Quotes About Learning

I remembered that my father and mother had told me to speak less in such situations; the less you say, the more you'll likely hear. That's the way you learn from others.

There's no better way to learn something, and become an expert at it, than to have to teach it.

Wherever you are in life right now, and whatever you know, is a result of the ideas, experiences, and people you have interacted with in your life

Children know something that most people have forgotten.

Art will never leave me and never should. So as I go into the next part of the trip I hope it will be more creative and more work involved and less talk and more doing, seeing, learning, being, loving, feeling, maybe less feeling, and just work my ass off, 'cause that, my friend, is where it's at!

Lie detection is like language there is a learning window. Telling whoppers to small children seems to be a family tradition in many families.

The rare person is still interested in new advances when they are adults. There is possibly a correlation with intelligence. In any case, you have to be fairly bright to keep learning and changing attitudes as you get older.

There are no secrets . . . just stuff you haven't learned yet.)

Many teachers think of children as immature adults. It might lead to better and more 'respectful' teaching, if we thought of adults as atrophied children.

My 'failure' was a survival tactic, and without it I would probably never have worked my way out of the trap that my education had set for me. I would have ended up with a lot more of my consciousness blocked off from me than now.

My feeling is that a good teacher can get results using any method, and that a bad teacher can wreck any method.

Perhaps George Santayana's famous aphorism that 'those who cannot remember the past are condemned to repeat it' should be reversed – that is, it is because we remember the past that we are condemned to repeat it. The depressing re-emergence of national hatreds in the last

Pain is the doorway to wisdom and to truth.

Those who do not learn from history are doomed to repeat it. Those who do learn from history are doomed to make new mistakes. And those who only learn selected lessons from history are doomed to do both.

The beginning of wisdom is the statement 'I do not know'. The person who cannot make that statement is one who will never learn anything.

The beginning of wisdom is the statement 'I don't know'. The person who cannot make that statement is one who will never learn anything.

I've never wanted to play like anybody else, except when I was first starting, when I wanted to be Scotty Moore or Chuck Berry. After that, I wanted to find out what the guitar or the piano could teach me.

And then I think we realized, like any young guys, that blues are not learned in a monastery. You've got to go out there and get your heart broke and then come back and then you can sing the blues.

categories are more difficult to learn than others. Nouns seem to be the easiest; adverbs—the most difficult; verbs and adjectives—somewhere in between" (p. 298).

Abstract words seem to be more difficult than concrete words.

Knowing a word can also mean that the learner knows the frequency of occurrence of that word. Though this aspect of a word may seem almost trivial, the frequency of a word is often cited as a major factor in a given word's difficulty. In fact, Haynes (1993) claims that word frequency is probably the major component in word difficulty.

Perhaps the single most important aspect of knowing a word for nonnative learners—besides or in addition to the obviously requisite synonym or denotation meaning—is the

Semantic sets actually hinder and impede learning (Tinkhan 1993, 1997; Waring 1997).

In Tinkham (1993), two experiments compared the learning rates of the same ESL learners who were learning semantically related and then semantically unrelated target vocabulary items. Results of this study showed that the learners were able to learn the semantically unrelated target items much more quickly than they could do with the semantically related items.