Quotes of All Topics . Occasions . Authors
The first problem for all of us, men and woman, is not to learn, but to unlearn. We are filled with the popular wisdom of several centuries just past, and we are terrified to give it up. Patriotism means obedience, age means wisdom, woman means submission, black means inferior: these are preconceptions imbedded so deeply in our thinking that we honestly may not know that they are there.
Each human being has the eternal duty of turning what is hard and brutal into a tender and subtle offering, what is crude into an object of refinement, what is ugly into a thing of beauty, confrontation into collaboration, ignorance into knowledge, hereby rediscovering the child's dream of a creative reality incessantly renewed by death, the servant of life, and by life the servant of love
Learning is not to be tacked to the mind, but we must fuse and blend them together, not merely giving the mind a slight tincture, but a thorough and perfect dye. And if we perceive no evident change and improvement, it would be better to leave it alone; learning is a dangerous weapon, and apt to wound its master if it be wielded by a feeble hand, and by one not well acquainted with its use.
I knew I couldn't sing over them, so I decided to sing under them. The more noise they made the more softly I sang. When they discovered they couldn't hear me, they began to look at me. Then they began to listen. As I sang, I kept thinking, 'softly with feeling.' The noise dropped to a hum; the hum gave way to silence. I had learned how to reach and hold my audience -- softly, with feeling.
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.
I'm often asked how to start investing with little or no money. Please hear this as this is the hardest thing for people to understand: you do NOT invest with money! You invest with your mind! No matter what the field, your biggest asset is your mind. Once you have knowledge, you find deals, find your team and use other people’s money. You sell the deal and your team to get investment money.
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.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
Always do I recall the parting words uttered by my old governor: "My boy, never . . ." I won't set 'em down. I disregarded them fool-like and paid, and paid; had I a son I'd hand 'em on and ram 'em home. What fools we be when young. We fancy we be wise, forgetting that the old boys have graduated in the 'varsity of the world, the greatest 'varsity of all, and each day we should learn from they.
If people can be educated to see the lowly side of their own natures, it may be hoped that they will also learn to understand and to love their fellow men better. A little less hypocrisy and a little more tolerance towards oneself can only have good results in respect for our neighbor; for we are all too prone to transfer to our fellows the injustice and violence we inflict upon our own natures.
Attaching significance to invariants is an effort to recognize what, because of its form or colour or meaning or otherwise, is important or significant in what is only trivial or ephemeral. A simple instance of failing in this is provided by the poll-man at Cambridge, who learned perfectly how to factorize a^2 - b^2 but was floored because the examiner unkindly asked for the factors of p^2 - q^2.
The karate that has been introduced to Tokyo is actually just a part of the whole. The fact that those who have learnt karate there feel it only consists of kicks & punches, and that throws & locks are only to be found in judo or jujutsu, can only be put down to a lack of understanding ... Those who are thinking of the future of karate should have an open mind and strive to study the complete art
It's becoming clear that in a sense the cosmos provides the only laboratory where sufficiently extreme conditions are ever achieved to test new ideas on particle physics. The energies in the Big Bang were far higher than we can ever achieve on Earth. So by looking at evidence for the Big Bang, and by studying things like neutron stars, we are in effect learning something about fundamental physics.
I do not accept any absolute formulas for living. No preconceived code can see ahead to everything that can happen in a man's life. As we live, we grow and our beliefs change. They must change. So I think we should live with this constant discovery. We should be open to this adventure in heightened awareness of living. We should stake our whole existence on our willingness to explore and experience.
Corporations, in the name of efficiency, suppress variation by "getting all the ducks in line."To optimize productivity, they evolve highly refined and internally consistent operating systems. Payoff - results - as long as the music lasts. But ... all that streamlining and re-engineering limits diversity, suppresses self-organization ... and curtails a bottom up emergent response to disruptive change.
As long as the centuries continue to unfold, the number of books will grow continually, and one can predict that a time will come when it will be almost as difficult to learn anything from books as from the direct study of the whole universe. It will be almost as convenient to search for some bit of truth concealed in nature as it will be to find it hidden away in an immense multitude of bound volumes.
Place yourself among those who carry on their lives with passion, and true learning will take place, no matter how humble or exalted the setting. But no matter what path you follow, do not be ashamed of your learning. In some corner of your life, you know more about something than anyone else on earth. The true measure of your education is not what you know, but how you share what you know with others.
We cannot build the new culture for learning to which we aspire in an environment which is depressed and dampened every day by the impact of alcohol and drug abuse, and we should not, and we cannot, hide from that reality any longer. More and more of our students are demanding that they not be imposed upon by others whose judgment and behavior are impaired by substance abuse. It is time to take a stand.
Who, born for the universe, narrow'd his mind, And to party gave up what was meant for mankind; Though fraught with all learning, yet straining his throat To persuade Tommy Townshend to lend him a vote. Who too deep for his hearers still went on refining, And thought of convincing while they thought of dining: Though equal to all things, for all things unfit; Too nice for a statesman, too proud for a wit.
Do you know that the words meditation and medicine come from the same root? Meditation is a kind of medicine; its use is only for the time being. Once you have learned the quality, then you need not do any particular meditation, then the meditation has to spread all over your life. Only when you are meditative twenty-four hours a day then can you attain, then you have attained. Even sleeping is meditation.
I have a lot of energy. I have a great desire to absorb information. I’m not a sponge exactly, but I find that something I look at — just walking around Williamsburg, for example — is a great opportunity for ideas. I’ve been here before, I’ve seen things before, but now my eye gets keener and keener. So I can pick up little things: just the pattern of a brick walk, or the way they’ve attached a light to a house.
