noble and necessary enterprise." --
Frank Pajares, William James: Our Father Who Begat
Us, 2, Educational Psychology: A Century of Contributions |
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44. "Teachers teach because they care. Teaching young
people is what they do best. It requires long hours, patience, and
care." --Horace Mann |
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45. "Teachers who consider their students' self-efficacy
beliefs, goal setting, strategy use, and other forms of self-regulation in
their instructional plans not only enhance students' academic knowledge, but
they also increase their students' capability for self-directed learning
throughout their life span." -- Barry Zimmerman and Dale Schunk, Albert Bandura: The
Scholar and His Contributions to Educational Psychology, 18, Educational
Psychology: A Century of Contributions |
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46. "Teachers, I believe, are the most responsible and
important members of society because their professional efforts affect the
fate of the earth." -- Helen Caldicott, author
and peace activist |
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47. "Teaching is an instinctual art, mindful of
potential, craving of realizations, a pausing, seamless process, where one
rehearses constantly while acting, sits as a spectator at a play one directs,
engages every part in order to keep the choices open and the shape alive for
the student, so that the student may enter in, and begin to do what the
teacher has done: make choices." -- A. Bartlett Giramatti,
To Make Oneself Eternal, A Free and Ordered Space |
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48. "Teaching may be compared to selling commodities. No
one can sell unless someone buys." -- John Dewey, How We Think, |
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49. "The art of teaching is the art of assisting
discovery." -- Mark Van Doren |
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50. "The dream begins, most of the time, with a teacher
who believes in you, who tugs and pushes and leads you on to the next
plateau, sometimes poking you with a sharp stick called truth." -- Dan
Rather |
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51. "The future of the world is in my classroom today, a
future with the potential for good or bad... Several future presidents are
learning from me today; so are the great writers of the next decades, and so
are all the so-called ordinary people who will make the decisions in a
democracy. I must never forget these same young people could be the thieves
and murderers of the future. Only a teacher? Thank God I have a calling to
the greatest profession of all! I must be vigilant every day, lest I lose one
fragile opportunity to improve tomorrow." -- Ivan Welton
Fitzwater |
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52. "The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates. The great teacher
inspires." --William Arthur Ward |
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53. "The moral, then, is that familiar categories of
behavior -- marriage customs, food taboos, folk superstitions, and so on --
certainly do vary across cultures and have to be learned, but the deeper
mechanisms of mental computation that generate them may be universal and
innate." -- Steven Pinker, The Blank Slate: The Modern Denial of Human
Nature, The Last Wall to Fall |
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54. "The prescription is that the subject must be made to
show new aspects of itself; to prompt new questions; in a word, to change.
From an unchanging subject the attention inevitably wanders away." --
William James, Talks to Teachers, XI, Attention |
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55. "The present contains all that there is. It is holy
ground; for it is the past, and it is the future." -- Alfred North
Whitehead, The Aims of Education and Other Essays, I, The Aims of Education |
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56. "The proper end of teaching is to lead our students
toward autonomy." -- Marshall Gregory, Pedagogy and the Three Loves |
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57. "The rattle is a toy suited to the infant mind, and
education is a rattle or toy for children of larger growth." --
Aristotle, Politics, Book VIII |
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58. "The role of the problem-posing educator is to
create, together with the students, the conditions under which knowledge at
the level of the doxa is superseded by true
knowledge, at the level of the logos." -- Paulo Freire,
Pedagogy of the Oppressed |
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59. "The teacher must be viewed both as a co-inquirer and
as a leader/organizer, ensuring that cultural mediators are used to link
students to the cultural world of which they are a part." -- Jonathan Tudge and Sheryl Scrimsher, Lev
S. Vygotsky on Education: A Cultural-Historical,
Interpersonal, and Individual Approach to Development, 9, Educational
Psychology: A Century of Contributions |
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60. "The teacher's task is to discover what the child
finds inherently interesting and make the appropriate connections to the
novel task or activity. And what do children find inherently interesting? All
things wed to their own personal selves. Connect that to be taught to
personal relevance and the teacher is nearly home." -- Frank Pajares, William James: Our Father Who Begat Us, 2,
Educational Psychology: A Century of Contributions |
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61. "The whole art of teaching is only the art of
awakening the natural curiosity of young minds for the purpose of satisfying
it afterwards." -- Anatole France |
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62. "There is an old saying that the course of
civilization is a race between catastrophe and education. In a democracy such
as ours, we must make sure that education wins the race." -- John F.
