Quotes About Learning

He who knows nothing, loves nothing. He who can do nothing understands nothing. He who understands nothing is worthless.

For who could be taught the knowledge of experience from paper? Since paper has the property to produce lazy and sleepy people, who are haughty and learn to persuade themselves and to fl y without wings. . . . Therefore the most fundamental thing is to hasten to experience.

Being grown up and in a serious relationship, I've learned so much. I'm happier than I've every been.

One priceless bit of advice my great-grandfather fave my grandfather, and my grandfather gave me: "Success is never final. Failure is never fatal.

I've learned and unlearned all my life; it's helped me to survive. There are no constants, nothing is immutable, only random circumstance from which our experience builds a coherent arc of life. And for that arc you have only to be truly done with one thing before moving to another. There's an art in letting go.

Tomorrow belongs to those who can learn. For those who can't, there's only yesterday.

Mentors and apprentices are partners in an ancient human dance, and one of teaching's great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of the human community as they touch and turn.

Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.

Mentoring is a mutuality that requires more than meeting the right teacher: the teacher must meet the right student.

To grow in love and service, you must value ignorance as much as knowledge and failure as much as success.

Community can teach us that our grip on truth is fragile and incomplete, that we need many ears to hear the fullness of God's word for our lives.

Mentors and apprentices are partners in an ancient human dance, and one of teaching's great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of the human community as they touch and turn.

The courage to teach is the courage to keep one's heart open in those very moments when the heart is asked to hold more than it is able so that teacher and students and subjects can be woven into the community that learning, and living, require.

How can schools educate students if they fail to support the teacher's inner life? To educate is to guide students on an inner journey toward more truthful ways of seeing and being in the world.

First, the subjects we teach are as large and complex as life so our knowledge of them is always flawed and partial. No matter how we devote ourselves to reading and research, teaching requires a command of content that always eludes our grasp. Second, the students we teach are larger than life and even more complex. To see them clearly and see them whole and respond to them wisely in the moment requires a fusion of Freud and Solomon that few of us achieve.

But if the teacher does little more than dictate that information and then demand that students memorize and parrot it on tests, they are not learning democratic values. Instead, they are learning to survive as subjects of an autocracy: keep your head down, your mouth shut, and repeat the party line whether or not you understand it or believe it.

A good education teaches us to hold contradictions reflectively rather than reactively, a habit of the heart that lies behind all social, cultural, and scientific breakthroughs.

ontology, epistemology, pedagogy, and ethics

A scholar is committed to building on knowledge that others have gathered, correcting it, confirming it, enlarging it.

Experience alone opens a door, but intellectual framing and reflection are required if meaning is to be made of the experience.

Educate our students as whole people, and they will bring all of who they are to the demands of being human in private and public life. The present and future well being of humankind asks nothing less of us.

Tis necessary for thee to learn all things, both the abiding essence of persuasive truth, and men's opinions in which rests no true belief

Meet it is that thou shouldst learn all things, as well the unshaken heart of persuasive truth, as the opinions of mortals in which is no true belief at all. Yet none the less shalt thou learn of these things also, since thou must judge approvedly of the things that seem to men as thou goest through all things in thy journey.

Meet it is that thou shouldst learn all things, as well the unshaken heart of persuasive truth, as the opinions of mortals in which is no true belief at all.