Quotes About Learning

Adolescents are not monsters. They are just people trying to learn how to make it among the adults in the world, who are probably not so sure themselves.

Modul în care adul?ii î?i folosesc puterea sau influen?a depinde în mare m?sur? de ceea ce au înv??at în familie, pe când erau copii.

Il ne dit rien de ce qu'il pense. Il pense que personne n'est solide. Aucun groupe. Que c'est le plus difficile à apprendre. Qu'on est les locataires des situations, jamais les propriétaires.

I think that men have no right to profess themselves architects hastily, without having climbed from boyhood the steps of these studies and thus, nursed by the knowledge of many arts and sciences, having reached the heights of the holy ground of architecture.

The architect should be equipped with knowledge of many branches of study and varied kinds of learning, for it is by his judgement that all work be done by the other arts is put to test.

I think that men have no right to profess themselves architects hastily, without having climbed from the steps of these studies and thus, nursed by knowledge of many arts and sciences, having reached the heights of the holy ground of architecture.

All the gifts which fortune bestows she can easily take away; but education, when combined with intelligence, never fails, but abides steadily on to the very end of life.

It is practice first and knowledge afterwards.

I dare say, in the vast majority of cases, it would be found that it was misery that taught more than happiness, it was poverty that taught more than wealth, it was blows that brought out their inner fire more than praise.

No knowledge comes from outside; it is all inside. What we say a man "knows", should, in strict psychological language, be what he "discovers" or "unveils"; what a man "learns" is really what he "discovers", by taking the cover off his own soul, which is a mine of infinite knowledge.

All knowledge, therefore, secular or spiritual, is in the human mind. In many cases it is not discovered, but remains covered, and when the covering is being slowly taken off, we say, "We are learning," and the advance of knowledge is made by the advance of this process of uncovering. The man from whom this veil is being lifted is the more knowing man, the man upon whom it lies thick is ignorant

Put romantic love at the center of a novel today, and who could be persuaded that in its pursuit the characters are going to get to something large? That love is going to throw them up against themselves in such a way that we will all learn something important about how we got to be as we are, or how the time in which we live got to be as it is. No one, it seems to me. Today, I think, love as a metaphor is an act of nostalgia, not of discovery.

Children are deeply curious about odd behaviors and seldom offended or worried by them. What a remarkable gift to bestow on another person, it occurs to me, and so difficult for adults to accomplish.

since fantasy play is the glue that binds together all other pursuits, including the early teaching of reading and writing skills, I am compelled to put it on display as clearly as I can.

web being constructed by the children in their constant exchange of ideas the moment I stopped talking and they resumed playing.

In studying history we are finding out about ourselves, and in the last resort the natural sciences and even mathematics have the same final end.

I never found accents difficult, after learning languages.

English people don't have very good diction. In France you have to pronounce very particularly and clearly, and learning French at an early age helped me enormously.

The past is prologue—and why are the lessons not being learned?

The age in which we live, this non-stop distraction, is making it more impossible for the young generation to ever have the curiosity or discipline... because you need to be alone to find out anything.

More people should read books. It's the most concentrated experience you can have.

Learning suits youth, the pleasure of teaching--old age.

In almost all textbooks, even the best, this principle is presented so that it is impossible to understand.' (K. Jacobi, Lectures on Dynamics, 1842-1843). I have not chosen to break with tradition.

Human knowledge is not (or does not follow) a straight line, but a curve, which endlessly approximates a series of circles, a spiral. Any fragment, segment, section of this curve can be transformed (transformed one-sidedly) into an independent, complete, straight line, which then (if one does not see the wood for the trees) leads into the quagmire, into clerical obscurantism (where it is anchored by the class interests of the ruling classes).