Albert Einstein Quotes About Teaching
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Teaching should be such that what is offered is perceived as a valuable gift and not as hard duty. Never regard study as duty but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.
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In the teaching of geography and history a sympathetic understanding (should) be fostered for the characteristics of the different peoples of the world, especially for those who we are in the habit of describing as "primitive.
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It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
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It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
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Pure mathematics is, in its way, the poetry of logical ideas.
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If you cannot explain it simply, you do not understand it enough.
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One should guard against preaching to young people success in the customary form as the main aim in life. The most important motive for work in school and in life is pleasure in work, pleasure in its result, and the knowledge of the value of the result to the community.
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If you can't explain it simply, you don't understand it well enough.
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I never teach my pupils, I only attempt to provide the conditions in which they can learn.
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Freedom of teaching and of opinion in book or press is the foundation for the sound and natural development of any people.
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The point is to develop the childlike inclination for play and the childlike desire for recognition and to guide the child over to important fields for society. Such a school demands from the teacher that he be a kind of artist in his province.
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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.
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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.
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Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.
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When I think of the most able students I have encountered in my teaching - I mean those who have distinguished themselves not only by skill but by independence of thought - then I must confess that all have had a lively interest in epistemology.
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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?
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By academic freedom I understand the right to search for truth and to publish and teach what one holds to be true. This right implies also a duty: one must not conceal any part of what on has recognized to be true. It is evident that any restriction on academic freedom acts in such a way as to hamper the dissemination of knowledge among the people and thereby impedes national judgment and action.
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The only rational way of educating is to be an example. If one can't help it, a warning example.
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The religious geniuses of all ages have been distinguished by this kind of religious feeling, which knows no dogma and no God conceived in man's image; so that there can be no church whose central teachings are based on it. Hence it is precisely among the heretics of every age that we find men who were filled with this highest kind of religious feeling and were in many cases regarded by their contemporaries as atheists, sometimes also as saints. Looked at in this light, men like Democritus, Francis of Assisi, and Spinoza are closely akin to one another.
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Albert Einstein
- Born: March 14, 1879
- Died: April 18, 1955
- Occupation: Theoretical Physicist
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