Quotessence
Home / Topics / Learning Quotes

Learning Quotes

Browse 5993 quotes about Learning.

Related topics

Learning Quotes

“A reader does not suddenly comprehend what is being read or studied, in a snap, miraculously. Comprehension needs to be worked forged, by those who read and study; as subjects of the action, they must seek to employ appropriate instruments in order to carry out the task. For this very reason, reading and studying form a challenging task, one requiring patience and perseverance.”

“There are for man only two principles available for a mental grasp of reality, namely, those of teleology and causality. What cannot be brought under either of these categories is absolutely hidden to the human mind. An event not open to an interpretation by one of these two principles is for man inconceivable and mysterious. Change can be conceived as the outcome either of the operation of mechanistic causality or of purposeful behavior; for the human mind there is no third way available.”

“A learned parson, rusting in his cell at Oxford or Cambridge, will reason admirably well upon the nature of man; will profoundly analyze the head, the heart, the reason, the will, the passions, the senses, the sentiments, and all those subdivisions of we know not what ; and yet, unfortunately, he knows nothing of man... He views man as he does colours in Sir Isaac Newton's prism, where only the capital ones are seen; but an experienced dyer knows all their various shades and gradations, together with the result of their several mixtures.”

“The whole thing is this: If you don't use just basic grammar, if you don't get the language down, you're not going to have access to a tool that people use as a weapon against you. The only reason I was never taught to read and write was because it was easier for them to lead me. But the second I learned to read and write, I began to lead myself.”

“More than ever before, we need to learn and apply the principles of economic self-reliance. We do not know when the crisis involving sickness or unemployment may affect our own circumstances. We do know that the Lord has decreed global calamities for the future and has warned and forewarned us to be prepared. For this reason the Brethren have repeatedly stressed a 'back to basics' program for temporal and spiritual welfare.”

“Curiosity has its own reason for existence.”

“As Benjamin Franklin said, 'Those things that hurt, instruct.' It is for this reason that wise people learn not to dread but actually to welcome problems and actually to welcome the pain of problems.”

“That language is an instrument of human reason, and not merely a medium for the expression of thought, is a truth generally admitted.”

“Life . . . is a joyful expression of love, praise and thanksgiving instead of a hopeless struggle which eventually ends in death. Giving thanks in every circumstance, we forego the logic and reason which asks, "Why me?" and open our hearts and learn to trust. Every obstacle becomes an occasion for rejoicing. We put love at the center of our universe and we are lifted beyond the world of limitation, doubt, and fear into the realm of love, hope, and eternal happiness.”

“I didn't want to teach my kid how to read, so I used to read to him at night and close the book at the most interesting part. He said, “What happened then, daddy?” I said, “If you learn to read, you can find out. I'm too tired to read. I'll read to you tomorrow.” So, he had a need to want to learn how to read. Don't teach children how to read. Don't teach them mathematics. Give them a reason to want it. In school, they're working ass-backwards.”

“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.”

“Yes, I share your concern: how to program well -though a teachable topic- is hardly taught. The situation is similar to that in mathematics, where the explicit curriculum is confined to mathematical results; how to do mathematics is something the student must absorb by osmosis, so to speak. One reason for preferring symbol-manipulating, calculating arguments is that their design is much better teachable than the design of verbal/pictorial arguments. Large-scale introduction of courses on such calculational methodology, however, would encounter unsurmoutable political problems.”

“Incidentally, when we're faced with a "prove or disprove," we're usually better off trying first to disprove with a counterexample, for two reasons: A disproof is potentially easier (we need just one counterexample); and nitpicking arouses our creative juices. Even if the given assertion is true, our search for a counterexample often leads to a proof, as soon as we see why a counterexample is impossible. Besides, it's healthy to be skeptical.”

“Gates has always understood Moore's Law better than anyone else in the industry. If you can make something run at all, get it out there -it may be slow and clunky, but hardware improvements will bail you out. If you wait until it's running perfectly on the hardware already in the field, it will be obsolete before it's released. This philosophy built Microsoft and is the main reason Microsoft won the war IBM declared back in the OS/2 days.”

“There is one very good reason to learn programming, but it has nothing to do with preparing for high-tech careers or with making sure one is computer literate in order to avoid being cynically manipulated by the computers of the future. The real value of learning to program can only be understood if we look at learning to program as an exercise of the intellect, as a kind of modern-day Latin that we learn to sharpen our minds.”

“Whereas young people become accomplished in geometry and mathematics, and wise within these limits, prudent young people do not seem to be found. The reason is that prudence is concerned with particulars as well as universals, and particulars become known from experience, but a young person lacks experience, since some length of time is needed to produce it.”