Kennedy |
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63. "There is nothing which an untrained mind shows
itself more hopelessly incapable, than in drawing the proper general
conclusions from its own experience. And even trained minds, when all their
training is on a special subject, and does not extend to the general
principles of induction, are only kept right when there are ready
opportunities of verifying their inferences by facts." -- John Stuart
Mill, Inaugural Address at |
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64. "There's no word in the language I revere more than
'teacher.' My heart sings when a kid refers to me as his teacher, and it
always has. I've honored myself and the entire family of man by becoming a
teacher." -- Pat Conroy, Prince of Tides |
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65. "This is the sense in which I am obliged to be a
listener. To listen to the student's doubts, fears, and incompetencies
that are part of the learning process. It is in
listening to the student that I learn to speak with him or her." --
Paulo Freire, Pedagogy of Freedom |
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66. "To make him a master, become an apprentice. You can
be sure that he will learn more from an hour's work than he would remember
after a day's explanations . . ." -- Jean Rousseau, Emile, Book |
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67. "To us, to the everyday teachers of everyday
students, neither of whom is writing the book of the universe but who both
have their fullest life only when they align themselves with its truths,
working out our own commitment to and our own vision of agape, in however
homely or personal a form, is a life long task that both guides us in our
teaching endeavors and honors those endeavors at the same time." --
Marshall Gregory, Pedagogy and the Three Loves |
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68. "We forget that every good that is worth possessing
must be paid for in strokes of daily effort. We postpone and postpone, until
those smiling possibilities are dead." -- William James, Talks to
Teachers, VIII, The Laws of Habit |
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69. "What is crucial is the provision of opportunities
for telling all the diverse stories, for interpreting membership as well as
ethnicity, for making inescapable the braids of experience woven into the
fabric of |
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70. "What is true for the emotions may also be true for
the intellect. Some of our perplexities may come from a mismatch between the
purposes for which our cognitive faculties evolved and the purposes to which
we put them today." -- Steven Pinker, The Blank Slate: The Modern Denial
of Human Nature, Out of Our Depths |
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71. "Whoever first coined the phrase 'you're the wind
beneath my wings' most assuredly was reflecting on the sublime influence of a
very special teacher." --Frank Trujillo |
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72. "Young learners are people in families and
communities, struggling to reconcile their desires, beliefs, and goals with
the world around them. Our concern may be principally cognitive, relating to
the acquisition and uses of knowledge, but we do not mean to restrict our
focus to the so-called "rational" mind. Egan reminds us that
"Apollo without Dionysus may indeed be a well-informed, good citizen but
he's a dull fellow. He may even be 'cultured,' in the sense one often gets
from traditionalist writings in education. . . . But without Dionysus he will
never make and remake a culture." -- Jerome Bruner, The Culture of
Education, Folk Pedagogy |
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73. “. . . in every story I have heard, good teachers share
one trait: a strong sense of personal identity infuses their work." --
Parker Palmer, The Courage to Teacher: Exploring the Inner Landscape of a
Teacher's Life |
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74. “A child educated only at school is an uneducated child.”
