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Learning Quotes

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Learning Quotes

“An important verity about knowledge is that the brain works most effectively with consciously retained information. We more easily remember what we want to recall later. When we feed our fourteen billion brain cells with information that will enrich us and help others, we are really learning to Think Big.”

“When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.”

“Empty your mind, be formless. Shapeless, like water. If you put water into a cup, it becomes the cup. You put water into a bottle and it becomes the bottle. You put it in a teapot it becomes the teapot. Now, water can flow or it can crash. Be water, my friend.”

“Who dares to teach must never cease to learn.”

“Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength of the nation.”

“Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know and be imbued with a lifelong desire to know it.”

“It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.”

“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.”

“Instruction, and advice, and commands will profit little, unless they are backed up by the pattern of your own life. Your children will never believe you are in earnest, and really wish them to obey you, so long as your actions contradict your counsel... Think not your children will practise what they do not see you do. You are their model picture, and they will copy what you are... will seldom learn habits which they see you despise, or walk in paths in which you do not walk yourself.”

“I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.”

“My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself.”

“Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization...I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.”

“It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.”

“Teach a child how to think, not what to think.”

“I'm a big believer in growth. Life is not about achievement, it's about learning and growth, and developing qualities like compassion, patience, perseverance, love, and joy, and so forth. And so if that is the case, then I think our goals should include something which stretches us.”

“The act of learning itself is no longer seen as simply a matter of information transfer, but rather as a process of dynamic participation, in which students cultivate new ways of thinking and doing, through active discovery and discussion, experimentation and reflection.”