The Islamic teachings have left great traditions for equitable and gentle dealings and behavior, and inspire people with nobility and tolerance. These are human teachings of the highest order and at the same time practicable. These teachings brought into existence a society in which hard-heartedness and collective oppression and injustice were the least as compared with all other societies preceding it....Islam is replete with gentleness, courtesy, and fraternity.
Dogmatic toleration is nonsense: I would no more tolerate the teaching of Calvinism to children if I had power to persecute it than the British Raj tolerated suttee in India. Every civilized authority must draw a line between the tolerable and the intolerable.
The world state must begin; it can only begin, as a propaganda cult, or as a group of propagandist cults, to which men and women must give themselves and their energies, regardless of the consequence to themselves The activities of a cult which sets itself to bring about the world-state would at first be propagandist, they would be intellectual and educational, and only as a sufficient mass of opinion and will had accumulated would they become to a predominant extent politically constructive. Such a cult must direct itself particularly to the teaching of the young.
As to the doubt of the soul I discover it to be false: a mood not a conclusion. My conclusion is the Faith. Corporate, organized, a personality, teaching. A thing, not a theory. It.
When they lose their sense of awe, people turn to religion. When they no longer trust themselves, they begin to depend upon authority. Therefore the Master steps back so that people won't be confused. He teaches without a teaching, so that people will have nothing to learn.
Power depends ultimately on physical force. By teaching people that violence is wrong (except, of course, when the system itself uses violence via the police or the military), the system maintains its monopoly on physical force and thus keeps all power in its own hands.
You see, no one can teach anybody. The teacher spoils everything by thinking that he is teaching. Thus Vedanta says that within man is all knowledge-even in a boy it is so-and it requires only an awakening, and that much is the work of a teacher.
Poetry is related to philosophy as experience is related to empirical science. Experience makes us acquainted with the phenomenon in the particular and by means of examples, science embraces the whole of phenomena by means of general conceptions. So poetry seeks to make us acquainted with the Platonic Ideas through the particular and by means of examples. Philosophy aims at teaching, as a whole and in general, the inner nature of things which expresses itself in these. One sees even here that poetry bears more the character of youth, philosophy that of old age.
It is my fundamental conviction that compassion - the natural capacity of the human heart to feel concern for and connection with another human being - constitutes a basic aspect of our nature shared by all human beings, as well as being the foundation of our happiness. All ethical teachings, whether religious or nonreligious, aim to nurture this innate and precious quality, to develop it and to perfect it.
I am afraid that we are beginning to be over-educated; at least everybody who is incapable of learning has taken to teaching -that is really what our enthusiasm for education has come to.
My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself.
Meditation is a teaching which offers you the possibility of breaking free of this egoic state of consciousness and coming into a whole new realization of who and what you truly are. And all this starts with the willingness to question. To pause for just a moment and realize that maybe you aren't who you imagine yourself to be.