The teacher thus needs a basic education in dogma and asceticism. Apologetics is certainly also good, but the former seems more important to me: ready arguments, as right as they may be, often do not have penetrating force. But she whose soul is formed through the truths of faith — and I call this ascetic formation — finds words which are proper for this human being and for this moment respectively.
Edith Stein
What is the Sufi's belief regarding the coming of a World Teacher, or, as some speak if it, the "Second Coming of Christ?" The Sufi is free from beliefs and disbeliefs, and yet gives every liberty to people to have their own opinion. There is no doubt that if an individual or a multitude believe that a teacher or a reformer will come, he will surely come to them. Similarly, in the case of those who do not believe that any teacher or reformer will come, to them he will not come. To those who expect the Teacher to be a man, a man will bring the message; to those who expect the Teacher to be a woman, a woman must deliver it. To those who call on God, God comes. To those who knock at the door of Satan, Satan answers. There is an answer to every call. To a Sufi the Teacher is never absent, whether he comes in one form or in a thousand forms he is always one to him, and the same One he recognizes to be in all, and all Teachers he sees in his one Teacher alone. For a Sufi, the self within, the self without, the kingdom of the earth, the kingdom of heaven, the whole being is his teacher, and his every moment is engaged in acquiring knowledge. For some, the Teacher has already come and gone, for others the Teacher may still come, but for a Sufi the Teacher has always been and will remain with him forever.
Inayat Khan
Intellectual culture consists, not chiefly, as many are apt to think, in accumulating information, though this is important, but in building up a force of thought which may be turned at will on any subjects on which we are called to pass judgment. This force is manifested in the concentration of the attention, in accurate, penetrating observation, in reducing complex subjects to their elements, in diving beneath the effect to the cause, in detecting the more subtle differences and resemblances of things, in reading the future in the present, and especially in rising from particular facts to general laws or universal truths. ... Oone man talks continually about the particular actions of this or another neighbor; whilst another looks beyond the acts to the inward principle from which they spring, and gathers from them larger views of human nature.
William Ellery (preacher) Channing
Character is the entity, the individuality of the person, shining from every window of the soul, either as a beam of purity, or as a clouded ray that betrays the impurity within. The contest between light and darkness, right and wrong, goes on; day by day, hour by hour, moment by moment, our characters are being formed, and this is the all-important question which comes to us in accents ever growing fainter as we journey from the cradle to the grave, "Shall those characters be good or bad?"
William Jennings Bryan
We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults—and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)
Stephen Jay Gould
Education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws. For me, education means neither more nor less than this. Anything which professes to call itself education must be tried by this standard, and if it fails to stand the test, I will not call it education, whatever may be the force of authority, or of numbers, upon the other side.
Thomas Henry Huxley
Stein, Edith
Stein, Gertrude
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z