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Learning Quotes

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Learning Quotes

“The whole purpose of education is to turn mirrors into windows.”

“The last few decades have been marked by a special cultivation of the romance of the future. We seem to have made up our minds to misunderstand what has happened; and we turn, with a sort of relief, to stating what will happen-which is apparently much easier...The modern mind is forced towards the future by a certain sense of fatigue, not unmixed with terror, with which it regards the past.”

“Learning is a result of listening, which in turn leads to even better listening and attentiveness to the other person. In other words, to learn from the child, we must have empathy, and empathy grows as we learn.”

“If someone is going down the wrong road, he doesn't need motivation to speed him up. What he needs is education to turn him around.”

“What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school... It is my task to convince you not to turn away because you don't understand it. You see my physics students don't understand it... That is because I don't understand it. Nobody does.”

“I've learned a lot this year.. I learned that things don't always turn our the way you planned, or the way you think they should. And I've learned that there are things that go wrong that don't always get fixed or get put back together the way they were before. I've learned that some broken things stay broken, and I've learned that you can get through bad times and keep looking for better ones, as long as you have people who love you.”

“Calvin: Today for show and tell, I've brought a tiny miracle of nature: a single snowflake! I think we might all learn a lesson from how this utterly unique and exquisite crystal turns into an ordinary, boring molecule of water just like every other one when you bring it into the classroom. And now, while the analogy sinks in, I will be leaving you drips and going outside.”

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment. When I have clarified and exhausted a subject, then I turn away from it, in order to go into darkness again; the never-satisfied man is so strange if he has completed a structure, then it is not in order to dwell in it peacefully,but in order to begin another. I imagine the world conqueror must feel thus, who, after one kingdom is scarcely conquered, stretches out his arms for others.”

“Spiritual power is a force which history clearly teaches has been the greatest force in the development of men. Ye. we have been merely playing with it and never have really studied it as we have the physical forces. Some day people will learn that material things do not bring happiness, and are of little use in making people creative and powerful. Then the scientists of the world will turn their laboratories over to the study of spiritual forces which have hardly been scratched.”

“Many people correctly make the point that our only hope is to turn to God. For example, Charles Lindbergh, who said that in his young manhood he thought "science was more important than either man or God," and that "without a highly developed science modern man lacks the power to survive," . . . went to Germany after the war to see what Allied bombing had done to the Germans, who had been leaders in science. There, he says, "I learned that if his civilization is to continue, modern man must direct the material power of his science by the spiritual truths of his God."”

“Sometimes I fear that, if Harvard does not give up trying to turn itself from an Institution of Learning into an Educational Institution, we may have a generation of professors whose duty it will be to disseminate information which they have not the time to acquire.”

“Consider prejudice. Once a person begins to accept a stereotype of a particular group, that "thought" becomes an active agent, "participating" in shaping how he or she interacts with another person who falls in that stereotyped class. In turn, the tone of their interaction influences the other person's behaviour. The prejudiced person can't see how his prejudice shapes what he "sees" and how he acts. In some sense, if he did, he would no longer be prejudiced. To operate, the "thought" of prejudice must remain hidden to its holder”