Quotes About Thinking

Ultimately, thinking is a very inefficient method of processing data.

But dogmatism—or the inclination "to identify the goal of our thinking with the point at which we have become tired of thinking"—is so natural to man that it is not likely to be a preserve of the past. [Citing Lessing's January 9, 1771 letter to Mendelssohn.]

And not only the pride of intellect, but the stupidity of intellect. And, above all, the dishonesty, yes, the dishonesty of intellect. Yes, indeed, the dishonesty and trickery of intellect.

I was actually thinking about writing, maybe, Owen said. About Charm? Kiel asked, raising an eyebrow. No? Owen said, probably a bit too fast too be believable. I have some other ideas.

As the pages that follow confirm, race may not be a reality, but racial thinking is, and, as such, warrants closer examination.

I admire the person who can write it right off. Mencken once said that a person who thinks clearly can write well. But I don't think clearly--too many thoughts bump into one another. Trains of thought run on a track of the Central Nervous System--the New York Central Nervous System, to make it worse.

People do not like to think. If one thinks, one must reach conclusions," Helen Keller pointed out. "Conclusions are not always pleasant.

Education as socialization tells people what to think and how to act and requires them to conform. Education as socialization influences students simply to accept the rightness of our society.

If they are left-wing, they can subscribe to Daily Kos and Huffington Post. If they are right-wing, they can subscribe to Breitbart or the Drudge Report.6 Less often do they subscribe to outlets that provide several points of view. As a result, their thinking rarely gets challenged, so they become still less likely or able to assess information critically.

People do not like to think. If one thinks, one must reach conclusions," Helen Keller pointed out. "Conclusions are not always pleasant."42 Most of us automatically shy away from conflict

People do not like to think. If one thinks, one must reach conclusions," Helen Keller pointed out. "Conclusions are not always pleasant."42

Apparently, according to the criterion of consistency across targets, a prejudiced personality does indeed exist. Prejudice appeared to be less an attitude specific to one group than a general way of thinking about those who are different.

Now you're generalizing," Ivy said. "So you're thinking of going back to the devil you know?

Oh, no," said Mrs. Miniver. "They do both, I'm certain. But the trouble is, they keep the two processes entirely separate. They've never learnt to think with their hearts or feel with their minds.

this lovely paraphrase on me from St. Teresa:   Place yourself in the presence of Christ. Don't wear yourself out thinking. Simply speak with your Beloved. Delight in him. Lay your needs at his feet. Acknowledge that he doesn't have to allow you in his presence. (But he does!) There is a time for thinking, And a time for being. Be. With him.

My protegé, as you call him, is a sensible man; and sense will always have attraction for me. Yes, Marianne, even in a man between thirty and forty. He has seen a great deal of the world; has been abroad; has read, and has a thinking mind. I have found him capable of giving me much information on various subjects, and he has always answered my inquiries with the readiness of good-breeding and good nature.

Conviene que de vez en cuando los jóvenes se vean obligados a pensar por sí mismos y a obrar con libertad.

I've come to believe that students would benefit more if we moved away from teaching them how to use technology and toward teaching them how to use technology to learn and think.

So, what do we need to do to move from using technology to using technology to learn? It's a pedagogical shift to go from designing activities with technology integrated for technology's sake to designing learning experiences with technology integrated to promote innovation and thinking.

Today, when our just-right targets are more conceptual, teachers need to employ thinking skills to unravel information that the student has organized and retained. Further, informal self-assessment and observation techniques add to the body of evidence necessary for the teacher to truly know a student's level of performance and for the student to know his or her own level of performance in order to put forth the effort to improve.

Hope is often misunderstood. People tend to think that it is simply passive wishful thinking: I hope something will happen but I'm not going to do anything about it. This is indeed the opposite of real hope, which requires action and engagement

The harmony of natural law Ã¢â'¬Â¦ reveals an intelligence of such superiority that, compared with it, all the systematic thinking and acting of human beings is an utterly insignificant reflection.

Why don't you see if you can google that Einstein quote while I feed him. It's in his book The World As I See It." While Jane was gone, I looked it up. And there it was, in the book Jane suggested: "The harmony of natural law Ã¢â'¬Â¦ reveals an intelligence of such superiority that, compared with it, all the systematic thinking and acting of human beings is an utterly insignificant reflection.

But even though I felt her presence, I also felt the habitual fruitlessness of thinking about her. Her images, partly memories of her, partly memories of photos I had seen of her, yielded no new answers to old mysteries.