A Quote by John Dewey
How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?
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Many have marked the speed with which Muad'Dib learned the necessities of Arrakis. The Bene Gesserit, of course, know the basis of this speed. For the others, we can say that Muad'Dib learned rapidly because his first training was in how to learn. And the first lesson of all was the basic trust that he could learn. It is shocking to find how many people do not believe they can learn, and how many more believe learning to be difficult. Muad'Dib knew that every experience carries its lesson.
Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.
Do you think the people who were trying to reach to the Everest were not full of doubts? For a hundred years, how many people tried and how many people lost their lives? Do you know how many people never came back? But, still, people come from all over the world, risking, knowing they may never return. For them it is worth it - because in the very risk something is born inside of them: the center. It is born only in the risk. That's the beauty of risk, the gift of risk.
Students need to learn how to think critically, how to argue opposing ideas. It is important for them to learn how to think. You can always cook.
It was the easiest thing in the world for Arya to step up behind him and stab him. “Is there gold hidden in the village?” she shouted as she drove the blade up through his back. “Is there silver? Gems?” She stabbed twice more. “Is there food? Where is Lord Beric?” She was on top of him by then, still stabbing. “Where did he go? How many men were with him? How many knights? How many bowmen? How many, how many, how many, how many, how many, how many? is there gold in the village?
Teaching is a huge part of what I do. I love to think about what I do out loud, and the best way to do this is to teach. I usually learn a lot from the students in my workshops, because we work to build the classes around a collaborative environment where everyone is working towards the same goal of learning how to observe and see the subject well, because everyone brings different approaches and experiences with them, the other students and myself learn new methods that we can add into what we do.
The reason this country continues its drift toward socialism and big nanny government is because too many people vote in the expectation of getting something for nothing, not because they have a concern for what is good for the country. A better educated electorate might change the reason many persons vote. If children were forced to learn about the Constitution, about how government works, about how this nation came into being, about taxes and about how government forever threatens the cause of liberty perhaps we wouldn't see so many foolish ideas coming out of the mouths of silly old men.
How many thoughts float in and out of your head without your stopping to identify them? How many ideas and insights have escaped because you forgot to pay attention?
The only way to know everything is to learn how to think, how to ask questions, how to navigate the world. Students must learn how to teach themselves to use new tools, how to talk to unfamiliar people, and basically how to be brave.
It is so shocking to find out how many people do not believe that they can learn, and how many more believe learning to be difficult.
How often, you wonder, has the direction of your life been shaped by such misunderstandings? How many opportunities have you been denied--or, for that matter, awarded--because someone failed to see you properly? How many friends have you lost, how many have you gained, because they glimpsed some element of your personality that shone through for only an instant, and in circumstances you could never reproduce? An illusion of water shimmering at the far bend of a highway.
You'd be surprised to know how many heartaches, how many bitter disappointments, how many disasters that seem final when they come, we learn to survive and in time even to forget.
What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.
Many critics always saw and heard that my style comes from Roy Eldridge, which is true. But for many things, not only how to play the trumpet but the way to choose the notes, how to play them and how to phrase all of them, I took that from Sweets [Edison]. He really brought something new to the trumpet.
You wouldn't consider all the bipeds you pass on the street human beings simply because they walk upright and carry their young in their bellies nine months! It is obvious how many of them are fish or sheep, worms or angels, how many are ants, how many are bees!
If only mortals would learn how great it is to possess divine grace, how beautiful, how noble, how precious. How many riches it hides within itself, how many joys and delights! No one would complain about his cross or about troubles that may happen to him, if he would come to know the scales on which they are weighed when they are distributed to men.
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