Learning Quotes
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We can actually learn from our mistakes and we can actually learn to conditionally structure our activities.
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We can learn something new anytime we believe we can.
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There is a learning quality in all of our shows.
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I'm really anxious not to repeat what I've done before, to keep pushing and learning.
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This is a competitive business - there are a lot of women who want these jobs, but experience, education, and smarts go a long way. I'm still figuring it out - I learn new things every day. Once you stop learning, you should get out of the business. It's just really about being hungry for more.
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I know my age is a little older and some people might say, 'hey this guy's an old guy'. But I'm learning every day. I don't feel like an old guy. I feel like I'm young. I feel like I'm in there just learning so much stuff. I'm just doing a whole lot more different things than I was before.
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A preoccupation with achievement is not only different from, but often detrimental to, a focus on learning. Thoughts and emotions while performing an action are more important in determining subsequent engagement than the actual outcome of that action.
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What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school... It is my task to convince you not to turn away because you don't understand it. You see my physics students don't understand it... That is because I don't understand it. Nobody does.
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I learned early on that I could get a lot of attention by singing and writing little songs, so it was like throwing nuts to a monkey... I just couldn't get enough.
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Education is the process in which we discover that learning adds quality to our lives. Learning must be experienced.
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True taste is forever growing, learning, reading, worshipping, laying its hand upon its mouth because it is astonished, casting its shoes from off its feet because it finds all ground holy.
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You're always learning about this thing everytime you pick it up...
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In a word, learning is decontextualized. We break ideas down into tiny pieces that bear no relation to the whole. We give students a brick of information, followed by another brick, followed by another brick, until they are graduated, at which point we assume they have a house. What they have is a pile of bricks, and they don't have it for long.
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Go to the place where the thing you wish to know is native; your best teacher is there. Where the thing you wish to know is so dominant that you must breathe its very atmosphere, there teaching is moat thorough, and learning is most easy. You acquire a language most readily in the country where it is spoken; you study mineralogy boat among miners; and so with everything else.
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The bottom line is, if you're not the one controlling your learning, you're not going to learn as well.
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At home we have always regarded the dining table as the prime seat of learning. We planned it so it was impossible to see or hear a TV from the table, and it has paid dividends in the volume of ideas that have been shared over the evening meal.
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When children start learning math in school, they already have a basic understanding of the concepts. This understanding should guide teachers to work on enhancing these skills.
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It is one thing to remember, another to know. To remember is to safeguard something entrusted to the memory. But to know is to make each thing one's own, not depend on the text and always to look back to the teacher. "Zeno said this, Cleanthes said this." Let there be space between you and the book.
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Everybody knows you're going to miss some. It's just the reality and the probability of it. It's the ultimate paradox for a kicker. You go out expecting to make every kick, but you also know it's probably not going to happen. So you have these two conflicting thoughts and realities. The really good kickers are the ones who can process that information. That's what I'm learning to do.
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A career in acting, it's a learning process.
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Learning that someone is gay, queer, trans, doesn't tell you much by itself. They could be any kind of person aside from that particular slice of identity.
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Any piece of knowledge which the pupil has himself acquired- any problem which he has himself solved, becomes, by virtue of the conquest, much more thoroughly his than it could else be. The preliminary activity of mind which his success implies, the concentration of thought necessary to it, and the excitement consequent on his triumph, conspire to register the facts in his memory in a way that no mere information heard from a teacher, or read in a schoolbook, can be registered.
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Whoso neglects learning in his youth, loses the past and is dead for the future.
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You can only acquire it successfully if you cease to feel any sense of shame.
