Discover the most popular and inspiring quotes and sayings on the topic of Subjecting. Share them with your friends on social media platforms like Facebook, Twitter, or your personal blogs, and let the world be inspired by their powerful messages. Here are the Top 100 Subjecting Quotes And Sayings by 91 Authors including John Keats,Benjamin Disraeli,Todd Stocker,Vladimir Nabokov,Jane Austen for you to enjoy and share.
Conversation is not a search after knowledge, but an endeavor at effect.
Her Majesty is not a subject.
When I tell, I inform. When I ask, I transform.
Let at least one word of my writings impregnate the reader's heart.
It is happy for you that you possess the talent of flattering with delicacy. May I ask whether these pleasing attentions proceed from the impulse of the moment, or are they the result of previous study?
Know the subject; love the subject; like your students; know your students.
I am often drawn to what appear at first to be 'dark' or 'difficult' subjects, but which, upon further examination, are always and only reflections of the ways human beings attempt, however clumsily, badly, or well, to connect with others.
Writing's in the nouns.
The torture of being the unseen object, and the constantly observed subject.
Anybody doing something brings something to it.
feeling - I understand.
A woman is subject matter enough.
It is necessary to me, not simply to be but to utter, and I require utterance of my friends.
One must espouse some pursuit, taking it kindly at heart and with enthusiasm.
You must not allow yourself to be advised, cautioned, influenced, persuaded
Subjectivity is an ability, the capacity to use a new inner mode of presenting the fact that you currently know something to yourself.
Julian made another effort to breathe. Air. It was all around him, yet he couldn't seem to drag enough into his lungs. He took her hand in his and carried it to the warmth of his mouth.
'We will need to find a safe subject, cara mia, or I will not make it through these next few minutes.
Our communications reflect in our countenance. Therefore, we must be careful not only what we communicate, but also how we do so. Souls can be strengthened or shattered by the message and the manner in which we communicate.
Being-alone is a deficient mode of being-with; its possibility is a proof for the latter.
A student was given a mentoring opportunity, in the hope that when you had somebody to lean on you, you would begin to stand a little steadier yourself, and get manliness and thoughtfulness.
To compose a subject well means no more than to see and present it in the strongest manner possible.
Study cannot happen until we are subject to the subject.
To write anything tolerable, the mind must be in a natural, proper disposition; provocatives, in that case, as well as in another,will only produce miserable, abortive performances.
one can grow so well accustomed as to smile at them, to take the tormentor's side with a. happy determination which deludes one into the belief that it is not, really, tormenting;
Repose, v.i. To cease from troubling.
chairs. We are practising for an English Academy of Letters." Lord
Hi. Thx for this. No idea. Sorry. L - , Your inquiry defeats me grammatically. Cheers.
The kind of teaching that transforms people does not happen if the student's inward teacher is ignored ... we can speak to the teacher within our students only when we are on speaking terms with the teacher within ourselves.
Apply yourself wholly to the text; apply the text wholly to yourself.
Awareness (of the Self) prevails in matters where one becomes attachment-free (vitrag), and where one has attachment-abhorrence, there his awareness will not prevail.
The world is inseparable from the subject, but from a subject which is nothing but a project of the world, and the subject is inseparable from the world, but from a world which the subject itself projects.
If attachment is an evil, we must look for its cause in the scandal of birth, for to be born is to be attached. Detachment then should apply itself to getting rid of the traces of this scandal, the most serious and intolerable.
When you introduce into our schools a spirit of emulation, you have present the keenest spur admissible to the youthful intellect.
Conducting! A subject, truly, concerning which much might be written, yet scarcely anything of real importance is to be found in books.
P14 - People educate each other through the mediation of the world
You must forget all your theories, all your ideas before the subject. What part of these is really your own will be expressed in your expression of the emotion awakened in you by the subject.
Compliments and flattery oftenest excite my contempt by the pretension they imply; for who is he that assumes to flatter me? To compliment often implies an assumption of superiority in the complimenter. It is, in fact, a subtle detraction.
Being under him, trapped, objectified, I lost all fear. With Jonathan, I felt safe. I felt a loss of control so complete, a surrender so honest that it became a luxurious indulgence.
Subjection to fear is weakness, bondage, feverish unrest. To be afraid is to have no soul that we can call our own; it is to be at the beck and call of alien powers, to be chained and driven and tormented; it is to lose the life itself in the anxious care to keep it.
Teaching is bringing the news.
The task of education is not to teach subjects: it is to teach students.
Let himself be drawn hither by the coercion of the phenomena themselves
And, perhaps, in the education of both sexes, the most difficult task is so to adjust instruction as not to narrow the understanding, whilst the heart is warmed by the generous juices of spring ... nor to dry up the feelings by employing the mind in investigations remote from life.
Perpetual pushing and assurance put a difficulty out of countenance and make a seeming difficulty gives way.
My profession lent itself nicely to my vocation for heights. It freed me of any bitterness towards my fellow men, who were alwaysin my debt, without my owing them anything. It placed me above the judge whom, I in turn judged, above the defendant whom I forced into gratitude.
Just as in the great moment of resignation one does not mediate but chooses, now the task is to gain proficiency in repeating the impassioned choice and, existing, to express it in existence.
Willing emancipates: for willing is creating: so do I teach. And only for creating shall you learn!
