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I am showing my pupils details of an immense landscape which they cannot possibly know their way around.
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p. 56e

 

Ludwig Wittgenstein

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“Culture” means … the cultivation of the mind, the taking care and improving of the native faculties of the mind in accordance with the nature of the mind. Just as the soil needs cultivators of the soil, the mind needs teachers. But teachers are not as easy to come by as farmers. The teachers themselves are pupils and must be pupils. But there cannot be an infinite regress: ultimately there must be teachers who are not in turn pupils. Those teachers who are not in turn pupils are the great minds.

 

Leo Strauss

 

The man in charge must concern himself with details. If he does not consider them important, neither will his subordinates. Yet “the devil is in the details.” It is hard and monotonous to pay attention to seemingly minor matters. In my work, I probably spend about ninety-nine percent of my time on what others may call petty details. Most managers would rather focus on lofty policy matters. But when the details are ignored, the project fails. No infusion of policy or lofty ideals can then correct the situation.

 

Hyman G. Rickover

 

To me Moses is all men grown to gigantic proportions.
He was a man of immense ability, immense emotions, immense humanness and immense dedication. There is something of Moses in each of us — the more there is, the better we are.
It is interesting to note that once Moses climbs Mt. Sinai and talks to God there is never contentment for him again. That is the way it is with us. Once we talk to God, once we get his commission to us for our lives we cannot be again content. We are happier. We are busier. But we are not content because then we have a mission — a commission, rather.

 

Charlton Heston

 

Progress is slow partly from mere intellectual inertia. In a subject where there is no agreed procedure for knocking out errors, doctrines have a long life. A professor teaches what he was taught, and his pupils, with a proper respect and reverence for teachers, set up a resistance against his critics for no other reason than that it was he whose pupils they were.

 

Joan Robinson

 

The teacher usually learns more than the pupils. Isn't that true?
"It would be hard to learn much less than my pupils," came a low growl from somewhere on the table, "without undergoing a pre-frontal lobotomy."

 

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