A Quote by Michel de Montaigne
Learning is not to be tacked to the mind, but we must fuse and blend them together, not merely giving the mind a slight tincture, but a thorough and perfect dye. And if we perceive no evident change and improvement, it would be better to leave it alone; learning is a dangerous weapon, and apt to wound its master if it be wielded by a feeble hand, and by one not well acquainted with its use.
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My religion consists of a humble admiration of the illimitable superior spirit who reveals himself in the slight details we are able to perceive with our frail and feeble mind.
If you did not in your own mind distinguish between useful and erroneous information, then you were not learning at all, you were merely replacing ignorance with false belief, which was no improvement.
Learning is most often considered. a process of getting rather than giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical.
From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.
The average mind requires a change of environment before he can change his thought. He has to go somewhere or bring into his presence something that will suggest a new line of thinking and feeling. The master mind, however, can change his thought whenever he so desires. A change of scene is not necessary, because such a mind is not controlled from without. A change of scene will not produce a change of thought in the master mind unless he so elects.
There is first the problem of acquiring content, which is learning. There is another problem of acquiring learning skills, which is not merely learning, but learning to learn, not velocity, but acceleration. Learning to learn is one of the great inventions of living things. It is tremendously important. It makes evolution, biological as well as social, go faster. And it involves the development of the individual.
Don't travel alone....meet up with others who are traveling also on the path of change, you can learn from each other a lot and together carry more learning experiences (social learning and collective intelligence). -Nadia Gabriela Dresscher
I wonder where you got that idea from? I mean, the idea that it's feeble to change your mind once it's made up. That's a wrong idea, you know. Make up your mind about things, by all means - but if something happens to show that you are wrong, then it is feeble not to change your mind, Elizabeth. Only the strongest people have the pluck to change their minds, and say so, if they see they have been wrong in their ideas.
You’re better off fighting hand to hand than wielding a weapon you don’t know how to use. A skilled opponent would simply disarm you. Then your troubles would be doubled. Not only would you be under attack, but you’d have to counter your own weapon
Previously, we might use machine learning in a few sub-components of a system. Now we actually use machine learning to replace entire sets of systems, rather than trying to make a better machine learning model for each of the pieces.
The Gothic idea that we were to look backwards instead of forwards for the improvement of the human mind, and to recur to the annals of our ancestors for what is most perfect in government, in religion and in learning, is worthy of those bigots in religion and government by whom it has been recommended, and whose purposes it would answer. But it is not an idea which this country will endure.
A mind in control is always better than a mind out of control. For one thing, a controlled mind can learn much better and go much further than a chaotic one. A person with a steady-state mind has the potential to exit this life with a much greater understanding than someone who is continually learning and forgetting, gaining and misplacing knowledge.
Mind you, there is no value in learning. You are all mistaken in learning. The only value of knowledge is in the strengthening, the disciplining, of the mind.
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!
A smattering of everything is worth little. It is a fallacy to suppose that an encyclopaedic knowledge is desirable. The mind is made strong, not through much learning, but by the thorough possession of something.
It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those other identified as outside the structures, in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make the strengths. For the master's tools will never dismantle the master's house.
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