Top 1200 Learning Knowledge Quotes & Sayings - Page 20

We absolutely must leave room for doubt or there is no progress and no learning. There is no learning without having to pose a question. And a question requires doubt. People search for certainty. But there is no certainty.

Science at best is not wisdom; it is knowledge. Wisdom is knowledge tempered with judgment.

I am somebody who has always struggled with uncertainty. And, of course, uncertainty is so core to life. I seek out knowledge to help me deal with that. But I'm also aware that knowledge can be really a double-edged sword.

Children of the middle years do not do their learning unaffected by attendant feelings of interest, boredom, success, failure, chagrin, joy, humiliation, pleasure, distress and delight. They are whole children responding in a total way, and what they feel is a constant factor that can be constructive or destructive in any learning situation.

One of the main focuses of my training sessions is to help individuals find their unique voices in the learning process. We all have our strengths, our weaknesses, our styles of learning, our personalities. Developing introspective sensitivity to these issues is critical to long-term success.

Learning to read and write makes little sense if you don't understand what you're reading and writing about. While we may have forgotten, most of our early learning came not from being explicitly taught but from experiencing. Kids aren't born knowing hard and soft, sweet and sour, red and green. When the child experiences those things, s/he transforms them into psychological understandings. When kids play with other kids, they learn about others and about themselves. Learning the basics of our physical and social reality is what early childhood is all about.

I ain't one of those who believe that a half knowledge of a subject is useless, but it has been my experience that when a fellow has that half knowledge he finds it's the other half which would really come in handy.

Will robot teachers replace human teachers? No, but they can complement them. Moreover, the could be sufficient in situations where there is no alternative––to enable learning while traveling, or while in remote locations, or when one wishes to study a topic for which there is not easy access to teachers. Robot teachers will help make lifelong learning a practicality. They can make it possible to learn no matter where one is in the world, no matter the time of day. Learning should take place when it is needed, when the learner is interested, not according to some arbitrary, fixed schedule

If, in each hour, a man could learn a single fragment of some branch of knowledge, a single rule of some mechanical art, a single pleasing story or proverb (the acquisition of which would require no effort), what a vast stock of learning he might lay by. Seneca is therefore right when he says: "Life is long, if we know how to use it." It is consequently of importance that we understand the art of making the very best use of our lives.

In its broad sense, civilization means not only comfort in daily necessities but also the refining of knowledge and the cultivation of virtue so as to elevate human life to a higher plane... It refers to the attainment of both material well-being and the elevation of the human spirit, [but] since what produces man's well-being and refinement is knowledge and virtue, civilization ultimately means the progress of man's knowledge and virtue.

Grant, Goddess, thy protection, And in protection, strength, And in strength, understanding, And in understanding, knowledge, And in knowledge the knowledge of justice, And in the knowledge of justice, the love of it, And in that love, the love of all existences, And in the love of all existences, the love of Goddess and all goodness.

Hinduism is a living organism. One and indivisible at the root, it has grown into a vast tree with innumerable branches. Knowledge is limitless and so also the application of truth. Everyday we add to our knowledge of the power of Atman (soul) and we shall keep on doing so.

The best results are achieved by using the right amount of effort in the right place at the right time. And this right amount is usually less than we think we need. In other words, the less unnecessary effort you put into learning, the more successful you'll be... the key to faster learning is to use appropriate effort. Greater effort can exacerbate faulty patterns of action. Doing the wrong thing with more intensity rarely improves the situation. Learning something new often requires us to unlearn something old.

For successful education there must always be a certain freshness in the knowledge dealt with. It must be either new in itself or invested with some novelty of application to the new world of new times. Knowledge does not keep any better than fish. You may be dealing with knowledge of the old species, with some old truth; but somehow it must come to the students, as it were, just drawn out of the sea and with the freshness of its immediate importance.

Learning is good in and of itself...the mothers of the Jewish ghettoes of the east would pour honey on a book so the children would know that learning is sweet. And the parents who settled hungry Kansas would take their children in from the fields when a teacher came.

All knowledge, the totality of all questions and all answers, is contained in the dog. If one could but realize this knowledge, if one could but bring it into the light of day, if we dogs would but own that we know infinitely more than we admit to ourselves!

Power doesn't make you happy. Actually, power without knowledge and balance is problematic. Power is something that will automatically follow when you have knowledge. The two are really the same, in a certain sense.

How is the mind which functions on knowledge how is the brain which is recording all the time to end, to see the importance of recording and not let it move in any other direction? Very simply: you insult me, you hurt me, by word, gesture, by an actual act; that leaves a mark on the brain which is memory. That memory is knowledge, that knowledge is going to interfere in my meeting you next time obviously.

Although a lot of my work on the mind has been rather abstract and philosophical, I'm interested in psychology and neuroscience and I don't think there are any principled distinctions between the kind of knowledge we get from science and the knowledge we get from philosophy.

When David Marr at MIT moved into computer vision, he generated a lot of excitement, but he hit up against the problem of knowledge representation; he had no good representations for knowledge in his vision systems.

To oscillate between drill exercises that strive to attain efficiency in outward doing without the use of intelligence, and an accumulation of knowledge that is supposed to be an ultimate end in itself, means that education accepts the present social conditions as final, and thereby takes upon itself the responsibility for perpetuating them. A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can be accomplished only piecemeal, a step at a time.

Through learning we grow, becoming more than we were before, and in that sense learning is unselfish, because it results in the transformation of what we were before, a setting aside of the old self in favor of a more complex one.

