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Learners Quotes

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Learners Quotes

“Life gives us experiences for personal development. Appreciate the lessons and be a learner.”

“It is possible for you to realise your dream as a scientist, you must be a passionate learner and curious enough to seek this wonderful career path.”

“How could we love books more than money? This is the state of book lovers.”

“Teachers should be made aware of visual stress symptoms and the potential difference coloured lights, overlays and lenses could make to a learners perception.”

“Life gives us experiences, we are learners.”

“... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.”

“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.”

“Then let every one of us, being warned by this sentence of the angel, acknowledge that he as yet cleaves to first principles, or, at least, does not comprehend all those things which are necessary to be known; and that therefore progress is to be made to the very end of life: for this is our wisdom, to be learners to the end.”

“I'm committed to the idea that one of the few things human beings have to offer is the richness of unconscious and conscious emotional responses to being alive. ... The kind of esteem that's given to brightness/smartness obliterates average people or slow learners from participating fully in human life, particularly technical and intellectual life. But you cannot exclude any human being from emotional participation.”

“One of the major challenges facing creative individuals is that of building upon the continuity of human knowledge while achieving novel insights. ... On the one hand, to intensify an inquiry and develop a sense of commitment to a creative life, the learner needs models, teachers, and collaborators. On the other hand, the individual, while building upon the past, needs to transform it, and thus broaden his or her choices.”

“Reading a book should be a conversation between you and the author. Presumably he knows more about the subject than you do; if not, you probably should not be bothering with his book. But understanding is a two-way operation; the learner has to question himself and question the teacher, once he understands what the teacher is saying. Marking a book is literally an expression of your differences or your agreements with the author. It is the highest respect you can pay him.”

“I have always considered myself a fast learner. I try to retain and absorb as much information and knowledge about the [music] business as I can. I don't want to just sit back and have other people do the hard work for me. I try to be involved in every process of my career as possible. I run my own social media, record, and try to vocal produce myself as much as possible, write my own songs, style myself, and learn the business side. If I didn't do acting or music, I was going to school for business. God has put me on this path and I can honestly say I wake up every day doing what I love.”

“There is no way to help a learner to be disciplined, active, and thoroughly engaged unless he perceives a problem to be a problem or whatever is to-be-learned as worth learning, and unless he plays an active role in determining the process of solution.”

“It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”

“We, however, want to become those we are--human beings who are new, unique, incomparable, who give themselves laws, who create themselves. To that end we must become the best learners and discoverers of everything that is lawful and necessary in the world: we must become physicists in order to be able to be creators in this sense--while hitherto all valuations and ideals have been based on ignorance of physics or were constructed so as to contradict it. Therefore: long live physics! And even more so that which compels us to turn to physics--our honesty!”

“It is also the fate of leadership to be misunderstood. It is a grave error for any leader to be oversensitive in the face of criticism, to conduct discussions as if he or she is a schoolmaster talking to less informed and inexperienced learners.”