Best 3855 quotes in «learning quotes» category

In mastering one thing, you have mastered all things because you have learned how to learn.

In my country, and in my time, learning improves fortunes enough, but not minds; if it meet with those that are dull and heavy, it overcharges and suffocates them, leaving them a crude and undigested mass; if airy and fine, it purifies, clarifies, and subtilizes them, even to exinanition.

In my school, he thought, they learn bitterness and frustration and how to grow old.

In my youth I had three teachers: friends, enemies, and books. In my adulthood I had three professors: God, nature, and life.

Innocence is the beginning of ignorance. Experience is the end of stupidity.

I no longer think that laziness is all about being idle. I now know when I become lazy- when I stop learning new things, and cease to grow.

In order for knowledge to be of value, there must be an internal process of understanding how that knowledge applies to reality. Furthermore, that understanding must be translated into a corresponding change of behavior. This is the process of learning. Learning is the process of adapting knowledge and experience into a change of behavior.

In order for us to grow we have to get our feet wet. If God put all the answers in front of us, we would never learn. We need to dig a little deeper, reach a little further, think a little harder, run a little faster, and surprisingly when we utilize our capabilities and push our limits, we begin to grow in leaps and bounds.

In old days, instead of asking a teacher, people looked at the dictionary to know the complete definition of teacher. Now Google becomes our teacher and to know about Google, people Google it.

In our modern world, we look unkindly on mistakes and imperfection. But this is far from the samurai ideal. Mistakes are part of the learning process and if you haven't made them then you are, indeed, dangerous because it means you have never learned anything. Mistakes, to a samurai, are the proof of your learning.

In short, we much struggle with the meaning of learning within our discipline and how best to cultivate and recognize it. For that task, we don't need routine experts who know all the right procedures but adaptive ones who can apply fundamental principles to all the situations and students they are likely to encounter, recognizing when invention is both possible and necessary and that there is no single 'best way' to teach.

Instead of speaking and writing majority needs to learn and understand first.

Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.

Instead of saying they rose all the way to the top, we should say they learned all the way to the top.

Intellectual death is endemic in areas where people are not prepared to gain new information for development. Learning is the intervention!

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

Instruction does much, but encouragement everything." (Letter to A.F. Oeser, Nov. 9, 1768)

In teaching the young you have to satisfy the schoolchild in yourself and enter the region where all meanings start. That is where, in any case, the philosopher has perpetually to start.

In suffering, you‘ve found a greater understanding and appreciation for all of life‘s wonders.

Intellectual death is endemic in areas where people are unprepared to obtain new information for development. Learning is a way of staying alive.

Intellectually, what is stimulating to a young man is a problem of obvious practical importance. A young man learning economics, for example, ought to hear lectures from individualists and socialists, protectionists and free-traders, inflationists and believers in the gold standard. He ought to be encouraged to read the best books of the various schools, as recommended by those who believe in them. This would teach him to weigh arguments and evidence, to know that no pinion is certainly right, and to judge men by their quality rather than by their consonance with preconceptions.

Intelligence tests require that certain things be figured out, but the figuring out doesn’t count. If the figuring out leads to the right answer, then of course the right answer counts. But no tester will ever know and no score will ever reveal whether the right answer was a triumph of imagination and intellectual daring, or whether the child knew the right answer all along. In addition, the more time the child spends on figuring things out on the test, the less time there is for filling in the right answers; that is, the more you actually think to get the right answers on an intelligence test, the less intelligent the score will look.

Intelligence is ongoing, individual adaptability. Adaptations that an intelligent species may make in a single generation, other species make over many generations of selective breeding and selective dying.

Intelligence is what we learn. Wisdom is what we unlearn.

Internalizing problem-solving techniques enhances the neural activity that allows you to more easily hear the whispers of your growing intuition. When you know—really know—how to solve a problem just by looking at it, you’ve created a commanding chunk that sweeps like a song through your mind.

Interpersonal tensions can provide opportunities that transform an early childhood curriculum from pre-primary preparedness to sites of political practice.

In the grave, there is neither learning nor working. Learn while you can, work while you can.

In the Middle Ages, as in antiquity, they read usually, not as today, principally with the eyes, but with the lips, pronouncing what they saw, and with the ears, listening to the words pronounced. hearing what is called the "voices of the pages." It is a real acoustical reading.

In the midst of unprecedented learning popular ignorance flourished, and chose its exemplars to rule the great cities of the world.

In the online math class, there was almost no meaningful student/teacher or student/student interaction. To equate this type of online learning with a real-world classroom experience is a major stretch.

In the old days, when travelers would get lost, they would follow the stars and I love that idea. I wish that I could rely on something as simple and magnificent as a star for all of my aching questions.

In the pages of a book, we find greatest solitude.

In the pursuit of knowledge, we know God, the source of knowledge and wisdom.

In the small village I'm from we had a very old custom. On a child's first day of school, the rabbi would give him a slate on which the first two letters of the Hebrew alphabet were written in honey. The rabbi asked the child to lick up the letters and go on to use the slate to learn to read and write. The child would always remember that learning was sweet like honey.

In this life one of the greatest lessons I've learned is that I still have a lot to learn.

In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.

In times of rapid disruption and change, what we often realize quite painfully, is that all we have are experts on yesterday. No one is a true expert on tomorrow

Introspection and observation of others are vital for the ongoing good health of our own psyche; watch, learn and tweak as required.

In what areas are you learning and growing? If the answer is none that means you're stagnating or regressing. Learn more, earn more, know more, grow more!

Inventions are not solely the making of material things, inventions are also the mental unleashing of ideas by a genuis with a sixth sense.

I often wish I could go back in time and tell my young, anxious self that my dreams weren't in vain and my sorrows weren't permanent. I can't do that, but I can do something better. I can tell you that teachers are all around to help you; with four legs or two or eight or even none; some with internal skeletons, some without. All you have to do is recognize them as teachers and be ready to hear their truths.

I often learn more from one person's highly idiosyncratic experiences than I do from sources that detail universal practices or cite up-to-date studies.

In your very imperfections you will find the basis for your firm, way-seeking mind.

In what is known as the 70/20/10 learning concept, Robert Eichinger and Michael Lombardo, in collaboration with Morgan McCall of the Center for Creative Leadership, explain that 70 percent of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving; 20 percent of the time development comes from other people through informal or formal feedback, mentoring, or coaching; and 10 percent of learning and development comes from formal training.

I once had a substitute teacher in my 4th grade class that was wonderful. He said learning was like throwing mud on a wall. Some will stick, and some will fall off. But if you keep throwing the mud on the wall, eventually the whole wall will be covered in mud. I think writing is very much the same. You have to keep at it. Some will stick, and some will fall away, but you keep writing, and eventually, you've impacted thousands, maybe hundreds of thousands of people with your vision.

I only need to survive on tea, bread and fruits. I can keep working.

I read not with any particular object in mind, nor really with the intention of retaining any information about the subjects that I chose, but rather because the act of reading was a habit, and because it was soothing and, perhaps, from a lifetime's inculcated faith in the explanatory power of books, the half-held belief that somewhere in those hectares upon hectares of printed pages I might find that fact which would make sense of my growing unhappiness, allowing me to peel back the obscurant layers of myself and lay bare at last the solid structure underneath.

I remembered learning from my favorite professor at Belmont to “surround yourself with people who are better than you,” and I was now living that mantra.

I really believe that there is an invisible red thread tied between him and me, and that it has stretched and tangled for years — across oceans and lifetimes. I know that it won’t break because our souls are tied.

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several ‘live’ lectures and this in secondary education alone. These are high ratings!