-- George Santayana |
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75. “A gifted teacher is as rare as a gifted doctor, and makes
far less money.” -- Author unknown |
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76. “A good teacher is a master of simplification and an enemy
of simplism.” -- Louis A. Berman |
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77. “A man is rich in proportion to the number of things he
can afford to let alone.” -- Henry David Thoreau |
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78. “A man should first direct himself in the way he should
go. Only then should he instruct others.” -- Buddha |
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79. “A man should never be ashamed to own he has been wrong,
which is but saying in other words that he is wiser today than he was
yesterday.” -- Alexander Pope |
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80. “A note of music gains significance from the silence on
either side.” -- Ann Morrow Lindberg |
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81. “A talent is formed in stillness, a character in the
world's torrent.” -- Johann W. Goethe |
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82. “A teacher affects eternity; he can never tell where his
influence stops.” -- Henry Brooks Adams |
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83. “A teacher is a compass that activates the magnets of
curiosity, knowledge, and wisdom in the pupils.” -- Ver
Garrison |
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84. “A teacher is one who makes himself progressively
unnecessary.” -- Thomas Carruthers |
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85. “A teacher should have maximal authority, and minimal
power.” -- Thomas Szaz |
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86. “A teacher who is attempting to teach without inspiring
the pupil with a desire to learn is hammering on a cold iron.” -- Horace Mann |
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87. “A teacher's purpose is not to create students in his own
image, but to develop students who can create their own image.” --
Author Unknown |
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88. “Acquire new knowledge whilst thinking over the old, and
you may become a teacher of others.” -- Confucius |
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89. “Always to see the general in the particular is the very
foundation of genius.” -- Arthur Schopenhauer |
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90. “An artist is always out of step with the time. He has to be.” -- Orson Welles |
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91. “An excellent plumber is infinitely more admirable than an
incompetent philosopher.” -- John W. |
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92. “An object in possession seldom contains the same charm
that it had in pursuit.” -- Pliny the Younger |
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93. “Anyone who stops learning is old, whether at twenty or
eighty. Anyone who keeps learning
stays young.” -- Henry Ford |
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94. “Awaken people's curiosity. It is enough to open minds, do not overload
them. Put there just a spark.” -- Anatole France |
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95. “Be not angry that you cannot make others as you wish them
to be, since you cannot make yourself as you wish to be.” -- Thomas A. Kempis |
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96. “Being entirely honest with oneself is a good exercise.”
-- Sigmund Freud |
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97. “Better to do something imperfectly than to do nothing
flawlessly. “ -- Robert Schuller |
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98. “Blessed are the hearts that can bend; they shall never be
broken.” -- Albert Camus |
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99. “Blessed is the man who, having nothing to say, abstains
from giving us wordy evidence of the fact.” -- George Eliot (Mary-Ann Evans) |
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100. “By viewing the old we learn the new.” -- Chinese Proverb |
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101. “Certain subjects yield a general power that may be
applied in any direction and should be studied by all.” -- John Locke |
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102. “Challenges are what make life interesting; overcoming
them is what makes life meaningful.” -- Joshua J. Marine |
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103. “Character cannot be developed in ease and quiet. Only
through experience of trial and suffering can the soul be
strengthened, ambition inspired, and success achieved.” -- Helen Keller |
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104. “Come forth into the light of things, let nature be your
teacher.” -- William Wordsworth |
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105. “Courage is the first of human qualities because it is the
quality which guarantees all others.” -- Sir Winston Churchill |
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106. “Courage is what it takes to stand up and speak; courage
is also what it takes to sit down and listen.” -- Winston Churchill |
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107. “Creative activity could be described as a type of
learning process where teacher and pupil are located in the same individual.”
-- Arthur Koestler |
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108. “Creative activity is not a superimposed, extraneous task
against which the body, or brain protests, but an orchestration of ... joyful
doing. -- Gyorgy Kepes |
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109. “Cultivate your garden. Do not depend upon teachers to
educate you... follow your own bent, pursue your curiosity bravely, express
yourself, make your own harmony.” -- Will Durant |
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110. “Defeat is not the worst of failures. Not to have tried is
the true failure.” -- George E. Woodberry |
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111. “Destiny is not a matter of chance, it is a matter of
choice; it is not a thing to be waited for, it is a thing to be achieved.” --
William Jennings |
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112. “Difficulties are meant to rouse, not discourage. The
human spirit is to grow strong by conflict.” -- William Ellery Channing |
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113. “Don't try to fix the students, fix ourselves first.
