Quotes About Learning

One student laid it wide open when she said with complete candor, "Of course you can't eliminate the degree and grading system. After all, that's what we're here for." She spoke the complete truth. The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.

We're living in topsy-turvy times, and I think that what causes the topsy-turvy feeling is inadequacy of old forms of thought to deal with new experiences. I've heard it said that the only real learning results from hang-ups, where instead of expanding the branches of what you already know, you have to stop and drift laterally for a while until you come across something that allows you to expand the roots of what you already know.

It's proper to begin with the regular facts, but after a rule is established beyond all doubt, the facts in conformity with it become dull because they no longer teach us anything new. Then it's the exception that becomes important. We seek not resemblances but differences, choose the most accentuated differences because they're the most striking and also the most instructive.

This larger goal wouldn't be the imitation of education in Universities today, glossed over and concealed by grades and degrees that give the appearance of something happening when, in fact, almost nothing is going on. It would be the real thing.

The range of human knowledge today is so great that we're all specialists and the distance between specializations has become so great that anyone who seeks to wander freely among them almost has to forego closeness with the people around him.

The best way to break this cycle, I think, is to work out your anxieties on paper. Read every book and magazine you can on the subject. Your anxiety makes this easy and the more you read the more you calm down. You should remember that its peace of mind you're after and not just a fixed machine.

It's this understanding of Quality as revealed by stuckness which so often makes self-taught mechanics so superior to institute-trained men who have learned how to handle everything except a new situation.

The student's biggest problem was a slave mentality which had been built into him by years of carrot-and-whip grading, a mule mentality which said, "If you don't whip me, I won't work." He didn't get whipped. He didn't work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him.

Perhaps the best single thing to learn is to recognize a value trap when you're in it and work on that before you continue on the machine.

Sustained stress has numerous adverse effects. The amygdala becomes overactive and more coupled to pathways of habitual behavior; it is easier to learn fear and harder to unlearn it.

Knowledge emerged about synapses, neurotransmitter-ology was born, and this idea was modified—a new memory requires the formation of a new synapse, a new connection between an axon terminal and a dendritic spine.

Feeling someone else's pain can be more effective for learning than just knowing that they're in pain. At its core the ACC is about self-interest, with caring about that other person in pain as an add-on.

Perhaps fifty years since we learned that reading problems of a type that we now call dyslexia aren't due to laziness but instead involve microscopic cortical malformations.

The evolutionarily ancient central amygdala plays a key role in innate fears. Surrounding it is the basolateral amygdala (BLA), which is more recently evolved and somewhat resembles the fancy, modern cortex. It's the BLA that learns fear and then sends the news to the central amygdala.

We don't passively forget that something is scary. We actively learn that it isn't anymore.

It's not until the non-NMDA has been stimulated over and over by a long train of glutamate release, allowing enough sodium to flow in, that this activates the NMDA receptor. It suddenly responds to all that glutamate, opening its channels, allowing an explosion of excitation. This is the essence of learning.

I once received a lesson in kids' private world of rule making from my then-four-year-old son. We had gone to a public bathroom together; we stood side by side at two urinals, and I finished a bit earlier than he did. "I wish we had finished at the same time," he said. Why? "We get more points that way.

Schultz's group has shown that the magnitude of an anticipatory dopamine rise reflects two variables. First is the size of the anticipated reward. A monkey has learned that a light

This is the essence of learning. The lecturer says something, and it goes in one ear and out the other. The factoid is repeated; same thing. It's repeated enough times and—aha!—the lightbulb goes on and suddenly you get it. At a synaptic level, the axon terminal having to repeatedly release glutamate is the lecturer droning on repetitively; the moment when the postsynaptic threshold is passed and the NMDA receptors first activate is the dendritic spine finally getting it.

Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.' Failing better is something every stroke sufferer knows about.

These things I have spoken to you while being present with you. But the Helper, the Holy Spirit, whom the Father will send in My name, He will teach you all things, and bring to your remembrance all things that I said to you" (John 14:25–26).

Cultivate friends you disagree with, as well as those with whom you agree, because together you'll locate the soft spots in your own thinking and find common ground to build on.

We live in time so little time And we learn all so painfully, That we may spare this hour's term To practice for eternity.

A man's got to carry something besides a corroded liver with him out of that dark backwood and abysm of time, and it might as well be the little black books.