In talking about human rights today, we are referring primarily to the following demands: protection of the individual against arbitrary infringement by other individuals or by the government; the right to work and to adequate earnings from work; freedom of discussion and teaching; adequate participation of the individual in the formation of his government. These human rights are nowadays recognised theoretically, although, by abundant use of formalistic, legal manoeuvres, they are being violated to a much greater extent than even a generation ago.
The real difficulty, the difficulty which has baffled the sages of all times, is rather this: how can we make our teaching so potent in the motional life of man, that its influence should withstand the pressure of the elemental psychic forces in the individual?
Realising the healthy international relations can be created only among populations made up of individuals who themselves are healthy and enjoy a measure a independence, the United Nations elaborated a Universal Declaration of Human Rights, which was adopted by the U.N. General Assembly on December 10, 1948.
Every serious scientific worker is painfully conscious of this involuntary relegation to an ever-narrowing sphere of knowledge, which threatens to deprive the investigator of his broad horizon and degrades him to the level of a mechanic.
In the matter of physics, the first lessons should contain nothing but what is experimental and interesting to see. A pretty experiment is in itself often more valuable than twenty formulae extracted from our minds.
I have yet to meet a single person from our culture, no matter what his or her educational background, IQ, and specific training, who had powerful transpersonal experiences and continues to subscribe to the materialistic monism of Western science.
There are two different conceptions about the nature of the universe: (1) the world as a unity dependent on humanity; (2) the world as a reality independent of the human factor.
Balance in large measure is knowing the things that can be changed, putting them in proper perspective, and recognizing the things that will not change."
The most valuable thing a teacher can impart to children is not knowledge and understanding per se but a longing for knowledge and understanding, and an appreciation for intellectual values, whether they be artistic, scientific, or moral. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing.