"learning"タグの名言

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

The philosophy of the schoolroom in one generation is the philosophy of government in the next.

Most often people seek in life occasions for persisting in their opinions rather than for educating themselves.

Self-education is the only possible education; the rest is mere veneer laid on the surface of a child's nature.

Genius is an exceedingly common human quality, probably natural to most of us.

The home is the chief school of human virtues.

As regards moral courage, then, it is not so much that the public schools support it feebly, as that they suppress it firmly.

This institution will be based on the illimitable freedom of the human mind. For here we are not afraid to follow truth wherever it may lead, nor to tolerate any error so long as reason is left free to combat it.

Knowledge which is acquired under compulsion has no hold on the mind. Therefore do not use compulsion, but let early education be a sort of amusement; you will then be better able to discover the child's natural bent.

Over the years, I have noticed that the child who learns quickly is adventurous. She's ready to run risks. She approaches life with arms outspread. She wants to take it all in. She still has the desire of the very young child to make sense out of things. She's not concerned with concealing her ignorance or protecting herself. She's ready to expose herself to disappointment and defeat. She has a certain confidence. She expects to make sense out of things sooner or later. She has a kind of trust.

It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry.

Life is still better than University. In school, your teacher is the fruit picker and you are the open fruit basket. Then you take those fruits and make cakes and pies. But life is going to give you the chance to go out there and pick those fruits yourself. Then you can eat them, or make them into something else; any which way, your own hands picked them!

Ready comprehension is often a knee-jerk response and the most dangerous form of understanding. It blinks an opaque screen over your ability to learn. Be warned. Understand nothing. All comprehension is temporary.

Any child who can spend an hour or two a day, or more if he wants, with adults that he likes, who are interested in the world and like to talk about it, will on most days learn far more from their talk than he would learn in a week of school.

Thank goodness my education was neglected.

Learning is by nature curiosity... prying into everything, reluctant to leave anything, material or immaterial, unexplained.

Learning is important. It is a way to make a life better for yourself and your family.

Libraries allow children to ask questions about the world and find the answers. And the wonderful thing is that once a child learns to use a library, the doors to learning are always open.

The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.