The good teacher makes the poor student good and the good student
superior. When our students fail, we, as teachers, too, have
failed.” -- Marva Collins |
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114. “Education can be dangerous. It is very difficult to make
it not dangerous. In fact, it is almost impossible.” -- Robert M. Hutchins |
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115. “Education is man's going forward from cocksure ignorance
to thoughtful uncertainty.” -- Kenneth G. Johnson |
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116. “Education is the best viaticum of old age.”-- Aristotle |
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117. “Education should turn out the pupil with something he
knows well and something he can do well.” -- Alfred North Whitehead |
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118. “Education...beyond all other devices of human origin, is
a great equalizer of conditions of men --the balance wheel of the social
machinery...It does better than to disarm the poor of their hostility toward
the rich; it prevents being poor.” -- Horace Mann |
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119. “Education...is a painful, continual and difficult work to
be done in kindness, by watching, by warning, by praise, but above all -- by
example.” -- John Ruskin |
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120. “Even the clearest water appears opaque at great depth.”
-- Anonymous |
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121. “Every artist was at first an amateur.” -- Ralph W.
Emerson |
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122. “Everything should be made as simple as possible, but not
simpler.” -- Albert Einstein |
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123. “Experience is the worst teacher; it gives the test before
presenting the lesson.” -- |
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124. “Give me a fish and I eat for a day. Teach me to fish and I eat for a lifetime.”
-- Chinese Proverb |
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125. “Give me four years to teach the children and the seed I
have sown will never be uprooted.” -- Vladimir Lenin |
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126. “Good teachers are costly, but bad teachers cost
more.” -- Bob Talbert |
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127. “Good teaching is more a giving of right questions than a
giving of right answers.” -- Josef Albers |
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128. “Good teaching is one-fourth preparation and three-fourths theater.” -- Gail Godwin |
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129. “He who dares to teach must never cease to learn.” --
Anonymous |
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130. “How many writers are there... who, breaking up their
subject into details, destroy its life, and defraud us of the whole by their
anxiety about the parts.” -- Cardinal Newman |
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131. “Human history becomes more and more a race between
education and catastrophe.” -- H.G. Wells |
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132. “I am not ashamed to confess that I am ignorant of what I
do not know.” -- Marcus T. Cicero |
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133. “I cannot teach anybody anything,
I can only make them think.” -- Socrates |
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134. “I have an infamously low capacity for visualizing
relationships, which made the study of geometry and all subjects derived from
it impossible for me.” -- Sigmund Freud |
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135. “I have been maturing as a teacher. New experiences bring
new sensitivities and flexibility...” -- Howard Lester |
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136. “I have gathered a posy of other men's flowers and only
the thread that bonds them is my own.” -- Michel Montaigne |
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137. “I have learned silence from the talkative, toleration
from the intolerant, and kindness from the unkind; yet, strange, I am
ungrateful to these teachers.” -- Kahlil Gibran |
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138. “I hear, and I forget.
I see, and I remember. I do,
and I understand.” -- Chinese Proverb |
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139. “I know but one freedom and that is the freedom of the
mind.” -- Antoine de Saint-Exupery |
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140. “I like a teacher who gives you something to take home to
think about besides homework.” -- Lily Tomlin as "Edith Ann" |
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141. “I put the relation of a fine teacher to a student just
below the relation of a mother to a son...” -- Thomas Wolfe |
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142. “If a doctor, lawyer, or dentist had 40 people in his
office at one time, all of whom had different needs, and some of whom didn't
want to be there and were causing trouble, and the doctor, lawyer, or dentist,
without assistance, had to treat them all with professional excellence for
nine months, then he might have some conception of the classroom teacher's
job.” -- Donald D. Quinn |
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143. “If I had more time, I would have written a shorter
letter.” -- Marcus T. Cicero |
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144. “If you do not expect it, you will not find the
unexpected, for it is hard to find and difficult.” -- Heraclitus |
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145. “If you promise not to believe everything your child says
happens at school, I'll promise not to believe everything he says happens at
home.” -- Anonymous Teacher |
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146. “In teaching you cannot see the fruit of a day's
work. It is invisible and remains so, maybe for twenty years.” --
Jacques Barzun |
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147. “In the fields of observation, chance favors only the
prepared mind.” -- Louis Pasteur |
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148. “In the practical use of our intellect, forgetting is as
important as remembering.” -- William James |
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149. “It is art that makes life, makes interest, makes
importance... and I know of no substitute whatever for the force and beauty
of its process.” -- Henry James Jr. |
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150. “It is easy to spot an informed man -- his opinions are
just like your own.” -- Miguel de Unamuno |
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151. “It is important that students bring a certain ragamuffin,
barefoot irreverence to their studies; they are not here to worship what is
known, but to question it.” -- Jacob Bronowski |
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152. “It is not often that we use language correctly; usually
we use it incorrectly, though we understand each others meaning.” -- |
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153. “It is not the answer that enlightens, but the question.”
