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Learning Quotes

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Learning Quotes

“Some of the guys I played with .. didn't go around learning more about their instruments from an intellectual point of view. All they wanted was to play hot jazz, and the instrument was just a means. I'd imagine that a lot of them criticized me-said my technique was too good. Something like that. But I've always wanted to know what made music. How you do it, and why it sounds good. I always practiced, worked like hell.”

“The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.”

“I believe that we learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the same. In each, it is the performance of a dedicated precise set of acts, physical or intellectual, from which comes shape of achievement, a sense of one's being, a satisfaction of spirit. One becomes, in some area, an athlete of God. Practice means to perform, over and over again in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired.”

“What I must do is all that concerns me, not what people think. This rule,equally arduous in actual and intellectual life, may serve for the whole distinction between greatness and meanness. It is the harder, because you will always find those who think they know what is your duty better than you know it. It is easy in the world to live after the world's opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude.”

“Intelligence is what you use when you don't know what to do.”

“Keep children as much as possible by themselves ... keep them from company, good or bad. ... It will be generally found that the most virtuous and the most intellectual, are those who have been brought up with few companions. ... in fact his mental resources may be considered entirely unknown and unexplored, who cannot spend his best and happiest hours alone.”

“In Buddhism, both learning and practice are extremely important, and they must go hand in hand. Without knowledge, just to rely on faith, faith, and more faith is good but not sufficient. So the intellectual part must definitely be present. At the same time, strictly intellectual development without faith and practice, is also of no use. It is necessary to combine knowledge born from study with sincere practice in our daily lives. These two must go together.”

“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.”

“Text is linear; it is black and white; it doesn't zoom around the page in 3-D; it isn't intelligent by itself; in fact, in terms of immediate reaction it is quite boring. I can't imagine a single preliterate was ever wowed at the first sight of text, and yet text has been the basis of arguably the most fundamental intellectual transformation of the human species. It and its subforms, such as algebra, have made science education for all a plausible goal.”

“...One of the most important lessons, perhaps, is the fact that SOFTWARE IS HARD. From now on I shall have significantly greater respect for every successful software tool that I encounter. During the past decade I was surprised to learn that the writing of programs for TeX and Metafont proved to be much more difficult than all the other things I had done (like proving theorems or writing books). The creation of good software demand a significiantly higher standard of accuracy than those other things do, and it requires a longer attention span than other intellectual tasks.”

“There is a race between the increasing complexity of the systems we build and our ability to develop intellectual tools for understanding their complexity. If the race is won by our tools, then systems will eventually become easier to use and more reliable. If not, they will continue to become harder to use and less reliable for all but a relatively small set of common tasks. Given how hard thinking is, if those intellectual tools are to succeed, they will have to substitute calculation for thought.”

“My basic idea is that programming is the most powerful medium of developing the sophisticated and rigorous thinking needed for mathematics, for grammar, for physics, for statistics, for all the "hard" subjects.... In short, I believe more than ever that programming should be a key part of the intellectual development of people growing up.”