In general I like a guy who is athletic, somebody who can teach me something. Whether it's teaching me a new way to cut on a wave or teach me a three-point conversion or teach me how to dribble a soccer ball. There's something really cool about that.
Whatever you teach, be brief; what is quickly said, the mind readily receives and faithfully retains, everything superfluous runs over as from a full vessel.
I have just been to a city in the West, a city full of poets, a city they have made safe for poets. The whole city is so lovely that you do not have to write it up to make it poetry; it is ready-made for you. But, I don't know - the poetry written in that city might not seem like poetry if read outside of the city. It would be like the jokes made when you were drunk; you have to get drunk again to appreciate them.
It is nothing short of a miracle that modern methods of teaching have not yet entirely strangled that sacred spirit of curiosity and inquiry, for this delicate plant needs freedom no less than stimulation.
Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field.
The aim of my teaching is enlightenment, awakening from the dream state of separateness into the reality of the One. In short, my teaching is focused on realizing what you are.
Buddha himself taught different teachings to different people under different circumstances. For some people, there are beliefs based on a Creator. For others, no Creator. The only "definitive truth" for Buddhism is the absolute negation of any one truth as the Definitive Truth.
It is indeed better (as no one ever could deny) that men should be led to worship God by teaching, than that they should be driven to it by fear of punishment or pain; but it does not follow that because the former course produces the better men, therefore those who do not yield to it should be neglected. For many have found advantage (as we have proved, and are daily proving by actual experiment), in being first compelled by fear or pain, so that they might afterwards be influenced by teaching, or might follow out in act what they had already learned in word.
The Sermon on the Mount...went straight to my heart. I compared it with the Gita. My young mind tried to unify the teaching of the Gita, the `Light of Asia' and the Sermon on the Mount. That renunciation was the highest form of religion appealed to me greatly.
His students were hardly in a position to tell him when he was getting windy, and he had recently noticed, as most professors did after a while, that his lectures mysteriously seemed to be getting longer with time.
The Master said, If out of the three hundred songs I had to take one phrase to cover all my teachings, I would say 'Let there be no evil in your thoughts.'