-- Eugene Ionesco Decouvertes,
1969 |
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154. “It is such a secret place, the land of tears.” -- Antoine
de Saint-Exupery |
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155. “It is the supreme art of the teacher to awaken joy in
creative expression and knowledge.” -- Albert Einstein |
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156. “It's what you learn after you know it all that counts.”
-- Harry S. Truman |
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157. “Knowledge is of two kinds. We know a subject ourselves,
or we know where we can find information upon it.” -- Samuel Johnson |
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158. “Knowledge rests on knowledge; what is new is meaningful
because it departs slightly from what was known before.” -- Robert
Oppenheimer |
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159. “Learning is never done without errors and defeat.” --
Vladimir Lenin |
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160. “Let the potential artist in our children come to life
that they may surmount industrial monotonies and pressures.” -- Barbara
Morgan |
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161. “Men learn while they teach.” -- Lucius
A. Seneca |
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162. “Mistakes are the portals of discovery.” -- James Joyce
Dubliners |
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163. “Modern cynics and skeptics... see no harm in paying those
to whom they entrust the minds of their children a smaller wage than is paid
to those to whom they entrust the care of their plumbing.” -- John F.
Kennedy |
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164. “Most teachers have little control over school policy or
curriculum or choice of texts or special placement of students, but most have
a great deal of autonomy inside the classroom. To a degree shared by
only a few other occupations, such as police work, public education rests
precariously on the skill and virtue of the people at the bottom of the
institutional pyramid.” -- Tracy Kidder |
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165. “No matter how good teaching may be, each student must
take the responsibility for his own education.” -- John Carolus
S.J. |
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166. “No one can become really educated without having pursued
some study in which he took no interest ...” -- T.S. Eliot |
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167. “Often, when I am reading a good book, I stop and thank my
teacher. That is, I used to, until she got an unlisted number.”
-- Author Unknown |
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168. “One can think effectively only when one is willing to
endure suspense and to undergo the trouble of searching.” -- John Dewey |
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169. “One looks back with appreciation to the brilliant
teachers, but with gratitude to those who touched our human feelings.
The curriculum is so much necessary raw material, but warmth is the vital
element for the growing plant and for the soul of the child.” -- Carl
Jung |
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170. “One must learn by doing the thing; for though you think
you know it, you have no certainty, until you try.” -- Sophocles |
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171. “Only the mind cannot be sent into exile.” -- Ovid |
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172. “Opposites are not contradictory but complementary.” -- Niels Bohr |
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173. “Out of monuments, names, words proverbs ...and the like,
we do save and recover somewhat from the deluge of time.” -- Francis Bacon |
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174. “People learn more quickly by doing something or seeing
something done.” -- Gilbert Highet |
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175. “People's behavior makes sense if you think about it inn
terms of their goals, needs, and motives.” -- Thomas Mann |
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176. “Praise, like gold and diamonds, owes its values only to
its scarcity.” -- Samuel Johnson |
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177. “Read not to contradict and confute, nor to believe and
take for granted... but to weigh and consider.” -- Francis Bacon |
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178. “Reading maketh a full man,
conference a ready man and writing an exact man.” -- Francis Bacon |
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179. “Reinventing the wheel is a process.” -- Rashid Elisha |
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180. “Sometimes one man with courage is a majority.” -- Andrew
Jackson |
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181. “Teachers are expected to reach unattainable goals with
inadequate tools. The miracle is that at times they accomplish this
impossible task.” -- Haim G. Ginott |
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182. “Teachers open the door, but you enter by yourself.” --
Anonymous |
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183. “Teacher's Prayer: I want to teach my students how to live
this life on Earth. To face its struggles and its strife and to improve their
worth. Not just the lesson in a book or how the rivers flow, But how to
choose the proper path wherever they may go. To understand eternal truth and
know the right from wrong, and gather all the beauty of A
flower and a song. For if I help the world to grow In wisdom and in grace,
Then I shall feel that I have won And I have filled my place. And so I ask
your guidance, God, that I may do my part. For character and confidence and
happiness of heart.” -- James J. Metcalf |
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184. “Teachers should guide without dictating, and participate
without dominating.” -- C.B. Neblette |
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185. “Teachers who inspire know that teaching is like
cultivating a garden and those who would have nothing to do with thorns must
never attempt to gather flowers.” -- Author Unknown |
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186. “Teachers who inspire realize there will always be rocks
