Best 3855 quotes in «learning quotes» category

Growth means change and change involves risk, stepping from the known to the unknown.

Growth begins when we start to accept our own weakness

Habit is the nursery of errors.

Have I a secret about playing the piano? It's a very simple one. I sit down on the piano stool and make myself comfortable - and I always make sure that the lid over the keyboard is open before I start to play.

He had regrets, of course, but not so many that he would lose any sleep over them. Life surprised him now and then and he didn't much care for surprises, unless he was passing them out. But - what was to be done? You had to deal with the reality, he had learned that over the years, no matter how much you didn't like it

(Heinrich von) Kleist would not be a Prussian if his first thought would not have been orderlinessand he would not be a German if he had not placed all his hopes of developing this inner orderliness into education. Education is the secret of life for him as for every German: studying, learning a lot from books, sitting in lectures, keeping notebooks, listening intently to professors.

He is not likely to learn who is not willing to be taught; for the learner has something to do, as well as the teacher.

He is not a true man of science who does not bring some sympathy to his studies, and expect to learn something by behavior as well as by application. It is childish to rest in the discovery of mere coincidences, or of partial and extraneous laws. The study of geometry is a petty and idle exercise of the mind, if it is applied to no larger system than the starry one. Mathematics should be mixed not only with physics but with ethics; that is mixed mathematics. The fact which interests us most is the life of the naturalist. The purest science is still biographical.

He has not learned the first lesson of life who does not every day surmount a fear.

He is educated who knows how to find out what he doesn't know.

He is fortunate who had been able to learn the causes of things. -Felix qui potuit rerum cognoscere causas

He [John von Neumann] had the invaluable faculty of being able to take the most difficult problem and separate it into its components, whereupon everything looked brlliantly simple.

He must be very ignorant for he answers every question he is asked.

He meant that when people laugh together, they cease to be young and old, master and pupils, jailer and prisoners. They become a single group of human beings enjoying its existence.

He not only overflowed with learning, but stood in the slop.

He that has sense knows that learning is not knowledge, but rather the art of using it.

He then learns that in going down into the secrets of his own mind, he has descended into the secrets of all minds.

He who has no inclination to learn more will be very apt to think that he knows enough.

He who knows how to teach a child is not competent for the oversight of a child's education unless he also knows how to train a child.

He, who learns and makes no use of his learning, is a beast of burden, with a load of books.

He who learns the rules of wisdom, without conforming to them in his life, is like a man who labored in his fields, but did not sow

He who refuses to learn deserves extinction.

He who uses trickery should at least make use of his judgment to learn that he can scarcely hide treacherous conduct for very long among clever men who are determined to find him out, although they may pretend to be deceived in order to disguise their knowledge of his deceitfulness.

He who knows much about others may be learned, but he who understands himself is more intelligent. He who controls others may be powerful, but he who has mastered himself is mightier still.

High performance leaders create an inspiring future by connecting with a classic and honorable past.

High performance leaders capitalize on crises to galvanize the motivation and actions of people in the organization.

He who studies without passion will never become anything more than a pedant.

How could youths better learn to live than by at once trying the experiment of living?

History does not move by leaps into unrelated novelty, but rather by the selective emphasis of aspects of its own immediate past.

How can we help students to understand that the tragedy of life is not death; the tragedy is to die with commitments undefined and convictions undeclared and service unfulfilled?

Human behavior is subject to the same laws as any other natural phenomenon. Our customs, behaviors, and values are byproducts of our culture. No one is born with greed, prejudice, bigotry, patriotism and hatred; these are all learned behavior patterns. If the environment is unaltered, similar behavior will reoccur.

How fortunate for civilization, that Beethoven, Michelangelo, Galileo and Faraday were not required by law to attend schools where their total personalities would have been operated upon to make them learn acceptable ways of participating as members of "the group.

How you imagine the world determines how you live in it.

Humans more easily remember or learn items when they are studied a few times over a long period of time (spaced presentation), rather than studied repeatedly in a short period of time.

Human reason can neither predict nor deliberately shape its own future. Its advances consist in finding out where it has been wrong.

I am acutely conscious, from vast experience in opens, that guys around, say 2100 or more can definitely play chess and that one often has to work very hard to beat them.

I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think.

I am against religion because it teaches us to be satisfied with not understanding the world.

I am exclusively occupied with the problem of gravitation and hope with the help of a local mathematician friend [Marcel Grossman] to overcome all the difficulties. One thing is certain, however, that never in life have I been quite so tormented. A great respect for mathematics has been instilled within me, the subtler aspects of which, in my stupidity, I regarded until now as pure luxury.

I am defeated, and know it, if I meet any human being from whom I find myself unable to learn anything.

I believe babies are born as innovative personalities... But our social processes work to stamp out exploration and questioning.

I am learning every day to allow the space between where I am and where I want to be to inspire me and not terrify me.

I am not teaching you anything. I just help you to explore yourself.

I am too old to fawn upon a nurse, Too far in years to be a pupil now.

I ... began my career as a wireless amateur. After 43 years in radio, I do not mind confessing that I am still an amateur. Despite many great achievements in the science of radio and electronics, what we know today is far less than what we have still to learn.

I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students.

I am the most travelled of all my contemporaries; I have extended my field of enquiry wider than anybody else, I have seen more countries and climes, and have heard more speeches of learned men. No one has surpassed me in the composition of lines, according to demonstration, not even the Egyptian knotters of ropes, or geometers.

I can tell you, honest friend, what to believe: believe life; it teaches better that book or orator.

I can only think that the book is read because it deals with the difficulties of schooling, which do not change. Please note: the difficulties, not the problems. Problems are solved or disappear with the revolving times. Difficulities remain. It will always be difficult to teach well, to learn accurately; to read, write, and count readily and competently; to acquire a sense of history and start one's education or anothers.

I believe unconditionally in the ability of people to respond when they are told the truth. We need to be taught to study rather than believe, to inquire rather than to affirm.