I think that natural beauty is very charismatic. . . I just believe in enhancing who we are rather than trying to manipulate or change it too much.
Pupils may learn many things when a teacher is not in fact teaching.
Teaching is what is technically known as a polymorphous activity; it quite literally takes many different forms.
If it is the case that our activities depend on how we ourselves see them, what we believe about them, then if we have crazy, fuzzy ideas about teaching, we will be likely to do crazy and fuzzy things in its name.
There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.
In the same way as the tree bears the same fruit year after year, but each time new fruit, all lastingly valuable ideas in thinking must always be reborn.
I didn't do improv in college, I never performed, I didn't do theater either. I was in student government, I was a history major.
Listen, if you don't talk big game, you never get anywhere. If you don't think big, you don't get big. Some people call it egotistical, some people call it high hopes, some people call it confidence. It's all in how you want to dissect it.
I think the more you have a generalist perspective, I think sometimes the more you can kind of see through the forest and the trees. And when it gets a little bit cloudy, you know, have some sense of, "Well, maybe this might happen or maybe that might happen. " So I really am a big believer in liberal arts education. I think it's better - particularly in these kind of uncertain times - to know a little bit about a lot of things as opposed to being expert in one thing.