“We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction.”

“The burning cry in all organizations is for “good leadership,” but we have learned that beyond a threshold level of adequacy it is extremely difficult to know what good leadership is.”

“We do not believe anyone - we do not trust any beautiful verbal constructions. There is a real situation on the battlefield.”

“Precepts may instruct, but examples persuade.”

“We do not learn from experience… we learn from reflecting on experience.”

“We learn from experience that men never learn anything from experience.”

“To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. … In the history of education, men have often distinguished between learning by instruction and learning by discovery. … Discovery stands to instruction as learning without a teacher stands to learning through the help of one. In both cases the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning, and instruction passive. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.””

“Learning too soon our limitations, we never learn our powers.”

“Whenever I encounter a challenge in my life, I use the experience to learn and grow. I rise above all limitations.”

“Præcepta docent, exempla movent, Precepts may instruct, but examples do persuade.”