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To be a teacher does not mean simply to affirm that such a thing is so, or to deliver a lecture, etc. No, to be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and the way he understands it.
--
The Point of View for My Work as an Author (1848)

 

Soren Aabye Kierkegaard

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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

 

How does a person learn earnestness? Is it having an earnest person dictate something to him so that he can learn it? Not at all. If you have not yourself learned in this way from an earnest man, then imagine how it goes. See, the learner concerns himself (without concern there is no learner) about some object with his whole soul, and in this way the certainty of death becomes an object of concern. Now the concerned person turns to the teacher of earnestness, and thus death is indeed not a monster except for the imagination. The learner now wants this or that; he wants to do it thus and so and under these assumptions-“And it is bound to succeed, is it not so?” But the earnest person answers nothing at all, and finally he says, yet without mockery but with the calmness of earnestness, “Yes, it is possible!” The learner already becomes a little impatient; he suggests a new plan, changes the assumptions, and concludes his speech in a still more urgent way. But the earnest person is silent, looks calmly at him, and finally says, “Yes, it is possible!” Now the learner becomes passionate; he resorts to pleas or, if he is so equipped, to clever locutions-indeed, he perhaps even insults the earnest person and becomes totally confused himself and everything around him seems to be confusion. But when with these weapons and in this condition he charges at the earnest person, he has to endure his unaltered calm gaze and put up with his silence, because the earnest person merely looks at him and finally says, “Yes it is possible.” This is the way it is with death. The certainty is the unchanging, and the uncertainty is the brief statement: It is possible. Every condition that wants to make the certainty of death into a conditional certainty for the wisher, every agreement that wants to make the certainty of death into a conditional certainty for the person making up his mind, every arrangement that wants to condition the certainty of death as to time and hour for the one who is acting, every condition, every agreement, every arrangement runs aground on this statement: and all passionateness and all cleverness and all defiance are rendered powerless by this statement-until the learner sees the error of his ways. But the earnestness lies just in this, and it was to this that certainty and uncertainty wanted to help the learner. The certainty is allowed to leave open the question of what it can be, like a universal caption over life, instead of being the endorsement of the particular and the daily by usage, as happens with the help of uncertainty-then earnestness is not learned.

 

Soren Aabye Kierkegaard

 

I learned everything from her. ... It is a teacher-pupil relationship. That's what people don't understand. She's the teacher and I'm the pupil. I'm the famous one, the one who's supposed to know everything, but she's my teacher. She's taught me everything I f**king know.

 

Yoko Ono

 

Fears to look bad in front of other people, to say something wrong, to be laughed at - all those fears deprive us of half of our abilities. This is one of the main school problems. That teacher understands it, who can teach students to study without fear of the teacher, without fear of classmates, and, the most important, without fear of a subject.

 

Simon Soloveychik

 

Conventional "requirements" ...are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."

 

Neil Postman