Our investigation is a grammatical one. Such an investigation sheds light on our problem by clearing misunderstandings away. Misunderstandings concerning the use of words, caused, among other things, by certain analogies between the forms of expression in different regions of language.
We practice to liberate ourselves from a burden
A progeny of learning.
concerning whose
Giving is another way of taking.
The originality of a subject is in its treatment.
One always starts work with the subject, no matter how tenuous it is, and one constructs an artificial structure by which one can trap the reality of the subject-matter that one has started from.
[L]et us talk about the unholy vice of self-esteem, the beginning and completion of the passions; and let us talk briefly, for to undertake an exhaustive discussion would be to act like someone who inquires into the weight of the winds.
Now I want to say: 'After being - doing and being done to. But first, being.
If you want to understand a subject promise to speak on it.
It often happens that when a soul under duress is required to attend to a separate difficulty, one that does not concern him in the least, then this second problem works upon the first as a kind of salve.
Subjectivity is objective.
I am a subject,
And I challenge law. Attorneys are denied me,
And therefore personally I lay my claim
To my inheritance of free descent.
Teaching others, he corrected himself.
Pendantry is the unseasonable ostentation of learning. It may be discovered either in the choice of a subject or in the manner d treating it.
Who is also aware of the tremendous risk involved in faith - when he nevertheless makes the leap of faith - this [is] subjectivity ... at its height.
In writing if it takes over 30 minutes to write the first two paragraphs select another subject.
The Socratic teacher turns his students away from himself and back onto themselves; he hides in paradoxes, makes himself inaccessible. The intimate relationship between student and teacher here is not one of submission, but of a contest for truth.
the process through which any concept or subject (content) is taught becomes a part of the content. (p19)
The people are led to find in the productive apparatus the effective agent of thought and action to which their personal thought and action can and must be surrendered. And in this transfer, the apparatus also assumes the role of a moral agent. Conscience is absolved by reification.
Teaching ... can be likened to a conversation in which you listen to the speaker carefully before you reply.
It is good to be attracted out of ourselves, to be forced to take a near view of the sufferings, the privations, the efforts, the difficulties of others.
Reporting was imitation life, imitation expertise, imitation worldliness, imitation intimacy; mastering a subject only to forget it, befriending people only to drop them.
What was the duty of the teacher if not to inspire?
As a warning to parents, I mention that my father preferred me to my brother, which was very injurious to both of us. To me, as tending to produce in my mind a feeling of self-elevation; and to my brother, by creating in him a dislike both towards my father and me.
By leaving a student to himself he may ... be led to undertake matters above his strength, but the trial will at least have this advantage: it will discover to himself his own deficiencies and this discovery alone is a very considerable acquisition.
A student must be humbled to trained by teacher.
We are designed for Giving
[D]etachment means letting go and nonattachment means simply letting be. (95)
Why should I expect to be exempt from censure; the unfailing lot of an elevated station? My Heart tells me it has been my unremitted aim to do the best circumstances would permit; yet, I may have been very often mistaken in my judgment of the means.
We should seek to be fellow students with the pupil, and should learn of, as well as with him, if we would be most helpful to him.
Nothing that surrounds us is object, all is subject.
Academical disputation gives vigor and briskness to the mind thus exercised, and relieves the languor of private study and meditation.
What are you doing here?" I asked. I was breathless, not certain any longer if it was my nearly plummeting to my death or his nearness that was making it so hard to draw in air.
"Protecting you. What does it look like I'm doing?
That which we are, we are all the while teaching, not voluntarily, but involuntarily.
You entered into a Socratic dialogue in order to change; the object of the exercise was to create a new, more authentic self.
It is a notably obscene crime of our language that educate is not an intransitive verb.
Although one is not inclined to be timid or nervous, it is nevertheless a trifle depressing to receive letters full of expostulation and entreaty: 'If you are determined to commit suicide, why not come home and do so in a quiet lady-like manner?'
The student must be humbled to be trained by the teacher.
Conversation is an abandonment to ideas, a surrender to persons.
As in play, it rests on a common willingness of the participants in conversation to lend themselves to the emergence of something else, the Sache or subject matter which comes to presence and presentation in conversation.
It is agreed that 'girls take more bringing up' than boys: what that really means is that girls must be more relentlessly supervised and repressed if the desired result is to ensue.
Hearing it." This was invitation enough. "Why, my dear, you
Freely the subject makes himself what he is, never in this life is the making finished, always it is in process, always it is a precarious achievement that can slip and fall and shatter.
As we have come to view teaching, it begins with an act of reason, continues with a process of reasoning, culminates in performances of imparting, eliciting, involving, or enticing, and is then thought about some more until the process can begin again
All my writings may be considered tasks imposed from within, their source was a fateful compulsion. What I wrote were things that assailed me from within myself. I permitted the spirit that moved me to speak out.
As the ego cogito, subjectivity is the consciousness that represents something, relates this representation back to itself, and so gathers with itself.
Doing leads more surely to talking than talking to doing.
After the lesson, we
Some subjects come up suddenly in our speech and cannot be silenced.
Giving requires good sense.
[Lat., Rest est ingeniosa dare.]
The mind is refrigerated by interruption; the thoughts are diverted from the principle subject; the reader is weary, he suspects not why; and at last throws away the book, which he has too diligently studied.
When you exist in the centre of a debate, as a topic, a hypothesis - otherised and stigmatised - you become the prop in a proposition.