Quotes About Learning

Classes will dull your mind, destroy the potential for authentic creativity.

I cannot waste time in these classes and these books, memorizing the weak assumptions of lesser mortals.

Frequently our apparent mistakes give birth to our biggest blessings.

We have largely traded wisdom for information, depth for breadth. We want to microwave maturity.

You see I learnt at an early age what it was to be angry - angry and helpless. And I can never forget it. I knew more about - love... betrayal... and death, when I was ten years old than you will probably ever know in your life.

John P. Forsyth

We throw people into launching and supporting change initiatives and projects and we just assume that life and past experiences have been a good teacher for everybody to pick up today's relevant insights and skills. But we have seen again and again that this is not necessarily true when you have to change more often and in bigger ways. Life—which means the past—can be a pretty bad teacher.

Q: Does it get easier? A: No, you just get better at it.

The central idea is that you can represent reality using a mathematical function that the algorithm doesn't know in advance but can guess after having seen some data. You can express reality and all its challenging complexity in terms of unknown mathematical functions that machine learning algorithms find and make advantageous. This concept is the core idea for all kinds of machine learning algorithms.

As a kind of learning, it resembles the methods humans use to figure out that certain objects or events are from the same class, such as by observing the degree of similarity between objects.

accompany an example with positive or negative feedback according to the solution the algorithm proposes. Reinforcement learning is connected to applications for which the algorithm must make decisions (so the product is prescriptive, not just descriptive, as in unsupervised learning), and the decisions bear consequences. In the human world, it is just like learning by trial and error.

I never make stupid mistakes - only very, very clever ones.

I have always believed that 98% of a student's progress is due to his own efforts, and 2% to his teacher.

I had been conditioned to believe that there is nothing more dangerous than the arrogance of ignorance; now I would learn that it does not compare with arrogance of knowledge, knowledge that often is confused with wisdom.

I count myself as one of the number of those who learn as they write and write as they learn.

The pathway to maturity and to solid biblical food is not first becoming an intelligent person, but becoming an obedient person.

Which means, therefore, that our Bible reading is never just for seeing, never just for learning and doctrine. It is not even just for savoring, if that savoring is thought of in a private way that leaves us unchanged in our relationship with others. No. We read the Bible—we always read the Bible—for the kind of seeing and savoring Christ that transforms us into his likeness.

Thinking is one of the important ways that we put the fuel of knowledge on the fires of worship and service to the world.

If you cannot embrace the pain of learning but must have instant gratification, you forfeit the greatest rewards of life.

Seek not to grow in knowledge chiefly for the sake of applause, and to enable you to dispute with others; but seek it for the benefit of your souls, and in order to practice. . . . Practice according to what knowledge you have. This will be the way to know more. .

Brand-new truths are probably not Truths.

Asking questions is the key to understanding.

A persistently fruitless hearer of the Word cannot be a disciple of Jesus.

Student—"any person who studies, investigates, or examines thoughtfully.