Quotes About Learning

Children need to do more than learn new skills. The theory of capabilities suggests they need to be challenged. They need to solve hard problems. They need to develop values. When you find yourself providing more and more experiences that are not giving children an opportunity to be deeply engaged, you are not equipping them with the processes they need to succeed in the future.

Robert B. Barr and John Tagg, "From Teaching to Learning—A New Paradigm for Undergraduate Education," Change

Is this work meaningful to me? Is this job going to give me a chance to develop? Am I going to learn new things? Will I have an opportunity for recognition and achievement? Am I going to be given responsibility? These are the things that will truly motivate you.

children will learn when they are ready to learn, not when we're ready to teach them.

Children will learn when they're ready to learn, not when you're ready to teach them; if you are not with them as they encounter challenges in their lives, then you are missing important opportunities to shape their priorities—and their lives.

Indeed, while experiences and information can be good teachers, there are many times in life where we simply cannot afford to learn on the job. You don't want to have to go through multiple marriages to learn how to be a good spouse.

Indeed, while experiences and information can be good teachers, there are many times in life where we simply cannot afford to learn on the job. You don't want to have to go through multiple marriages to learn how to be a good spouse. Or wait until your last child has grown to master parenthood. This is why theory can be so valuable: it can explain what will happen, even before you experience

I wouldn't ever make the decision based upon how much it paid or the prestige," he told my students "Instead, it was always: is it going to give me the experiences I need to wrestle with?

Frederick Herzberg's assertion that the most powerful motivator isn't money; it's the opportunity to learn, grow in responsibilities, contribute, and be recognized.

The hot water that softens a carrot will harden an egg. As a parent, you will try many things with your child that simply won't work. When this happens, it can be very easy to view it as a failure. Don't. If anything, it's the opposite.

Because an organization's structure and how its groups work together may have been established to facilitate the design of its dominant product, the direction of causality may ultimately reverse itself: The organization's structure and the way its groups learn to work together can then affect the way it can and cannot design new products.

School is one of the things that children might hire to do the job. But the job is that children need to feel successful—every

The number of words spoken to a child had a strong correlation between the number of words that they heard in their first thirty months and their performance on vocabulary and reading comprehension tests as they got older.

Managers who don't bet the farm on their first idea, who leave room to try, fail, learn quickly, and try again, can succeed at developing the understanding of customers, markets, and technology needed to commercialize disruptive innovations.

Creating experiences for your children doesn't guarantee that they'll learn what they need to learn. If that doesn't happen, you have to figure out why that experience didn't achieve it. You might have to iterate through different ideas until you get it right. The important thing for a parent is, as always, to never give up; never stop trying to help your children get the right experiences to prepare them for life.

But in disruptive situations, action must be taken before careful plans are made. Because much less can be known about what markets need or how large they can become, plans must serve a very different purpose: They must be plans for learning rather than plans for implementation.

important is to get out there and try stuff until you learn where your talents, interests, and priorities begin to pay off. When you find out what really works for you, then it's time to flip from an emergent strategy to a deliberate one.

It is hard to overestimate the power of these motivators—the feelings of accomplishment and of learning, of being a key player on a team that is achieving something meaningful.

What are all the experiences and problems that I have to learn about and master so that what comes out at the other end is somebody who is ready and capable of becoming a successful CEO?

Called discovery-based planning, it suggests that managers assume that forecasts are wrong, rather than right, and that the strategy they have chosen to pursue may likewise be wrong. Investing and managing under such assumptions drives managers to develop plans for learning what needs to be known, a much more effective way to confront disruptive technologies successfully.

When we so heavily focus on providing our children with resources, we need to ask ourselves a new set of questions: Has my child developed the skill to develop better skills? The knowledge to develop deeper knowledge? The experience to learn from his experiences?

Tell them that if they're not occasionally failing, then they're not aiming high enough.

We know that people who fail in their jobs often do so not because they are inherently incapable of succeeding, but because their experiences have not prepared them for the challenges of that job—in other words, they've taken the wrong "courses.

The strategies and plans that managers formulate for confronting disruptive technological change, therefore, should be plans for learning and discovery rather than plans for execution. This is an important point to understand, because managers who believe they know a market's future will plan and invest very differently from those who recognize the uncertainties of a developing market.