Quotes About Comprehension

It is the soul that sees; the outward eyes Present the object, but the Mind descries. We see nothing till we truly understand it.

Becoming sufficiently familiar with something is a substitute for understanding it.

There is a fine line between reading a message from the text and reading one into the text.

If you know how to read, the World of Books is open to you, after all; and if you like to read, you'll read. If you don't, you'll forget whatever anybody makes you read, anyway.

Who does not understand should either learn, or be silent.

One of the marks of a life well lived has to be reaching a state of finally getting it, of not needing more, and of being able to sign off with something approaching peace of mind.

The happy and the suffering probably understand life equally well, but the sufferers may see a little more clearly how little it is that they understand.

To know just what has do be done, then to do it, comprises the whole philosophy of practical life.

I do not know everything; still many things I understand.

It is important early in life to acquire the power of reading sense wherever you happen to be.

One of the other things I think that I've been able to do in my life, is to listen well

... there is no such thing as a rational world and a separate irrational world, but only one world containing both.

It is one of my rules in life, never to notice what I don't understand.

It is the acme of life to understand life.

Life in its highest state is understanding.

Only themselves understand themselves and the like of themselves, As souls only understand souls.

Life is neither to be wept over nor to be laughed at but to be understood.

When the most important things in our life happen we quite often do not know, at the moment, what is going on.

Saw life steadily and saw it whole.

What you call knowledge is an attempt to impose something comprehensible on life.

We can only understand what we can name.

The commonest error of the gifted scholar, inexperienced in teaching, is to expect pupils to know what they have been told. But telling is not teaching. The expression of facts that are in one's mind is a natural impulse when one wishes others to know these facts, just as to cuddle and pat a sick child is a natural impulse. But telling a fact to a child may not cure his ignorance of it any more than patting him will cure his scarlet fever. (p. 61)

The tension of constructing an explanation, from A to B to C to D, apparently so simple a task, irritates many people with ADD. While they can hold the information in mind, they do not have the patience to sequentially put it out. That is too tedious. They would like to dump the information in a heap on the floor all at once and have it be comprehended instantly. Otherwise, as Douglas says, it's just not worth the effort. It's too boring.

The tension of constructing an explanation, from A to B to C to D, apparently so simple a task, irritates many people with ADD. While they can hold the information in mind, they do not have the patience to sequentially put it out. That is too tedious. They would like to dump the information in a heap on the floor all at once and have it be comprehended instantly. Otherwise