Best 3855 quotes in «learning quotes» category

...one of the reasons I like classes and structured learning is that they encourage -and contribute to-the belief that life is orderly, that things happen when they are supposed to happen, that actions have predictable results and that events are controllable.

One of the things we learn in movies directed by men is what the 'fantasy woman' is. What we learn in movies directed by women is what real women are about. I don't think that men see things wrong and women right, just that we do see things differently.

One or two bad teachers is a problem with the teachers. A school with many bad teachers is a problem of leadership.

One of the unfortunate things about our education system is that we do not teach students how to avail themselves of their subconscious capabilities.

One purpose of CRC cards [a design tool] is to fail early, to fail often, and to fail inexpensively. It is a lot cheaper to tear up a bunch of cards that it would be to reorganize a large amount of source code.

One's intelligence may march about and about a problem, but the solution does not come gradually into view. One moment it is not. The next it is there.

One thing changes every evening: It's the audience, and I'm working my magic. I'm always learning from it.

One thing you learn from surfing is how to operate in the present. It's really what the surfing experience is all about.

On learning: if you really want alignment, go to a chiropractor.

Only an open mind still has room for new knowledge. What is outgrown and used up must be discarded to make room for what is yet to be learned. And much of the best thinking is done alone-in deserts, on beaches, in bed, behind closed doors. It is why we say we need to get away-to escape from clutter and busyness-to hear ourselves think.

Only learn to seize good fortune, for good fortune's always here.

Only people who die very young learn all they really need to know in kindergarten.

Only the thinking man lives his life, the thoughtless man's life passes him by.

Only those who have the patience to do simple things perfectly will acquire the skill to do difficult things easily.

Only when the heart loves can the intellect do great work.

Only when we accept full responsibility for our lives will we have the confidence and courage to risk.

On teacher education: induction into current mandates must not turn into seduction away from best practice.

On technology: The teacher is mightier than the mouse.

On the whole, the enjoyment of leisure is something which decidedly costs less than the enjoyment of luxury. All it requires is an artistic temperament which is bent on seeking a perfectly useless afternoon spent in a perfectly useless manner.

Opposites are not contradictory but complementary.

Or heritage and ideals, our code and standards - the things we live by and teach our children - are preserved or diminished by how freely we exchange ideas and feelings.

other people maay be there to help us, teach us, guide us aolng our path, But the lesson to be learned is always ours

Our aim in education is to give a full life. We owe it to them to initiate an immense number of interests. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking - the strain would be too great - but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest.

Our heads are round so thought can change direction

Our learning ought to be our lives' amendment, and the fruits of our private study ought to appear in our public behavior.

Our intellectual powers are rather geared to master static relations and that our powers to visualize processes evolving in time are relatively poorly developed. For that reason we should do (as wise programmers aware of our limitations) our utmost to shorten the conceptual gap between the static program and the dynamic process, to make the correspondence between the program (spread out in text space) and the process (spread out in time) as trivial as possible.

Our job is obvious: we need to get out of the way, shine a light, and empower a new generation to teach itself and to go further and faster than any generation ever has.

Our knowledge can only be finite, while our ignorance must necessarily be infinite.

Our most profitable lessons are learned from failure, not success.

Out of too much learning become mad.

Our thinking and our behaviour are always in anticipation of a response. It is therefore fear-based.

Our system of education is locked in a time capsule. You want to say to the people in charge, 'You're not using today's tools! Wake up!'

Our task as we grow older in a rapidly advancing science, is to retain the capacity of joy in discoveries which correct older ideas, and to learn from our pupils as we teach them.

Patience is the First Lesson.

Paradoxically, the more I learned to let go of my own wishes and desires (in this case, the desire not to be hit), the more they became possible.

Pavlov's findings were that some animals learned more quickly if rewarded (by affection, by food, by stroking) each time they showed the right response, while others learned more quickly when the penalty for not learning was a painful stimulus.

People have to learn sometimes not only how much the heart, but how much the head, can bear.

People seldom see the halting and painful steps by which the most insignificant success is achieved.

People learn what they want to learn. If learning is forced on us, even if we master it temporarily, it is soon forgotten.

People see their own lives as stories; a lifelong story with a single hero or heroine... much contemporary unhappiness is due to the fact that people in high tech societies receive neither strong myths and stories from their culture nor the ability to construct their own... they lose the plot.

People whose talents are not exploited become disenchanted and disruptive.

People who want to improve should take their defeats as lessons, and endeavor to learn what to avoid in the future. You must also have the courage of your convictions. If you think your move is good, make it.

People usually think according to their inclinations, speak according to their learning and ingrained opinions, but generally act according to custom.

People will always try to stop you from doing the right thing if it is unconventional.

Perhaps for the first time in history, human-kind has the capacity to create far more information than anyone can absorb; to foster far greater interdependency than anyone can manage, and to accelerate change far faster than anyone's ability to keep pace.

Perhaps a modern society can remain stable only by eliminating adolescence, by giving its young, from the age of ten, the skills, responsibilities, and rewards of grownups, and opportunities for action in all spheres of life. Adolescence should be a time of useful action, while book learning and scholarship should be a preoccupation of adults.

Personally, I now aim for one month of overseas relocation or high-intensity learning (tango, fighting, whatever) for every two months of work projects.

Physick, says Sydenham, is not to bee learned by going to Universities, but hee is for taking apprentices; and says one had as good send a man to Oxford to learn shoemaking as practising physick.

Physically, teachers are often alone in their own classrooms with no other adults for company. Psychologically, they never are.

Problems only exist in the human mind.