Teachers

"Raise your head now, you who were formerly a youth. You can turn your hand against any man, so act as is befitting. [...] Through you who offered prayers and so blessed me, who instilled instruction into my body as if I were consuming milk and butter, who showed his service to have been unceasing, I have experienced success and suffered no evil. The teachers, those learned men, should value you highly. [...] Your name will be hailed as honourable for its prominence. For your sweet songs even the cowherds will strive gloriously. For your sweet songs I too shall strive. [...] The teacher will bless you with a joyous heart. You who as a youth sat at my words have pleased my heart. Nisaba has placed in your hand the honour of being a teacher. For her, the fate determined for you will be changed and so you will be generously blessed. May she bless you with a joyous heart and free you from all despondency. [...] For your sweet songs even the cowherds will strive gloriously. For your sweet songs I too shall strive. [...] They should recognise that you are a practitioner of wisdom. The little fellows should enjoy like beer the sweetness of decorous words: experts bring light to dark places, they bring it to and streets."

"My school was a happy place. All of us who started our schooling there completed our studies till the eighth standard. I don't remember even a single person dropping out. These days, when i visit schools, both big and small, all across the country, i tell them that true quality does not come from a great building or great facilities or great advertisements. It happens when education is imparted with love by great teachers."

"Rarely will you meet anyone so jealous as a teacher. Year after year students tumble along like the waters of a river. They flow away, and only the teacher is left behind, like some deeply buried rock at the bottom of the current. Although he may tell others of his hopes, he doesn't dream of them himself. He thinks of himself as worthless and either falls into masochistic loneliness or, failing that, ultimately becomes suspicious and pious, forever denouncing the eccentricities of others. He longs so much for freedom and action that he can only hate people."

"A teacher affects eternity; he can never tell where his influence stops."

"My advocacy for various things will startle some readers, since people often think professors should stay in their ivory towers and “be above it all” (or at least “out of it”). But I think, to the contrary, that professors have an obligation to speak what they believe to be the truth, especially when they see important social values such as freedom and equality under attack. This is the big reason for tenure. It pays a free society in the long run to safeguard teachers so they can say whatever they think is true without fear of losing their jobs. It’s an implicit part of our role to profess the truth, as best we know it. That’s why we’re called profess-ors."

"Philosophy teachers are teachers, i.e. intellectuals employed in a given education system and subject to that system, performing, as a mass, the social function of inculcating the 'values of the ruling ideology'. The fact that there may be a certain amount of 'play' in schools and other institutions which enables individual teachers to turn their teaching and reflection against these established 'values' does not change the mass effect of the philosophical teaching function. Philosophers are intellectuals and therefore petty bourgeois, subject as a mass to bourgeois and petty-bourgeois ideology."

"One thing that I really like about teaching is that you have to work very hard not to lose the respect of your students."

"O ye! who teach the ingenious youth of nations, Holland, France, England, Germany or Spain, I pray ye flog them upon all occasions, It mends their morals, never mind the pain."

"'Tis pleasing to be school'd in a strange tongue By female lips and eyes—that is, I mean, When both the teacher and the taught are young, As was the case, at least, where I have been; They smile so when one's right; and when one's wrong They smile still more."

"You seemed to be listening to me, not to find out useful information, but to try to catch me in a logical fallacy. This tells us all that you are used to being smarter than your teachers, and that you listen to them in order to catch them making mistakes and prove how smart you are to the other students. This is such a pointless, stupid way of listening to teachers that it is clear you are going to waste months of our time before you finally catch on that the only transaction that matters is a transfer of useful information from adults who possess it to children who do not, and that catching mistakes is a criminal misuse of time."

"Nothing is so apt to draw men under teaching, as to love, and be loved."

"I developed The Great Teacher theory late in my freshman year. It was a cornerstone of the theory that great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft; knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is that they would applaud my theft, laugh at the thought of it, realizing that they had taught me their larcenous skills well."

"[A good teacher] brings knowledge and his pupil into a vital relationship; and the object of teaching is to establish that relationship on an intelligible basis. This can only be done ... by appealing to two qualities which are at the bottom of all knowledge, curiosity and observation. They are born with us, every child naturally develops them, and it is the duty of the teacher to direct them to proper ends."

"Who dares to teach must never cease to learn."

"It turns out that teaching is one of those things like raising a kid or working out—sometimes amazing, often difficult and painful, but, in hindsight, amazing."

"To be a schoolmaster is next to being a king. Do you reckon it a mean employment to imbue the minds of your fellow-citizens in their earliest years with the best Letters and with the love of Christ, and to return them to their country honest and virtuous men? In the opinion of fools it is a humble task, but in fact it is the noblest of occupations."

"Such an office demands an upright and incorruptible man, who would take delight in his pious work even without any pay, while a high salary and a position of dignity would attract the meanest characters."

"D'ordinaire, ceux qui gouvernent les enfants ne leur pardonnent rien, et se pardonnent tout à eux-mêmes."

"The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards; and curiosity itself can be vivid and wholesome only in proportion as the mind is contented and happy."

