teaching

You cannot avoid what you fear because what you fear is inside of you.

Are we allowing individuals to develop their talents with our current teaching methods? Is there more or maybe less we should be doing?

One of underestimated tasks in nonfiction writing is to impose narrative shape on an unwieldy mass of material.

If you are bored it is only because you are a boring person.

All identification is for control and ownership.

In a world of sleepwalkers an awakened mind is a teacher and a catalyst for new awakenings, whether they want to be or not.

I want to make it clear before we begin that I think your purpose is to learn and mine is to help you to learn, or to make you learn, though I doubt either of you has to be made. I have very little interest in writing out progress reports on you, or sticking to form charts, or anything else that interferes with our basic purposes. If there is anything you want to learn and have the necessary background to handle, I'll be ready to help you whether or not it is something that formally falls among the things I'm supposed to teach you. If you don't have the background, I'll help you get it. In return, I want you to do something for me. It's been many years since I was last a tutor, so I expect you to point out to me when I fail to observe some ritual that Mr. Quince holds essential. Fair enough?

The practice of perfect virtue does not require teaching, but instructs others.

There was a seminar for advanced students in Zürich that I was teaching and von Neumann was in the class. I came to a certain theorem, and I said it is not proved and it may be difficult. Von Neumann didn__ say anything but after five minutes he raised his hand. When I called on him he went to the blackboard and proceeded to write down the proof. After that I was afraid of von Neumann.

The real zombie-apocalypse is the pandemic of drama and mediocrity.

Apprenticeship assumes that knowing a trade not only comes by numbers and outlines but also by watching and inhabiting. Knowing is found in these forms, because teaching is. We teach not only by our words and assignments but also by the manner of our words and the ways we ourselves already embody the assignments we give.

The old saying that, "you are what you eat" extends beyond the body, and includes experiences.

If you are trying to get information across to someone, your ability to create a compelling introduction may be the most important single factor in the later success of your mission.

Quit allowing negativity to block the positive gifts which are meant for you along with the hard lessons and tribulations.

Probably every subject is interesting if an avenue into it can be found that has humanity and that an ordinary person can follow.

When someone is hard on you it may have very little to do with you.

The problem of teaching, therefore, is getting not the facts but the context from my brain to yours.

Your pain and struggles only serve to remind you that you are alive.