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Believe nothing merely because you have been told it. Do not believe what your... Video
Believe nothing merely because you have been told it. Do not believe what your teacher tells you merely out of respect for the teacher. But whatsoever, after due examination and analysis, you find to be kind, conducive to the good, the benefit, the welfare of all beings -- that doctrine believe and cling to, and take it as your guide.
"Progress is slow partly from mere intellectual inertia. In a subject where there is no agreed procedure for knocking out errors, doctrines have a long life. A professor teaches what he was taught, and his pupils, with a proper respect and reverence for teachers, set up a resistance against his critics for no other reason than that it was he whose pupils they were.
I believe in human beings, and that all human beings should be respected as such, regardless of their color.
There is no real teacher who in practice does not believe in the existence of the soul, or in a magic that acts on it through speech.
Analysis brings no curative powers in its train; it merely makes us conscious of the existence of an evil, which, oddly enough, is consciousness.
We comprehend... that nuclear power is a real danger for mankind, that over-crowding of the planet is the greatest danger of all. We have understood that the destruction of the environment is another enormous danger. But I truly believe that the lack of adequate imagery is a danger of the same magnitude. It is as serious a defect as being without memory. What have we done to our images? What have we done to our embarrassed landscapes? I have said this before and will repeat it again as long as I am able to talk: if we do not develop adequate images we will die out like dinosaurs.
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
To believe only possibilities is not faith, but mere philosophy.
Browne, Sir Thomas
I am bound to tell what I am told, but not in every case to believe it.
Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.
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