in the road ahead of us. They will be stumbling blocks or stepping
stones; it all depends on how we use them.” -- Author Unknown |
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187. “Teaching is leaving a vestige of one self in the
development of another. And surely the student is a bank where you can
deposit your most precious treasures.” -- Eugene P. Bertin |
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188. “Teaching is not a lost art, but the regard for it is a
lost tradition.” -- Jacques Barzun |
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189. “Teaching is the only major occupation of man for which we
have not yet developed tools that make an average person capable of
competence and performance. In teaching we rely on the
"naturals," the ones who somehow know how to teach.” -- Peter
Drucker |
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190. “Teaching is the profession that teaches all the other
professions.” -- Author Unknown |
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191. “Teaching should be full of ideas instead of stuffed with
facts.” -- Author Unknown |
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192. “The art of teaching is the art of assisting discovery.”
-- Mark van Doren |
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193. “The basic idea behind teaching is to teach people what
they need to know.” -- Carl Rogers |
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194. “The beginning is the most important part of the work.” --
Plato |
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195. “The best teacher is the one who suggests rather than
dogmatizes, and inspires his listener with the wish to teach himself.”
-- Edward Bulwer-Lytton |
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196. “The best teachers teach from the heart, not from the
book.” -- Author Unknown |
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197. “The best way to know life is to love many things.” --
Vincent Van Gogh |
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198. “The chief cause of human errors is to be found in the
prejudices picked up in childhood.” -- Rene Descartes |
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199. “The critical factor is not class size but rather the
nature of the teaching as it affects learning.” -- C.B. Neblette |
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200. “The dream begins with a teacher who believes in you, who
tugs and pushes and leads you to the next plateau, sometimes poking you with
a sharp stick called ‘truth.’” -- Dan Rather |
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201. “The empires of the future are the empires of the mind.” --
Winston Churchill |
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202. “The great pilot can sail even when his canvass is rent.”
-- Lucius A. Seneca |
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203. “The important thing in life is not the triumph but the
struggle.” Pierre de Coubertin |
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204. “The job of an educator is to teach students to see the
vitality in themselves.” -- Joseph Campbell |
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205. “The limits of your language are the limits of your
world.” -- Ludwig Wittgenstein |
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206. “The mediocre teacher tells. The good teacher explains.
The superior teacher demonstrates. The great teacher inspires.” -- William
Arthur Ward |
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207. “The mind is not a vessel to be filled, but a fire to be
ignited.” -- Plutarch |
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208. “The object of teaching a child is to enable him to get
along without his teacher.” -- Elbert Hubbard |
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209. “The only reason I always try to meet and know the parents
better is because it helps me to forgive their children.” -- Louis Johannot, a teacher |
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210. “The origin of thinking is some perplexity, confusion or
doubt.” John Dewey |
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211. “The secret of teaching is to appear to have known all
your life what you just learned this morning.” -- Author Unknown |
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212. “The task of the excellent teacher is to stimulate
"apparently ordinary" people to unusual effort. The tough
problem is not in identifying winners: it is in making winners out of
ordinary people.” -- K. Patricia Cross |
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213. “The teacher who is indeed wise does not bid you to enter
the house of his wisdom but rather leads you to the threshold of your
mind.” -- Kahlil Gibran |
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214. “The true teacher defends his pupils against his own
personal influence. He inspires self-distrust. He guides their
eyes from himself to the spirit that quickens him. He will have no
disciple.” -- Amos Bronson Alcott |
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215. “The true teacher defends his pupils against his own
personal influence.” -- Amos Bronson Alcott |
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216. “The way to gain a good reputation is to endeavor to be
what you desire to appear.” -- Socrates |
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217. “The whole art of teaching is only the art of awakening
the natural curiosity of young minds for the purpose of satisfying it
afterwards.” -- Anatole France |
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218. “The wisdom of the wise and the experience of the ages are
perpetuated in quotations.” -- Benjamin Disraeli |
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219. “The young don't know what age is, and the old forget what
youth was.” -- Seumas MacManus |
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220. “There are three good reasons to be a teacher - June,
July, and August.” -- Author Unknown |
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221. “There are two ways to slide easily through life: to
believe everything or to doubt everything. Both ways save us from thinking.”
