Teachers
In Hinduism the spiritual teacher is known as a guru. Traditionally, a spiritual seeker would revere his or her guru highly, and demonstrate utmost submission and humility through menial service in order to prove worthy to be a recipient of the knowledge the guru has attained by initiation practices. There are many sayings on the teacher like "Guru devo bhava" (Guru is God), which reflects of the esteem associated with a guru's role.
In the Latter Day Saint movement the teacher is an office in the Aaronic priesthood, while in Tibetan Buddhism the teachers of Dharma in Tibet are most commonly called a Lama. A Lama who has through phowa and siddhi consciously determined to be reborn, often many times, in order to continue their Bodhisattva vow is called a Tulku.
Clergy is the generic term for formal religious leadership within a given religion. A clergyman, churchman, or cleric is a member of the clergy. They may be called priest, preacher, pastor, minister, reverend, or father. In Christianity there is a wide range of formal and informal clergy positions, including deacons, priests, bishops, and ministers. In Shiaa Islam, religious leaders are usually known as imams or ayatollahs.
There are many concepts of teachers in Islam, ranging from mullahs (the teachers at madrassas) to ulemas.
Read more about this topic: Index Of Religious Honorifics And Titles
Famous quotes containing the word teachers:
“Mothers seem to be in subtle competition with teachers. There is always an underlying fear that teachers will do a better job than they have done with their child.... But mostly mothers feel that their areas of competence are very much similar to those of the teacher. In fact they feel they know their child better than anyone else and that the teacher doesn’t possess any special field of authority or expertise.”
—Sara Lawrence Lightfoot (20th century)
“Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.”
—Sara Lawrence Lightfoot (20th century)
“Too many existing classrooms for young children have this overriding goal: To get the children ready for first grade. This goal is unworthy. It is hurtful. This goal has had the most distorting impact on five-year-olds. It causes kindergartens to be merely the handmaidens of first grade.... Kindergarten teachers cannot look at their own children and plan for their present needs as five-year-olds.”
—James L. Hymes, Jr. (20th century)