A Quote by Roger Schank

There is one very good reason to learn programming, but it has nothing to do with preparing for high-tech careers or with making sure one is computer literate in order to avoid being cynically manipulated by the computers of the future. The real value of learning to program can only be understood if we look at learning to program as an exercise of the intellect, as a kind of modern-day Latin that we learn to sharpen our minds.
The reason that no computer program can ever be a mind is simply that a computer program is only syntactical, and minds are more than syntactical. Minds are semantical, in the sense that they have more than a formal structure, they have a content.
We will learn no matter what! Learning is as natural as rest or play. With or without books, inspiring trainers or classrooms, we will manage to learn. Educators can, however, make a difference in what people learn and how well they learn it. If we know why we are learning and if the reason fits our needs as we perceive them, we will learn quickly and deeply.
We are learning all the time - about the world and about ourselves. We learn without knowing that we are learning and we learn without effort every moment of the day. We learn what is interesting to us... and we learn from what makes sense to us, because there is nothing to learn from what confuses us except that it is confusing.
Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.
Reading is learning, but applying is also learning and the more important kind of learning at that. Our chief method is to learn warfare through warfare. A person who has had no opportunity to go to school can also learn warfare — he can learn through fighting in a war.
When we first started with Apple computers, it was my dream that everyone would learn to program, and that was how they'd use their computer.
Adults have been brainwashed into thinking that they can't really learn about computers without being taught, so it's more difficult for them to feel comfortable with a computer. Deep down, I think they're afraid of learning about computers.
In this beginner-friendly book, called 'Learn to Program with Minecraft,' you will learn how to do cool things in Minecraft using the Python programming language. No prior programming experience is needed.
The process of debugging, going an correcting the program and then looking at the behavior, and then correcting it again, and finally iteratively getting it to a working program, is in fact, very close to learning about learning.
When I do programming in my free time and for my own enjoyment, I really want to have a kind of protection: knowing that when I improve a program those improvements will continue to be available to me and others in future versions of the program.
Only in high school when I began programming computers, did I become interested in tech and start-ups, which led me to attend Stanford and major in Computer Science.
We do not have to get our children to learn; only to allow and encourage them in their learning. We do not have to dictate what they should learn; only to discern and respond to what it is that they are learning. Such responsiveness is at once the most educational and the most loving.
The Expanded Learning Time program is a voluntary one - only districts and schools that want to apply are in the program and supported by the state to pursue their plans.
One of the things I like about the computer that I use is that I can write a program on it or I can download a program on to it and run it. That's kind of important to me, and that's also kind of important to the whole future of the internet... obviously a closed platform is a serious brake on innovation.
I took computers in high school. I would do all my own programming, but I didn't see the future of computers for anything other than data processing. Who was going to use a computer for communications?
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.
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