There are six stages to knowledge: Firstly: Asking questions in a good manner. Secondly: Remaining quiet and listening attentively. Thirdly: Understanding well. Fourthly: Memorising. Fifthly: Teaching. Sixthly- and it is its fruit: Acting upon the knowledge and keeping to its limits.

Purity is not imposed upon us as though it were a kind of punishment, it is one of those mysterious but obvious conditions of that supernatural knowledge of ourselves in the Divine, which we speak of as faith. Impurity does not destroy this knowledge, it slays our need for it.

But isn't the knowledge that comes from experience more valuable than the knowledge that doesn't? It seems fairly obvious to some of us that a lot of scholars need to go outside and sniff around - walk through the grass, talk to the animals. That sort of thing.

The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.

I'll never know - I'll never profess to know - anything anywhere near it all. It'sall a journey - life, work, and relationships. Mistakes and learning, and learning not to make your mistakes again.

Thirty years ago, about 80% of a company's assets resided in its plant and equipment, with 20% in the knowledge of its people. Today, the reverse is true. The knowledge of our staff is our principal asset

Knowledge is a thing you can carry around with you, but you may not apply it. Some knowledge is indiscriminate, and it can be damaging. I recently found a wonderful definition of wisdom: It is that thing which results in the maximum good and the least harm.

America is a knowledge-based society, where information counts as much as material resources. Therefore those with the power to define what qualifies as knowledge - to determine what are the accepted facts - wield the greatest social and political power.

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!

Knowledge is not skill. Knowledge plus ten thousand times is skill.

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.

A lack of knowledge creates fear. Seeking knowledge creates courage.

Knowledge itself is never dangerous, it is how that knowledge is used that is dangerous

Before you become too entranced with gorgeous gadgets and mesmerizing video displays, let me remind you that information is not knowledge, knowledge is not wisdom, and wisdom is not foresight. Each grows out of the other, and we need them all.

Questions are the important thing, answers are less important. Learning to ask a good question is the heart of intelligence. Learning the answer-well, answers are for students. Questions are for thinkers.

There are so many artists that are dyslexic or learning disabled, it's just phenomenal. There's also an unbelievably high proportion of artists who are left-handed, and a high correlation between left-handedness and learning disabilities.

The globalized environment where speaking a lot of languages is rewarded and getting access to learning materials is easier. A talent for massive language learning has not been supported by the environment until very recently, so this is a phenomenon that is going to become more common and more visible.

One fact we're particularly proud of is that there are more people learning languages on Duolingo in the US than there are people learning languages in the entire US public school system.

Any material element or resource which, in order to become of use or value to men, requires the application of human knowledge and effort, should be private property-by the right of those who apply the knowledge and effort.

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.

A knowledge of the existence of something we cannot penetrate, of the manifestations of the profoundest reason and the most radiant beauty - it is this knowledge and this emotion that constitute the truly religious attitude; in this sense, and in this alone, I am a deeply religious man.

It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment. When I have clarified and exhausted a subject, then I turn away from it, in order to go into darkness again; the never-satisfied man is so strange if he has completed a structure, then it is not in order to dwell in it peacefully,but in order to begin another. I imagine the world conqueror must feel thus, who, after one kingdom is scarcely conquered, stretches out his arms for others.

The image is not a closed field of knowledge; it is a whirling, centrifugal field. It is not a field of knowledge like any other; it is a movement demanding all the anthropological aspects of being and time.

If the world kept a journal, many of the entries would be conversations concerning the advancement of scientific knowledge and its importance to humanity. I offer the following conversation as an added entry: "And what is as important as knowledge?" asked the mind. "Caring," answered the heart.

All knowledge is interesting to a wise man, and the knowledge of nature is interesting to all men.

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.

RZA helped me make my first beat, and he rhymed over it, and that made the 'Babylon A.D.' soundtrack. That first track was very raw and unmixable, but it's so anthemic. After that, I started learning how to make tracks. It was a process, but once you stop learning you're dead.

I am quite wedded to the view that epistemologists should concern themselves with knowledge rather than our concept of knowledge. The analogy I like to draw here is with our understanding of (other) natural kinds.

People are social beings and want interaction and social learning is the primary form of learning, just as word of mouth advertising is the highest form of advertising.

We're going to fellowship in eternity. We know that because that's all who's going to be there - is believers. What does God want us to do here? Practice - learning how to love, learning how to fellowship here.

Collaboration is important not just because it's a better way to learn. The spirit of collaboration is penetrating every institution and all of our lives. So learning to collaborate is part of equipping yourself for effectiveness, problem solving, innovation and life-long learning in an ever-changing networked economy.

Knowledge does not advance practice. Rather practice advances knowledge.

Knowledge, or more expressively truth,--for knowledge is truth received into our intelligence,--truth is an ideal whole.

A man spends the first year of his life learning that he ends at his own skin, and the rest of his life learning that he doesn't.

It is general knowledge for anyone interested in color that subdued value, intensity and hue make for quieter, less adventuresome interiors. Stronger approaches need stronger knowledge, more experience and flair.

There is no such thing as doing the nuts and bolts of reading in Kindergarten through 5th grade without coherently developing knowledge in science, and history, and the arts…it is the deep foundation in rich knowledge and vocabulary depth that allows you to access more complex text.

Knowledge and ego are directly related. the less knowledge, the greater the ego

For me, learning music and playing music and learning your instrument has incredible parallels for our day-to-day existence as human beings. All the ideas of discipline, and having a sense of yourself and translating that to music, that's all part of life's journey.