A Quote by Laura Riding
Learning can be a bridge between doing and thinking. But then there is a danger that the person who uses learning as a bridge between doing and thinking may get stuck in learning and never get on to thinking.
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I was spending too much time thinking about how I was doing, if I was learning everything I was supposed to be learning during this difficult season, whether I was doing it right or not, taking my spiritual pulse, etc - my inner lawyer was working overtime.
Many of us grow up thinking of mistakes as bad, viewing errors as evidence of fundamental incapacity. This negative thinking pattern can create a self-fulfilling prophecy, which undermines the learning process. To maximize our learning it is essential to ask: "How can we get the most from every mistake we make?"
As an actor, I think you can get really bad habits, if you do the same thing, every day. You can get stuck in a rut. So, I like jumping between genres, and then taking a break and learning something new. I like feeling like I'm still learning.
Learning professionals need to be thinking about creating learning experiences rather than learning content
Learning ballroom dancing is great for your brain. But it only works for three to six months. After that, you've got all the benefit you can get, and so you have to move on to yoga, and then Tai Chi, and then bridge, always keeping on the steep part of the learning curve.
I studied every move, I became fascinated by thinking what I could have done differently. And I take that approach now as a professional. I am on it, all the time, never stop thinking, learning. You don't get to be world champion unless you do that.
I think that great programming is not all that dissimilar to great art. Once you start thinking in concepts of programming it makes you a better person...as does learning a foreign language, as does learning math, as does learning how to read.
Learning without thinking is useless, but thinking without learning is very dangerous!
People who excel at book learning tend to call up from memory what they have learned in order to follow stored instructions. Others who are better at internalized learning use the thoughts that flow from their subconscious. The experienced skier doesn't recite instructions on how to ski and then execute them; rather, he does it well "without thinking," in the same way he breathes without thinking. Understanding these differences is essential.
There are people enough to tread upon me in my lowly state, without my doing outrage to their feelings by possessing learning. Learning ain't for me. A person like myself had better not aspire. If he is to get on in life, he must get on 'umbly, Master Copperfield!
People get wisdom from thinking, not from learning.
If the process don't transfer, they cannot even be called thinking. They can be called learning, memory, or habit, but not thinking. The purpose of a course on thinking is to enhance student's abilities to face new challenges and to attack novel problems confidently, rationally and productively.
I wasn't really testing it on myself as much as I was learning from other people about what it meant to live and love with your whole heart, and then thinking, oh my god, I'm not doing that.
I have lexical-gustatory synesthesia. I can taste, and always have tasted, words. I remember when I was a kid and learning to read I mentioned to my mom that certain words I was learning tasted certain ways, thinking everyone was like that, and didn't understand why she didn't get what I was saying.
In jazz, you listen to what the bass player is doing and what the drummer is doing, what the pianist and the guitarist is doing, and then you play something that compliments that, so you are thinking simultaneously and thinking ahead.
An image is a bridge between evoked emotion and conscious knowledge; words are the cables that hold up the bridge. Images are more direct, more immediate than words, and closer to the unconscious. Picture language precedes thinking in words; the metaphorical mind precedes analytical consciousness.
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