-- Alfred Korzybski |
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222. “There is more to life than increasing its speed.” -- Mohandes Gandhi |
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223. “There is no education like adversity.” -- Benjamin
Disraeli |
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224. “These then are my last words to you: be not afraid of
life. Believe that life is worth living and your belief will help create the
fact.” -- William James |
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225. “They know enough who know how to learn.” -- Henry Adams |
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226. “Those who profess to favor freedom and yet deprecate agitation, are men who want crops without plowing the
ground.” -- Frederick Douglass |
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227. “To arrive at the simple is difficult.” -- Rashid Elisha |
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228. “To define is to destroy, to suggest is to create.” -- Stephane Mallarme |
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229. “To do just the opposite is a form of imitation.” -- Georg Lichtenberg |
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230. “To know how to suggest is the art of teaching.” --
Henri-Frederic Amiel |
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231. “To me the sole hope of human salvation lies in teaching.”
-- George Bernard Shaw |
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232. “To teach is to learn twice.” -- Joseph Joubert, Pensées, 1842 |
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233. “To teach well, we need not say all that we know, only
what is useful for the pupil to hear.” -- Anonymous |
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234. “To think is to differ.” -- Clarence Darrow |
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235. “To waken interest and kindle enthusiasm is the sure way
to teach easily and successfully.” -- Tyron Edwards |
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236. “Trifles make perfection, and perfection is no trifle.” --
Michelangelo |
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237. “Upon the subject of
education, not presuming to dictate any plan or system respecting it,
I can only say that I view it as the most important subject which we as a people
may be engaged in.” -- Abraham Lincoln |
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238. “Vague and nebulous is the beginning of all things, but
not their end.” Kahlil Gibran |
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239. “We expect teachers to handle teenage pregnancy, substance
abuse, and the failings of the family. Then we expect them to educate
our children.” -- John Sculley |
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240. “We think of the effective teachers we have had over the
years with a sense of recognition, but those who have touched our humanity we
remember with a deep sense of gratitude.” -- Anonymous student |
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241. “We think too much about effective methods of teaching and
not enough about effective methods of learning.” -- John Carolus
S.J. |
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242. “What greater or better gift can we offer the republic
than to teach and instruct our youth.” -- Marcus T.
Cicero |
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243. “What the teacher is, is more
important than what he teaches.” -- Karl Menninger |
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244. “When asked what learning was the most necessary, he said,
‘Not to unlearn what you have learned!’" -- Diogenes Laertius |
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245. “When inspiration does not come to me, I go half way to
meet it.” -- Sigmund Freud |
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246. “When teaching, light a fire, don't fill a bucket.” -- Dan
Snow |
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247. “When you teach your son, you teach your son's son.”
-- The Talmud |
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248. “Where there is an open mind there will always be a
frontier.” -- Charles F. Kettering |
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249. “Who dares to teach must never cease to learn.” --
John Cotton Dana |
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250. “Whoso neglects learning in his youth, loses the past and
is dead to the future.” -- Euripides |
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251. “Wonder is the desire for knowledge.” -- St. Thomas
Aquinas |
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252. “You can observe a lot by just looking around.” -- Yogi Berra |
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253. “You cannot teach a man anything; you can only help him
find it within himself.” -- Galielo Galilei |
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254. “You can't direct the wind but you can adjust the sails.”
-- Anonymous |
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255. The process of science making is narrative. It consists of
spinning hypotheses about nature, testing them, correcting the hypotheses,
and getting one's head straight." -- Jerome Bruner, The Culture of
Education, Narratives of Science |