"The process of education has naturally enough been the basis of hope for the perdurance of our democracy on the part of all our great leaders, from Thomas Jefferson onwards. To regard teachers—in our entire educational system, from the primary grades to the university—as the priests of our democracy is therefore not to indulge in hyperbole. It is the special task of teachers to foster those habits of open-mindedness and critical inquiry which alone make for responsible citizens, who, in turn, make possible an enlightened and effective public opinion. Teachers must fulfill their function by precept and practice, by the very atmosphere which they generate; they must be exemplars of open-mindedness and free inquiry. They cannot carry out their noble task if the conditions for the practice of a responsible and critical mind are denied to them."

"The function of the teacher, as we have just defined it, is naturally directed toward a twofold object, interior and exterior, depending upon whether it is applied to the truth the teacher meditates upon and contemplates within himself or to the listeners whom he is teaching."

"Outside of that you have teachers who are increasingly deskilled through models of curricula that claim that objective assessments are all that matters, and that teachers just have to implement the assessments. So teachers are completely losing control over the conditions of their labor, they’re being abused, they’re not being paid properly, they’re losing their benefits, and their unions are being disseminated. This is a full-fledged attack. It’s an attack on one of the most important foundations of a democracy, it’s an attack on teachers, and it’s an attack on young people — particularly those who are marginalized by virtue of class, race, and ethnicity."

"[T]eachers have to be involved in the community and connected with parents and others who shape the lives of young people. They have to be involved with a whole range of people. They have to bring people together. They have to make sure that students in some way find that the work that they’re doing has something to do with their lives and matters."

"Good teachers are enthusiastic. The number one quality of a good teacher is enthusiasm. Students often complain that their teacher is boring. Can you recall sitting in a class where the teacher was not enthusiastic, to say the least, about his or her work? Can you recall what a difference an enthusiastic teacher made? What about the same for teachers you've known? Enthusiasm demonstrates passion for one's work. When one is passionate one usually enjoys what he or she is doing and one usually succeeds. Moreover, such enthusiasm is inspiring. Consider some of the world's great leaders. I think you'll agree that two of the most important qualities they possess are energy and optimism. They inspire others to action."

"When I first began teaching, I visited with a former teacher who I respected greatly. I asked him for some advice. He responded without hesitation, "A good teacher must love his students." "Love?" I queried. "Yes, love. When you come to care about each student as your very own child, then you'll become a great teacher.""

"Not to keep from error, is the duty of the educator of men, but to guide the erring one, even to let him swill his error out of full cups — that is the wisdom of teachers. Whoever merely tastes of his error, will keep house with it for a long time, … but whoever drains it completely will have to get to know it."

"Full well they laughed, with counterfeited glee, At all his jokes, for many a joke had he: Full well the busy whisper, circling round, Convey'd the dismal tidings when he frown'd."

"Daily contact with some teachers is itself all-sided ethical education for the child without a spoken precept. Here, too, the real advantage of male over female teachers, especially for boys, is seen in their superior physical strength, which often, if highly estimated, gives real dignity and commands real respect, and especially in the unquestionably greater uniformity of their moods and their discipline."

"Each time [students] came to his office, they would confide to him whatever terror, longing, humiliation, or desperate desire they possessed, then walk out of the tutorial and forget that he existed, until next time. He was perpetually amazed and a little impressed by this entitlement. Even the most considerate of them were innocent of the fact that anything they took from him had been, and had to be, extracted from another part of his life: Raine or his girlfriend, Mae, his delayed monograph, his untidy home, his tired body. He had given to them freely—Mae believed excessively—because he cared for them. And now he was ashamed of himself, too, because he was distraught that they were leaving, though he wanted them to go."

"A boor cannot be sin-fearing, an ignoramus cannot be pious, a bashful one cannot learn, a short-tempered person cannot teach, nor does anyone who does much business grow wise."

"The Amer­i­can Fed­er­a­tion of Teach­ers (AFT), the sec­ond largest teach­ers’ union in the coun­try, passed a res­o­lu­tion in sup­port of the Green New Deal at its bien­ni­al con­ven­tion at the end of July."

"My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. For we all stumble in many things. If anyone does not stumble in word, he is a perfect man, able also to bridle the whole body."

"The vices of our teachers are not to be imitated, their virtues are."

"People have forgotten that plants were once regarded as our oldest teachers"

"The land is the real teacher. All we need as students is mindfulness."

"A teacher comes, they say, when you are ready. And if you ignore its presence, it will speak to you more loudly. But you have to be quiet to hear."

"When you teach, it stimulates you; you're forced to crystallize your own thinking...you're forced to formalize your own theories so that you may communicate them to the students... you go back to your studio and think about this again."

"If you are truly serious about preparing your child for the future, don't teach him to subtract - teach him to deduct."

"If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning... If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity"

"It is the capitalist class that pays you, that feeds you, that puts the very clothes on your backs that you are wearing tonight. And in return you preach to your employers the brands of metaphysics that are especially acceptable to them; and the especially acceptable brands are acceptable because they do not menace the established order of society. ... You are sincere. You preach what you believe. There lies your strength and your value—to the capitalist class. But should you change your belief to something that menaces the established order, your preaching would be unacceptable to your employers, and you would be discharged. ... Your hands are soft with the work others have performed for you. Your stomachs are round with the plenitude of eating. ... And your minds are filled with doctrines that are buttresses of the established order. You are as much mercenaries (sincere mercenaries, I grant) as were the men of the Swiss Guard."

