Quotes About Learning

In the end, educators best serve students by helping them be more self-reflective. The only way any of us can improve—as Coach Graham taught me—is if we develop a real ability to assess ourselves. If we can't accurately do that, how can we tell if we're getting better or worse? Some

Iskustvo je ono što dobiješ kada ne dobiješ ono što želiš. Iskustvo je tako?er najvrjednija stvar koju možeš ponuditi.

When we send our kids to play organized sports—football, soccer, swimming, whatever—for most of us, it's not because we're desperate for them to learn the intricacies of the sport. What we really want them to learn is far more important: teamwork, perseverance, sportsmanship, the value of hard work, an ability to deal with adversity. This kind of indirect learning is what some of us like to call a "head fake." There

A professor's job is to teach students how to see their minds growing in the same way they can see their muscles grow when they look in a mirror.

And experience is often the most valuable thing you have to offer.

If you have a question," my folks would say, "then find the answer." The

A professor's job is to teach students how to see their minds growing

Experience is what you get when you didn't get what you wanted. And experience is often the most valuable thing you have to offer.

One rule in our house is that you may not ask one-word questions. Dylan embraces that idea. He loves to formulate full-sentence questions, and his inquisitiveness goes beyond his years.

Experience is what you get when you didn't get what you wanted...It's a phrase worth considering at every brick wall we encounter, and at every disappointment. It's also a reminder that failure is not just acceptable, it's often essential.

In fact, growing up, I thought there were two types of families: 1) Those who need a dictionary to get through dinner. 2) Those who don't. We were no. 1. Most every night, we'd end up consulting the dictionary, which we kept on a shelf just six steps from the table. "If you have a question," my folks would say, "then find the answer.

Going to school on the Planet really is doing nothing. You just sit in the classes someone else tells you to sit in. You learn things you didn't choose to learn from people you didn't choose to teach you. Then one day they tell you it's over and you have to go out there and learn the world for real.

Everything has been said yet few have taken advantage of it. Since all our knowledge is essentially banal, it can only be of value to minds that are not.

Et comment instruirait-il les enfants qu'il a devant lui, l'éducateur qui n'est même plus capable de redevenir enfant en renaissant chaque jour à lui-même? Celui qui porte dans son cœur le cadavre de son enfance n'éduquera jamais que des âmes mortes.

That's what games are, in the end. Teachers. Fun is just another word for learning.

Games that fail to exercise the brain become boring.

In other words, games serve as very fundamental and powerful learning tools.

It's worth asking ourselves what skills are more commonly needed today. Games should be evolving towards teaching us those skills.

If your goal is to keep things fun (read as "keep the player learning"), boredom is always the signal to let you know you have failed.

The definition of a good game is therefore "one that teaches everything it has to offer before the player stops playing.

That's what games are, in the end. Teachers. Fun is just another word for learning.* Games teach you how aspects of reality work, how to understand yourself, how to understand the actions of others, and how to imagine.

One of the releases of chemicals triggering good feelings is at that moment of triumph when we learn something or master a task.

Games aren't stories. Games aren't about beauty or delight. Games aren't about jockeying for social status. They stand, in their own right, as something incredibly valuable. Fun is about learning in a context where there is no pressure from consequence, and that is why games matter.

They present us with models of real things — often highly abstracted. They are generally quantified or even quantized* models. They primarily teach us things that we can absorb into the unconscious, as opposed to things designed to be tackled by the conscious, logical mind. They mostly teach us things that are fairly primitive behaviors (but they don't have to).