[At high school in Cape Town] my interests outside my academic work were debating, tennis, and to a lesser extent, acting. I became intensely interested in astronomy and devoured the popular works of astronomers such as Sir Arthur Eddington and Sir James Jeans, from which I learnt that a knowledge of mathematics and physics was essential to the pursuit of astronomy. This increased my fondness for those subjects.
But what if I make a mistake?' Will asked. Gilan threw back his head and laughed. 'A mistake? One mistake? You should be so lucky. You'll make dozens! I made four or five on my first day alone! Of course you'll make mistakes. Just don't make any of them twice. If you do mess things up, don't try to hide it. Don't try to rationalize it. Recognize it and admit it and learn from it. We never stop learning, none of us.
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.
If you're going to be passionate about something, be passionate about learning. If you're going to fight something, fight for those in need. If you're going to question something, question authority. If you're going to lose something, lose your inhibitions. If you're going to gain something, gain respect and confidence. And if you're going to hate something, hate the false idea that you are not capable of your dreams.
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.
I hear therefore with joy whatever is beginning to be said of the dignity and necessity of labor to every citizen. There is virtue yet in the hoe and the spade, for learned as well as for unlearned hands. And labor is everywhere welcome; always we are invited to work; only be this limitation observed, that a man shall not for the sake of wider activity sacrifice any opinion to the popular judgments and modes of action.
A young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end that is aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character.
You cannot stay on the summit forever; you have to come down again. So why bother in the first place? Just this: What is above knows what is below, but what is below does not know what is above. One climbs, one sees. One descends, one sees no longer, but one has seen. There is an art of conducting oneself in the lower regions by the memory of what one saw higher up. When one can no longer see, one can at least still know.
I can only think that the book is read because it deals with the difficulties of schooling, which do not change. Please note: the difficulties, not the problems. Problems are solved or disappear with the revolving times. Difficulities remain. It will always be difficult to teach well, to learn accurately; to read, write, and count readily and competently; to acquire a sense of history and start one's education or anothers.
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.
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.
Another simple and powerful way to dissolve problems is not to dwell upon the outcome of your actions. Instead, learn to value each action (no matter how small or large), to do it with complete attention. Your joy and satisfaction comes from doing each action with a whole heart and mind. Results and consequences then take care of themselves. When you are not absorbed by concern for outcomes, how much anxiety can you ever have?
A star is drawing on some vast reservoir of energy by means unknown to us. This reservoir can scarcely be other than the subatomic energy which, it is known exists abundantly in all matter; we sometimes dream that man will one day learn how to release it and use it for his service. The store is well nigh inexhaustible, if only it could be tapped. There is sufficient in the Sun to maintain its output of heat for 15 billion years.
Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges. It should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.
... 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.
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.
There is a theology to gardening that few of us consider, but to understand this theology means relinquishing much control - our arsenal of books, techniques, tools, chemicals, fertilizers, fancy hybrids, and expectations. Yet, that is exactly what we must do if we are to fully embrace a more spiritual form of gardening. As a part of Nature we must learn to enter our garden as if it were truly sacred, we must learn to enter with humility.
It is often asserted that discussion is only possible between people who have a common language and accept common basic assumptions. I think that this is a mistake. All that is needed is a readiness to learn from one's partner in the discussion, which includes a genuine wish to understand what he intends to say. If this readiness is there, the discussion wrighteous stupidityill be the more fruitful the more the partner's backgrounds differ.
Success is a learnable skill. You can learn to succeed at anything. If you want to be a great golfer, you can learn how to do it. If you want to be a great piano player, you can learn how to do it. If you want to be truly happy, you can learn how to do it. If you want to be rich, you can learn how to do it. It doesn't matter where you are right now. It doesn't matter where you're starting from. What matters is that you are willing to learn.
We travel, initially, to lose ourselves; and we travel, next to find ourselves. We travel to open our hearts and eyes and learn more about the world than our newspapers will accommodate. We travel to bring what little we can, in our ignorance and knowledge, to those parts of the globe whose riches are differently dispersed. And we travel, in essence, to become young fools again- to slow time down and get taken in, and fall in love once more.
In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion.
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.
When the words are fuzzy, the programmers reflexively retreat to the most precise method of articulation available: source code. Although there is nothing more precise than code, there is also nothing more permanent or resistant to change. So the situation frequently crops up where nomenclature confusion drives programmers to begin coding prematurely, and that code becomes the de facto design, regardless of its appropriateness or correctness.
In those days [batch processing] programmers never even documented their programs, because it was assumed that nobody else would ever use them. Now, however, time-sharing had made exchanging software trivial: you just stored one copy in the public repository and therby effectively gave it to the world. Immediately people began to document their programs and to think of them as being usable by others. They started to build on each other's work.
A man sentenced to death obtained a reprieve by assuring the king he would teach his majesty's horse to fly within the year - on the condition that if he didn't succeed, he would be put to death at the end of the year. "Within a year," the man explained later, "the king may die, or I may die, or the horse may die. Furthermore, in a year, who knows? Maybe the horse will learn to fly." My philosophy is like that man's. I take the long-range view.
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.
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.
To know how other people behave takes intelligence, but to know myself takes wisdom. To manage other people's lives takes strength, but to manage my own life takes true power. If I am content with what I have, I can live simply and enjoy both prosperity and free time. If my goals are clear, I can achieve them without fuss. If I am at peace with myself, I will not spend my life force in conflicts. If I have learned to let go, I do not need to fear dying.
Plato used the dialogue format because the exchange of views, the posing and answering of questions, showed that understanding is a living, dynamic process. He distrusted writing because the settled character of the written word makes it look as if truth can be fixed and made to stand still. It is worth remembering that this greatest advocate of the objective reality of truth also believed that our access to that truth was sustained in reasoned discussion.