"learning"タグの名言

Sharing will enrich everyone with more knowledge.

...it is interesting to consider research on mastery versus performance goals in learning (Dweck 1999), discussed more in chapter 5. People with mastery orientations, in brief, are people who are interested in learning in order to master a topic. They tend to like challenges, and they persist at them. People with performance goals, in contrast, tend to like to do easy jobs that make them look good. They want to be judged positively. Although these two different orientations appear to characterize two different people, the same person can adopt different orientations under different environmental conditions. And it ends up that the particular conditions under which people are more apt to adopt mastery goals bear striking similarities to Montessori environments (Ames, 1992, see chapter 5).

At school I was a nuisance, for my father was now Chairman of our Continuation School Board, and I affected airs of near-equality with the teacher that must have galled her; I wanted to argue about everything, expand everything, and generally turn every class into a Socratic powwwow instead of getting on with the curriculum. Probably I made her nervous, as a pupil full of green, fermenting information is so well able to do. I have dealt with many innumerable variations of my younger self in classrooms since then, and have mentally apologized for my tiresomeness.

Knowledge that is grown only on the outside changes nothing inside a man, or merely changes him on the surface, as one garment is changed for another. But he who learns by taking things inside himself undergoes constant transformation, because he incorporates what he learns into his being.

It has become fashionable to speak of the Enlightenment as an idiosyncratic construction by European males in a bygone era, one way of thinking among many different constructions generated across time by a legion of other minds in other cultures, each of which deserves careful and respectful attention. To which the only decent response is yes, of course - to a point. Creative thought is forever precious, and all knowledge has value. But what counts most in the long haul of history is seminality, not sentiment. If we ask whose ideas were the seeds of the dominant ethic and shared hopes of contemporary humanity, whose resulted in the most material advancement in history, whose were the first of their kind and today enjoy the most emulation, then in that sense the Enlightenment, despite the erosion of its original vision and despite the shakiness of some of its premises, has been the principal inspiration not just of Western high culture but, increasingly, of the entire world.

Authenticity and respect go to those who stick to their own specific field of work. For example, I am a Biologist and my work is the understanding of human nature - that's where I place all my attention. I know nothing revelatory about modern physics - I know nothing revelatory about mathematics - I know nothing revelatory about architecture - I know nothing revelatory about any field of understanding except for the ones directly related to biology. It doesn't mean that I cannot learn about other fields - I can, but every human has his or her own distinct knack, and mine is understanding humans - understanding how and why they think, what they think - how and why they feel, what they feel - how and why they behave, the way they behave - how and why they perceive, what they perceive.

When we don’t know what we are doing, we end up doing lots of things which shouldn’t be done. Open your mind to logic, don’t wait for the teacher, learn from the situations.

Avec tout ce que je sais, on pourrait faire un livre... il est vrai qu'avec tout ce que je ne sais pas, on pourrait faire une bibliothèque. With everything I know, I could create a book... and with everything I know not, I could create a library.

Do not seek so anxiously to be developed, to subject yourself to many influences to be played on; it is all dissipation. Humility like darkness reveals the heavenly lights.

The philosophy they had lived for starts to die itself. Some strands of ancient philosophy live on, preserved by the hands of some Christian philosophers – but it is not the same. Works that have to agree with the pre-ordained doctrines of a church are theology, not philosophy. Free philosophy has gone. The great destruction of classical texts gathers pace. The writings of the Greeks ‘have all perished and are obliterated’: that was what John Chrysostom had said. He hadn’t been quite right, then: but time would bring greater truth to his boast. Undefended by pagan philosophers or institutions, and disliked by many of the monks who were copying them out, these texts start to disappear. Monasteries start to erase the works of Aristotle, Cicero, Seneca and Archimedes. ‘Heretical’ – and brilliant – ideas crumble into dust. Pliny is scraped from the page. Cicero and Seneca are overwritten. Archimedes is covered over. Every single work of Democritus and his heretical ‘atomism’ vanishes. Ninety per cent of all classical literature fades away. Centuries later, an Arab traveller would visit a town on the edge of Europe and reflect on what had happened in the Roman Empire. ‘During the early days of the empire of the Rum,’ he wrote – meaning the Roman and Byzantine Empire – ‘the sciences were honoured and enjoyed universal respect. From an already solid and grandiose foundation, they were raised to greater heights every day, until the Christian religion made its appearance among the Rum; this was a fatal blow to the edifice of learning; its traces disappeared and its pathways were effaced.

Wise is the one who knows to bow before the right person in search of knowledge.

Learn everything. Fill your mind with knowledge—it’s the only kind of power no one can take away from you.

It's more important to know what we don't know, than to know what we know.

Better dope than dilettante.

Great men speak to us only so far as we have ears and souls to hear them; only so far as we have in us the roots, at least, of that which flowers out in them.

Why but Learning would not be made common. Yea but Learning cannot be too common, and the commoner the better. Why but who is not jealous, his Mistresse should be so prostitute? Yea but this Mistress is like ayre, fire, water, the more breathed the clearer; the more extended the warmer; the more drawne the sweeter. It were inhumanitie to coop her up, and worthy forfeiture to conceal her. Why but Schollers should have some privilege of preheminence. So have they: they onely are worthy Translators. Why but the vulgar should not knowe all. No, they can not for all this; nor even Schollers for much more: I would, both could and knew much more than either doth or can. Why but all would not be knowne of all. No nor can: much more we know not than we know: all know something, none know all: would all know all? they must breake ere they be so bigge.

Knowledge is power: You hear it all the time but knowledge is not power. It's only potential power. It only becomes power when we apply it and use it. Somebody who reads a book and doesn't apply it, they're at no advantage over someone who's illiterate. None of it works unless YOU work. We have to do our part. If knowing is half the battle, action is the second half of the battle.

We need not know the how and the why to profit from knowing the that.

A great moment is made when knowledge can be shared; not disputed, fought over, opposed, or contested as to which version or perspective is greater, worthier, or more valuable.

What it made me think about above all is how incredibly much we learn from our birthday to last day - from where the horsies live to the origin of the stars. How rich we are in knowledge, and in all that lies around us yet to learn. Billionaires, all of us.