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I like teaching and the contact with young minds keeps one on one's toes.
--
in his Autobiography, The Nobel Prizes 1982, Editor Wilhelm Odelberg, Nobel Foundation, Stockholm, 1983

 

Aaron Klug

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To amuse is not to teach. The object of teaching is to erect a framework of knowledge in a child's mind and gradually to bring the child as near as may be to the average level of intelligence. Later in life the facts taught by experience and new discoveries will add themselves to this framework. It is wrong to attempt to upset this natural order and to appeal to a child's mind by diverting it with the spectacle of modern life. Teaching by means of pictures, radio, and the cinema is in itself ineffective; these methods must not be used unless they involve (and this is possible) some effort or special enthusiasm. That which is learned without difficulty is soon forgotten, and for the same reason, oral instruction which does not require the pupil's personal participation is almost always rather useless. Eloquence slides in and out of young minds. To listen is not to work. (Naturally this does not apply to the teaching of modern languages.)

 

Andre Maurois

 

I heard one of the teaching pastors at Willow Creek speak on the rich young ruler text that Rich (Mullins) had talked about in Wheaton's chapel. The teaching pastor had said, "now this doesn't mean you have to go sell your rollerblades and golf clubs," and he went on to "contextualize" the teaching to show that we just need to be careful not to make idols of our things. I wasn't so sure about that. Jesus doesn't tell the man to be a better steward, or to treat his workers fairly, or not to make money an idol. He tells this highly educated and devoutly religious young man that he lacks one thing: giving up everything he owns to give the poor.

 

Shane Claiborne

 

The whole world is burdened with young fogies. Old men with ossified minds are easily dealt with. But men who look young, act young, and everlastingly harp on the fact they are young, but who nevertheless think and act with a degree of caution which would be excessive in their grandfathers, are the curses of the world.

 

Robertson Davies

 

“Your concept is a tremendous network of inconsistencies.”
“In what way?” the countess said, not very much interested.
“It seems to be based on reverence for the young, and an extremely patient and protective attitude toward their physical and mental welfare. Yet you make them live in these huge caves, utterly out of contact with the natural world, and you teach them to be afraid of death—which of course makes them a little insane, because there is nothing anybody can do about death. It is like teaching them to be afraid of the second law of thermodynamics, just because living matter sets that law aside for a very brief period.

 

James Blish

 

Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] [...] normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.

 

Noam Chomsky