"Docemus Docere"

"This fallacy [appeal to authority] is not in itself an error; it is impossible to learn much in today's world without letting somebody else crunch the numbers and offer us explanations. And teachers are sources of necessary information. But how we choose our "authorities" and place a value on such information, is just another skill rarely taught in our education systems. It's little wonder that to most folk, sound bites and talking heads are enough to count as experts. […] Teaching is reinforcing the appeal to authority, where anybody who seems more intelligent than you must ultimately be right. […] We educators must simply role-model critical thinking. […] Educators themselves have to be prepared to show that "evidence" and "answers" are two separate things by firmly believing that, themselves."

"School teachers, taking them by and large, are probably the most ignorant and stupid class of men in the whole group of mental workers."

"The very corner-stone of an education intended to form great minds, must be the recognition of the principle, that the object is to call forth the greatest possible quantity of intellectual power, and to inspire the intensest love of truth: and this without a particle of regard to the results to which the exercise of that power may lead, even though it should conduct the pupil to opinions diametrically opposite to those of his teachers. We say this, not because we think opinions unimportant, but because of the immense importance which we attach to them; for in proportion to the degree of intellectual power and love of truth which we succeed in creating, is the certainty that (whatever may happen in any one particular instance) in the aggregate of instances true opinions will be the result; and intellectual power and practical love of truth are alike impossible where the reasoner is shown his conclusions, and informed beforehand that he is expected to arrive at them."

"The schoolmaster is the person who builds up the intelligence of the pupil; the intelligence of the pupil increases in direct proportion to the efforts of the teacher; in other words, he knows just what the master has made him know and understands neither more nor less than the master has made him understand. When an inspector visits a school and questions the pupils he turns to the master, and if he is satisfied says: "Well done, teacher!" For the result is indubitably the work of the master; the discipline by which he has fixed the attention of his pupils, even to the psychical mechanism which has guided him in his teaching, all is due to him. God enters the school as a symbol in the crucifix, but the creator is the teacher."

""To make oneself interesting artificially," that is, interesting to those who have no interest in us, is indeed a very difficult task; and to arrest the attention hour after hour, and year after year, not of one, but of a multitude of persons who have nothing in common with us, not even years, is indeed a superhuman undertaking. Yet this is the task of the teacher, or, as he would say, his "art": to make this assembly of children whom he has reduced to immobility by discipline follow him with their minds, understand what he says, and learn; an internal action, which he cannot govern, as he governs the position of their bodies, but which he must win by making himself interesting, and by maintaining this interest."

"Charles Xavier: A new generation of mutants is emerging, that much is certain. They will be called freaks. Genetic monstrosities. [...] But they are emerging in the inner cities, in the suburbs, in the deserts and the jungles. And when they emerge, they will need teachers, people who can help them overcome their anger and show them how to use their strange gifts responsibly. They will need us."

"For the life of me I cannot fathom why we expect so much from teachers and provide them so little in return. In 1940, the average pay of a male teacher was actually 3.6 percent more than what other college-educated men earned. Today it is 60 percent lower. Women teachers now earn 16 percent less than other college-educated women. This bewilders me. [...] There was no Plato without Socrates, and no John Coltrane without Miles Davis."

"Ethics could teach us only those purposes and ideals. If the teachers seeks insight into the means by which the aim can be reached, into the facts by which the child can be molded, his way must lead from ethics to psychology. (...) Water flows downhill, anyhow, but to bring the water uphill hydraulic forces are indeed necessary. To overcome nature and instead to prepare for a life of ideals, to inhibit personal desires and instead to learn to serve the higher purposes indeed demands most serious and most systematic efforts. It is the teachers' task to make these efforts with all his best knowledge of mind and body, of social and of cultural values."

"One-time member of the school, come here to me, and let me explain to you what my teacher revealed. Like you, I was once a youth and had a mentor. The teacher assigned a task to me -- it was man's work. Like a springing reed, I leapt up and put myself to work. I did not depart from my teacher's instructions, and I did not start doing things on my own initiative. My mentor was delighted with my work on the assignment. He rejoiced that I was humble before him and he spoke in my favour. I just did whatever he outlined for me -- everything was always in its place. Only a fool would have deviated from his instructions. He guided my hand on the clay and kept me on the right path. He made me eloquent with words and gave me advice. He focused my eyes on the rules which guide a man with a task: zeal is proper for a task, time-wasting is taboo; anyone who wastes time on his task is neglecting his task. He did not vaunt his knowledge: his words were modest. If he had vaunted his knowledge, people would have frowned. Do not waste time, do not rest at night -- get on with that work! Do not reject the pleasurable company of a mentor or his assistant: once you have come into contact with such great brains, you will make your own words more worthy. [...] There, I have recited to you what my teacher revealed, and you will not neglect it. You should pay attention -- taking it to heart will be to your benefit!"